Tez Koleksiyonu

Bu koleksiyon için kalıcı URI

https://hdl.handle.net/20.500.12507/158

Listeleniyor 1 - 20 / 392

Investigating the relationship between social-emotional foreign language learning and intercultural communicative competence of university efl students
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Yalçın, Toprak
This study investigated the relationship between social-emotional foreign language learning and intercultural communicative competence of university EFL students. Students’ perceptions were assessed through Zaimoğlu’s (2018) “Social-Emotional Foreign Language Learning Scale” and Mirzaei & Forouzandeh’s (2013) “Intercultural Communicative Competence Questionnaire”. Besides, students’ demographic information was also explored under gender, age, English level, university, university department, high school background, high school department, abroad experiences. Participants of this study are 255 preparatory school university students from Mersin. The findings concluded high level of competences in decision-making and social-relations and moderate level of competence of self-regulation. Moreover, demographic results also revealed significant statistics regarding gender in social-relations. On the other hand, students’ ICC level were found as moderate and demographic results informed that foundation university students had higher Skills than public university students. Furthermore, Pearson r correlations revealed significant and positive relationship between SEFLL and ICC and demonstrated a clear understanding of an awareness between the relationship without vaguely gesturing.
Exploring Turkish efl teachers’ perceptions and classroom practices regarding intercultural communicative competence
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Demir, Uğur
The ability to utilize a foreign language effectively in linguistic, sociolinguistic, and pragmatic circumstances is known as Communicative Competence (CC). By incorporating cultural awareness into communication, Intercultural Communicative Competence (ICC) builds upon CC. This study investigates the viewpoints and instructional strategies of English language instructors in Turkish public schools with relation to incorporating ICC into their curricula. The survey created by Sercu (2005) was used to gather information from 127 educators in the province of Niğde. Descriptive analysis, t-tests, Kruskal-Wallis H, and Mann-Whitney U tests were among the statistical techniques used. The results show that instructors generally have a positive view of the benefits of ICC, although classroom activities are still primarily conducted in an instructor-led environment. Experiences with Erasmus+ and eTwinning were found to have a considerable impact on ICC practices, but not beliefs. Teachers' views and practices were also greatly influenced by their desire to interact with people from other cultural backgrounds. The study's conclusion highlights the need for more research in this field and offers pedagogical implications for curriculum designers and language teachers.
The implementation of drama in language teaching: exploring its effects on efl learners' attitudes and self-efficacy at the high school level
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Çankaya, Mazlum
Drama, a form of artistic expression with roots in antiquity, is frequently utilized in educational contexts for diverse purposes and is widely regarded as a means to enhance students' learning experiences. This study investigates the potential impact of drama-based activities on high school students' attitudes toward learning English and their self-efficacy beliefs regarding English language acquisition. Employing a mixed-methods research design, the study integrates both quantitative and qualitative approaches. Quantitative data were collected through the administration of two pre-test and post-test questionnaires: one measuring attitudes toward learning English as a foreign language and the other evaluating self-efficacy beliefs across the four language skills. Qualitative data were gathered using face-to-face semi-structured interviews, student diaries, and observation forms, aiming to explore how drama-based activities influence the attitudes and self-efficacy beliefs of the experimental group. A purposive sampling method was used to select 36 students from a private high school, who were subsequently divided into experimental and control groups. The intervention spanned an eight-week period. The quantitative results indicate that drama-based activities positively influence high school students' attitudes and self-efficacy beliefs toward English language learning when comparing the experimental and control groups. However, within the experimental group, while improvements in attitude levels were observed between pre-test and post-test measurements, these changes were not statistically significant. In contrast, the qualitative findings derived from semi-structured interviews and student diaries reveal overwhelmingly positive perceptions of drama-based activities among participants. In summary, the findings suggest that drama-based activities can foster a positive transformation in students' attitudes and self-efficacy beliefs regarding English language learning. The study highlights the potential of drama as an effective pedagogical tool in language education, advocating its inclusion in curricula to enhance learning outcomes.
Exploring the role of self-efficacy beliefs of efl teachers on their job crafting behaviours
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Sancar, Beyza
The purpose of this research is to investigate how the self-efficacy beliefs of English as Foreign Language (EFL) teachers relate to their job crafting behaviours and to what extent self-efficacy beliefs predict job crafting behaviours. Additionally, the study examines the differences in these constructs based on demographic factors including age, professional experience, educational background, and institution type. 131 EFL teachers in Kayseri took part in the research, and data was gathered using the "Job Crafting Scale" (JCS) and the "Teachers' Self-Efficacy Beliefs Scale" (TSES). Descriptive analysis, Pearson correlation analysis, one-way ANOVA, independent samples t-tests and simple linear regression analyses were used to analyze data. The results revealed an important affirmative relationship between EFL teachers' self-efficacy beliefs and their job crafting behaviours. Regression analysis displayed that self-efficacy beliefs considerably estimated job crafting behaviours, indicating that higher self-efficacy beliefs lead to higher engagement in job crafting behaviours. ANOVA results indicated remarkable differences in self-efficacy beliefs and job crafting behaviours based upon years of experience and educational background, while no significant differences were observed based on gender and age. The findings underline the significance of fostering self-efficacy beliefs via targeted professional improvement programs to enhance teachers' job crafting behaviours. Designing in-service training programs to develop teachers' professional skills is advised in this situation. The study offers insightful information that helps teachers become more proficient in the area of English Language Teaching (ELT) and raise student accomplishment.
An exploration of principals’ leadership characteristics and teacher self-efficacy through the lens of elt teachers
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Apçin, Şükriye Esin
This study aims to explore the effect of school principals’ leadership characteristics on English teachers’ self-efficacy levels. The research was conducted with a total of 168 English teachers working in various primary, secondary and high schools in Mersin, Türkiye. Data were collected through Rating of Principal Characteristics (RPC) (Walker, 2011) and Teachers’ Sense of Efficacy (TSES) (Tschannen-Moran & Hoy, 2001) scales. The findings indicated that principals who exhibit strong leadership qualities can positively influence teachers’ confidence in their instructional abilities. Moreover, regression analysis demonstrated that leadership perceptions significantly predict self-efficacy levels. The results show the important role of school principals in supporting and enhancing teachers’’ professional competence. Despite these contributions, the study is limited by its geographic scope as it focuses solely on ELT teachers in Mersin. This may affect the generalizability of the findings. Future research could investigate these relationships in different educational and cultural contexts. The study’s implications suggest that school principals should adopt leadership practices that prioritize teacher support, collaboration and professional development as these factors play a key role in enhancing both teacher efficacy and overall educational quality.
Exploring the effect of social justice on cultural sensitivity among middle school English language teachers
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Küçükbayrak Çekiç, Dilşad
This research investigates how social justice and cultural sensitivity are related within the framework of critical pedagogy in secondary schools in Şanlıurfa, Türkiye, a city famous for its rich cultural diversity. The study is based on the principles of critical pedagogy and examines how English language teachers’ ideas about social justice affect their cultural sensitivity in classrooms filled with multicultural dynamics. The research also sheds light on how demographic factors such as educational qualifications, professional development, age, and educational experience affect cultural sensitivity practices of social justice. In this research, a quantitative approach was used with validated measurement tools for cultural sensitivity and social justice. Descriptive, inferential, correlational and regression statistical analyses were used to determine the perceptions of participants, differences between demographic variables, and the effect of social justice perception on cultural sensitivity. The findings, which showed a strong predictive relationship between feelings of social justice and cultural sensitivity, emphasized how important it is for educational environments to be equitable and inclusive. This study aims to contribute to the growing literature on inclusive education by considering cultural sensitivity and social justice within the broader context of critical pedagogy. It also provides important insights for teacher training programs, curriculum reforms, and educational policy development.
The effect of efl teachers’ mindfulness in teaching on their ecological agency
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Anlayışlı, Cemre
The responsibilities of teachers and students have been profoundly impacted by shifting attitudes in language instruction. Teachers’ role as mentors has changed to include encouragement of students’ flexibility and ingenuity. Within this context, the development of EFL teachers’ ecological agency and mindfulness in teaching has garnered increasing attention. Employing a Correlational Survey Research design, this research sought to explore the impact of mindfulness in teaching on EFL teachers’ ecological agency. Furthermore, it set out to examine the levels of mindfulness in teaching and ecological agency among EFL teachers. The study also sought to investigate if these teachers’ mindfulness in teaching and ecological agency vary based on age, gender, English majors, educational degree, and teaching experience. The study was carried out in Mersin, Turkey with 268 EFL teachers in state and private schools that work at the elementary, middle, and high schools levels. Participants were selected through convenience sampling. The instruments used included a Personal Information Form, the Mindfulness in Teaching Scale (Frank et al., 2016), and the Teacher Ecological Agency Questionnaire (Ghamoushi et al., 2022). Quantitative data were analyzed via SPSS 27 by employing descriptive statistics, T-Test, One-Way ANOVA, and Simple Linear Regression Analysis. The results showed that mindfulness in teaching has an effect on teacher ecological agency in a positive way. The study found that EFL teachers ‘often’ exhibit mindfulness in teaching and they ‘usually’ demonstrate ecological agency. Finally, the findings emphasize that gender contributes to EFL teachers’ Intrapersonal Mindfulness.
Empowering teachers as agents of change: English language teachers’ proactive personality through job crafting
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Ekinci, Nurşin
This study was conducted to examine the role of EFL teachers’ proactive personality through their job crafting considering their levels of work engagement. The data of this study obtained from the teachers working in the Schools of Foreign Languages at foundation and state universities in Çukurova Region, Türkiye, was carried out in accordance with mixed methods. Through data collection, three questionnaires, measuring EFL teachers’ proactive personality, job crafting, and levels of work engagement, in the quantitative dimension of the study, and following the quantitative dimension, semi-structured interviews in the qualitative dimension were carried out. Within the scope of research questions in this study, descriptive, correlational, and simple linear regression analyses were performed to analyse the quantitative data, and content-based and descriptive analyses were conducted to analyse the qualitative data. The findings of this study primarily showed that EFL teachers’ proactive personality significantly predict their job crafting; however, their proactive personality has no significant role as a predictor for their levels of work engagement in the quantitative dimension of the study since there is no significant relationship between EFL teachers’ proactive personality and work engagement. On the contrary, the qualitative dimension of the study revealed that the teachers’ proactive personality impacts their work engagement through job crafting. To conclude, the results of this study were discussed within the framework of previous research conducted in the literature
The perception of efl teachers’ metaverse integration: a case study in English language
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Bağcı, Zehra
The 21st century has imposed significant demands on educational environments, making the incorporation of modern technological tools, such as Metaverse technology, important for English language teaching (ELT). EFL instructors bridge over these two variables as initiators and guides regarding the coherence between language acquisition and the metaverse as a dynamic tool. To create a modern teaching environment, language instructors need to acquire awareness about their own perceptions in order to make use of Metaverse and its equipment, and these perceptions lead them to appropriate practices for their own contexts. It is crucial to equip language teachers with the necessary practical skills and support systems for effectively integrating Metaverse technology into their teaching practices. On the contrary, problems in technology infrastructure, insufficient training, and unequal access represent the converse aspect. To address these challenges and maximise the potential of new technology in education, the study underscores specialised professional programs and policy alterations. Therefore, this study examines the viewpoints and actions of EFL instructors in Turkey working in private high schools concerning the integration of metaverse technology by employing comprehensive research methodology methods, both quantitative and qualitative approaches. With the participation of a total of 16 teachers of English as a foreign language, this study focuses on the creation of immersive, interactive, and collaborative learning environments. For collecting data, seminars were implemented, and interviews and questionnaires were administered before and after the seminar. Additionally, the qualitative data from the interviews were analysed through content analysis in parallel with the survey results. Quantitative data were analysed using non-parametric tests of the Social Sciences Statistics Package (SPSS) and compared with each other to obtain differences. The results were concluded holistically from the perspective of the methods used in Metaverse trainings, pre- and post-surveys, and post-interview analyses. For this purpose, the study focuses on the use of the metaverse and teachers' perceptions of integrating this new technology into their lessons. Current theories, approaches, and models have determined that the metaverse platform can serve as an effective language learning environment. It shows the importance of teachers' participation in in-service training programs updated with new technologies and the progress in the process of developing their perceptions. In addition, the findings discuss certain problems related to the use of metaverse technology as a language learning platform
Exploring the perceptions of efl teachers towards using mobile applications as instructional tools
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Kireç, Veysel
The current study investigated English as a Foreign Language (EFL) teachers' perceptions of using mobile applications as instructional tools and whether that perception differed based on age, gender, teaching experience, or school level. The study was conducted in public schools in Siirt, Turkey, with 159 EFL teachers from different demographic backgrounds. A descriptive, cross-sectional design was used, and data were collected by the Mobile Learning Perception Scale (MLPS). Potential differences were determined using parametric tests (T-test and ANOVA). The results showed that teachers generally viewed mobile applications positively and recognized their potential to enhance the language learning process beyond the traditional classroom context. In addition, no statistically significant differences were found according to the demographic factors, which suggests that positive perceptions transcend age, gender, experience, and school level. Overall, the findings of this study provide evidence supporting that EFL teachers perceive the emerging applications of mobile education as a valuable resource for instruction and highlight how the use of mobile-set strategies for this purpose has the potential for enriching and diversifying language education.
Investigating efl teachers’ subjective well-being in Turkish context
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2024) Sümer, Sude
This study investigates the subjective well-being of English as Foreign Language (EFL) instructors in Turkey, with a particular emphasis on the variables that affect the teachers' general well-being and job satisfaction. A validated subjective well-being scale was used to gather data from 172 EFL teachers using a quantitative study approach. The study looks into the connections between well-being and number of demographic factors, including gender, age, kind of school, and grade level taught, and well-being. Key findings show that, on average, EFL teachers in Turkey have a moderate level of well-being, with important influences coming from possibilities for professional growth, work-life balance, and family relationships. The study also emphasizes discontent with responsibilities, financial situations, and technological proficiency. Factors including age, gender, and type of school did not significantly affect the subjective well-being, despite small variances. These findings highlight the value of fostering a supportive work environment and implementing interventions to promote the well-being of teachers, as doing so can boost the caliber of instruction and improve student outcomes.
The relationship between efl learners’ academic perfectionism and their foreign language engagement
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Çiftkoç, Mercan
Personality traits play a significant role in language development. Since the introduction of positive psychology in education, there has been a flourishing of research into psychological constructs which have become increasingly important in the realm of language instruction. Therefore, there has been an increase in studies on academic perfectionism and students’ engagement in foreign languages. This survey-based research aimed to examine whether academic perfectionism and foreign language engagement of EFL learners are significantly correlated. The study also sought to assess their level of academic perfectionism and foreign language engagement. Additionally, it aimed to investigate whether EFL learners’ academic perfectionism and their foreign language engagement differ by age, gender, department and years of learning English. 275 EFL learners who learn English as a foreign language (EFL) at the School of Foreign Languages in a foundation university participated in this study. They were chosen by using convenience sampling. In this quantitative study, data collection tools were the “Personal Information Form” created by the researcher, “Academic Perfectionism Scale” developed by Odacı et al. (2017), and the “Language Learner Engagement Scale” developed by Oruç and Demirci (2020). The gathered data were analysed by using SPSS 24. The findings indicated that EFL learners agree that they actively demonstrate engagement in their foreign language classes; however, there is no relationship between EFL learners’ academic perfectionism and their foreign language engagement. The study also found that EFL learners’ academic perfectionism and their foreign language engagement significantly differ by gender.
The relationship between social-emotional competencies and uncertainty management in the efl context
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Kırmacı, İpek
With the developments in education, social-emotional competencies have begun to take their place among the basic skills that individuals need to acquire in their education processes. In recent years, there has been an increase in research examining incorporating social-emotional learning into various educational areas, such as language learning. Language learning is a challenging experience filled with uncertainties arising from academic and social processes. Managing these uncertainties effectively significantly impacts students' language learning progress and emotional well-being. However, studies on uncertainty management, especially in foreign language learning, and the relationship between social-emotional competencies and uncertainty management remain limited. In this context, the study aimed to examine the social-emotional competencies of university students in English preparatory classes, their strategies for coping with uncertainty, and the relationship between these two factors. For this purpose, the “Social and Emotional Foreign Language Learning Scale” developed by Zaimoğlu (2018) was used to measure students' social and emotional language learning abilities, and the "Uncertainty Management Scale" developed by Dağtaş (2018) was used to evaluate their uncertainty management. The research was conducted with 121 preparatory students at Çağ and Çukurova Universities in Turkey during the 2022-2023 academic year. The results indicated that students generally demonstrate a positive attitude by effectively evaluating their social and emotional competencies and using various strategies at a moderate level to cope with uncertainty. Additionally, it was determined that these strategies differed according to demographic factors such as gender and English language proficiency levels. Certain relationships between SEFLLS and UMS overall scores were also identified, revealing that social-emotional competencies and uncertainty management play an important role in the language learning process.
The effect of efl teachers’ reflective teaching on their work engagement
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Aslan, Havva Nur
English as a Foreign Language Teachers’ (EFL) work engagement has captured a lot of attention in the field in recent years. Reflective teaching is also another construct which affects teaching quality and teachers’ professional development. Therefore, this correlational survey research was designed to determine if there was an effect of EFL teachers’ reflective teaching on their work engagement. The study further aimed to investigate whether EFL teachers’ reflective teaching and their work engagement vary related to demographic factors: gender, Bachelor of Arts degree, the type of school in which they work, work experience and the level of school in which they work. For the selection of participants, the convenience sampling was used. There were 292 participating teachers who worked as EFL teachers in state and private schools at the primary, secondary and high school levels in Kayseri. The Demographic Information Form, The Engaged Teachers Scale (ETS), and English Language Teaching Reflection Inventory (ELTRI) were administered to collect the data. The collected data was analysed by SPSS 27. As a consequence, these teachers’ Practical, Affective and Metacognitive Reflection predict their work engagement in a significant way. However, their cognitive and critical reflection do not have a significant impact on their work engagement. Additionally, the EFL teachers working at private schools are more involved in reflective teaching compared to their counterparts at state schools. Keywords:
An investigation of high school students’ attitudes towards english language learning by using literary texts
(çağ Üniversitesi / Sosyal Bilimler Enstitüsü, 2024) Demiröz, Merve
This qualitative study was conducted at a public high school in a rural area of Şanlıurfa province, Turkey, involving high school students with A2 proficiency level in English. The coursebooks used in their English lessons exceeded their language proficiency, which contributed to language acquisition challenges due to the artificial content and limited opportunities for the real-life usage of English. Consequently, students developed negative attitudes toward English lessons and the language learning process, leading to interruptions in their language development. In this study, literary texts selected based on the students' interests and needs, along with lesson plans aligned with the intended outcomes of these texts, were implemented with 36 students over a 7-week period. The aim of the study was to explore changes in students' attitudes toward English and the language learning process. After each lesson, students were asked to write their experiences and attitudes towards the literary texts and the lessons in their journals. At the end of the study, these journals were collected and analyzed through content analysis using a coding method. The findings indicated that incorporating literary texts into English lessons had a positive impact on students' attitudes toward English and the language learning process. Additionally, the study observed a positive increase in students' interest and attitudes toward literary texts throughout the implementation period.
The impact of authentic material use on 8th grade students' attitudes towards EFL learning
(çağ Üniversitesi / Sosyal Bilimler Enstitüsü, 2024) TUNÇ, Veysi
This research aims to find data to see if authentic materials have an impact on the attitudes of 8th-grade students in EFL lessons. English teaching has undergone significant changes and shifts within the past few decades, and the current generation of teachers and students is more dependent on the latest technologies for teaching and learning. For that reason, teachers of English nowadays use a wide range of teaching resources and materials to fulfil their students' interests and learning styles. This paper focuses on the impact of authentic materials on 8th-grade learners‘ attitudes towards their learning contexts in EFL settings i, a topic of significant relevance in the current educational landscape. The study was conducted for eight weeks during the Autumn semester of the 2023 – 2024 educational year. The research sample comprised forty-seven 8th-grade students studying at Private Diyarbakir Bil College Secondary School. As data collection tools, an attitude scale towards an English course, diaries and semi-structured interviews were utilized. The quantitative data was analyzed by using SPSS program by means of related non parametric tests. The qualitative data was analyzed by means of content analysis. The emergent themes and their sub codes were extracted and the frequencies were given in the related tables. The results of the study showed that there was almost no statistically significant difference between the control group and experimental group after an 8-week activity though the experimental group only had a slight improvement in their attitude towards use of authentic materials. The qualitative data showed that both groups were in favour of use of authentic materials but some external factors like LGS exam, exam anxiety or family pressures about that exam and so on were various factors having an impact on their general English learning route or mood.
Exploring The Relationship Between 21st Century Skills And Uncertainty Management Skills Of Efl Learners
(çağ Üniversitesi / Sosyal Bilimler Enstitüsü, 2024) GÜN, Dilara
21st century’s arrival has made important changes and necessitated the competency in new skills for everyone. In order to equip the students with 21st century skills, foreign language curriculum has been adjusted in the recent years. These skills have also caused a major uncertainty among the learners and teachers. Uncertain situations in foreign language classrooms may be interpreted differently by some students and sometimes these interpretations may be positive or negative. Emotions caused as a result of uncertain situations can support or hinder the language learning process and the development of 21st century skills unless they are managed properly. The goal of this study was to investigate relationship between the skill levels of 21st century and uncertainty management levels of high school foreign language learners in a school located in southeast region of Turkey. The data was collected with the application of two separate surveys and analyzed through descriptive, inferential and correlational tests. The results of these tests indicated that age is one of the key factors to determine the students’ levels of 21st century skills and uncertainty management. It was also revealed that gender was not a determining factor in the students’ 21st century skills. However, it affected the uncertainty management levels and frequency of the students managing their experiences of uncertainty greatly. The study also shed light upon the link between 21st century skills and uncertainty and showed that these two variables have a strong relationship and affected one another greatly.
Investıgating the relatıonship between job crafting and job satisfaction among language teachers in private k- 8 schools in southern turkey
(çağ Üniversitesi / Sosyal Bilimler Enstitüsü, 2024) AZNİK, Funda
This study aims to explore the relationship between job crafting and job satisfaction in K8 private schools among English language teachers in southern Turkey. A total of 114 ELT teachers participated in the study, which utilized a mixed-method research design that incorporated both quantitative and qualitative approaches. At first, surveys were used to gather demographic information, utilizing the Job Crafting Scale by Tims and Bakker (2012), and the Teacher Job Satisfaction Questionnaire by Lester (1997). After the survey, a series of semi-structured interviews were carried out with a selected group of 10 teachers. The purpose was to further explore their experiences and gain more insightful information. The study with the results obtained from quantitative data found that teachers who engaged in more job-crafting behaviours reported higher levels of job satisfaction regardless of demographic factors, including age, gender, type of school, employment type, and work experience. Furthermore, the results were reinforced by qualitative data, which underlined that teachers who were able to adapt their duties and worked in flexible environments noted higher levels of job satisfaction. However, successful job crafting was limited by obstacles such as centralized decision-making processes and standardized lesson plans, especially in chain private schools. Overall, the study highlights the significance of creating a supportive environment that encourages job crafting in order to boost job satisfaction among ELT teachers. It is suggested that school administrators should actively engage teachers in decision-making processes and customize professional development programs to address their requirements. Implementing these strategic actions can ultimately result in increased teacher satisfaction and improved educational outcomes for students.
An investigation into motivation and job satisfaction levels of efl instructors
(Çağ Üniversitesi/Sosyal Bilimler Enstitüsü, 2024) BAKMAY, ,Eylül Naz
This study aimed to investigate the levels of motivation and job satisfaction experienced by EFL instructors employed at the School of Foreign Languages, and to reveal the correlation between these two concepts. Additionally, the current study also aimed to investigate whether the motivation and job satisfaction levels of EFL instructors vary based on their gender, age, educational background, and professional seniority. This study was carried out with 146 EFL instructors from 7 different universities using the convenience sampling method. The Teacher Motivation Scale by Polat (2010) and the Minnesota Job Satisfaction Scale by Baycan (1985) were used. As a result of the study, EFL instructors' motivation and job satisfaction levels were discovered to be high; and a significant, strong, and positive correlation was found between these two concepts. Considering the correlation between demographic variables and motivation, the current study found that the motivation level of EFL instructors varied significantly only depending on gender, and that female instructors had a higher motivation level than male instructors. Additionally, the motivation level of EFL instructors did not differ significantly difference depending on age, educational background, and professional seniority. Considering the correlation between demographic variables and job satisfaction, the results showed that the job satisfaction level of EFL instructors did not significantly vary according to gender, age, educational background, and professional seniority.
Social justice or injustice in efl: A comparatıve analysıs of differences between private and state secondary schools
(Çağ Üniversitesi/Sosyal Bilimler Enstitüsü, 2024) ÖZÖNEN, Sena
The objective of this study is to investigate the potential social injustices in English as a foreign language learning (EFL) classrooms resulting from inequalities in access to EFL learning resources arising from secondary school learners’ socioeconomic background differences. Employing a qualitative research method, the study conducted two sequential data collection phases. The data was gathered through naturalistic observations and semi structured interviews. Observational studies were performed on 120 participants in state school and 80 participants in private school. The differences and similarities in EFL learning opportunities between state and private schools and learners’ overall willingness to engage in EFL learning activities were observed during three consecutive weeks. Following that, two semi-structured interviews titled “Learning Opportunities in EFL Context” with 11 open ended questions and “Motivation in Language Learning and Willingness to Participate in Language Classrooms” with 7 open-ended questions were utilized with 5 participants from the state school and 5 participants from the private school. Content and descriptive analyses were applied in order to obtain rich and comprehensive results. Findings of the study underscored the presence of social injustice in accessing high quality EFL learning opportunities, both in and outside of school, between state school and private school learners. Learners from lower socioeconomic backgrounds at state schools have evidently limited access to additional and supportive EFL learning opportunities compared to their counterparts of higher SES at private schools. Remarkable disparities among secondary school learners of different SES were revealed regarding EFL course hours, quality of EFL course materials, diversity of extracurricular activities and parental support. The findings also highlighted that this inequality in the distribution of learning recourses resulted in fluctuation in learners’ motivation to study EFL, especially in terms of integrative motivation. The results revealed that learners at private schools displayed a higher level of integrative motivation to participate in EFL studies. State school learners possess lower integrative motivation since they did not have international aims such as studying or living abroad. However both types of school learners demonstrated instrumental motivation to some extent. Findings of interview studies also highlighted the significance of instructor-learner relationship on learners’ EFL learning motivation. Both private and state school learners mentioned that negative attitude demonstrated by their instructors during the classes dropped their motivation to engage in the classroom activities. In conclusion, the findings of this research hold significant implications for both policymakers and educators in the field of EFL education, especially in the framework of critical pedagogy (CP). This study also underlines the need for educational reforms referring this social injustice in the field of EFL education by providing higher quality of learning opportunities and learning environments for socioeconomically disadvantaged learners.

Güncel Gönderiler