Yazar "Mikhailova, Tatyana" seçeneğine göre listele

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    A Netnographic Study on The Reasons Why People Fail to Learn English
    (2024) Acar, Sibel Can; Cesur, Kürşat; Mikhailova, Tatyana; Akshulakova, Bibigul
    In a global and digital world, learning a language, especially English is essential for people to keep up with the developments in science, business, technology, etc. Despite starting to learn English early, students might not always reach desired proficiency levels. Therefore, the present study aims to find out some of the reasons why people fail to learn English. Employing a netnographic approach, the researchers examined asynchronous comments posted in online communities on a social media platform. Within the scope of this study, 198 comments answering the question of why people fail to learn English were obtained from three online groups of English language teachers on Facebook. The findings show that 154 out of 198 comments aimed to answer the question. They were analyzed through content analysis, which revealed that there are educational, social, personal, and linguistic reasons why people fail to learn English. Educational reasons were among the most mentioned reasons by the members of the communities. In addition, the analysis indicates a balanced representation of linguistic and personal factors, with social factors slightly less prominent in comparison. Considering the existing literature review, several implications are highlighted to overcome the difficulties and challenges of learning English. Finally, this study is limited by its reliance on Facebook posts collected within a specific timeframe; future research could enhance depth and scope by incorporating longitudinal methods, diverse social media platforms, and in-depth interviews.
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    Comparative Analysis of EFL Teachers’ Views on Fundamentals of English Language Teaching: The Case of Türkiye and Kazakhstan
    (Children Research Center, 2025) Cesur, Kursat; Mikhailova, Tatyana; Genç, Lale Gökçe
    This study compares the views of English as a Foreign Language (EFL) teachers from Türkiye and Kazakhstan on the fundamental aspects of English language teaching (ELT). As English gains prominence in global communication, understanding EFL teachers’ pedagogical knowledge, content knowledge, and personality traits across different contexts is vital for enhancing teaching practices. Adopting a comparative qualitative design, data were collected from 107 in-service EFL teachers (50 from Türkiye, 57 from Kazakhstan) via an online survey with open-ended questions. Thematic analysis revealed six core themes: emotional commitment, pedagogical knowledge, content knowledge, continuous professional development, personality traits and professional dispositions, and student-centeredness. Both groups valued emotional commitment, pedagogical, and content knowledge; however, contextual differences emerged. Turkish teachers emphasized personal traits such as resilience and patience, while their Kazakhstani counterparts focused on content expertise and ongoing development. The study highlights how regional factors influence teacher perspectives and offers implications for tailoring EFL teacher education programs to context-specific needs in both countries. © 2025 Children Research Center. All rights reserved.
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    Enhancing global awareness and intercultural competence in english language teacher education
    (IGI Global, 2025) Mikhailova, Tatyana; Cesur, Kürşat
    Foreign language teaching goes through considerable changes and challenges currently observed in content development, teaching methods, and techniques modernization. Integration of the competence approach, introduction of intercultural learning stands out among many other contemporary issues in teacher education worldwide. English language proficiency together with global and cultural awareness, high level of intercultural competence ensures the necessary platform and required background forprofessional development of future teachers of English. By highlighting the importance of these competencies, this chapter aims to clarify the essential role of global awareness and intercultural competence in teacher education, identifying both the obstacles that hinder their development and the strategies that can overcome these barriers. Thus, this chapter addresses the challenges and innovative solutions within the realms of pedagogy, management, and materials development, offering a comprehensive guide for educators, policymakers, and institutions. © 2025 by IGI Global Scientific Publishing. All rights reserved.