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Öğe A cross-national study into pre-service EFL teachers' career choice motivations in Germany, Japan, and Turkey(Asian E F L Journal Press, 2017) Uztosun, Mehmet Sercan; Topkaya, Ece ZehirThis study investigated career choice motivations and beliefs about the teaching profession for a cross-national diverse sample of German, Japanese, and Turkish pre-service English teachers. The Factors Influencing Teaching Choice scale was used to collect data from 85 participants. Kruskal-Wallis and Mann-Whitney U test results revealed significant differences between samples in all motivational constructs: 'self-perception', 'intrinsic', 'personal utility', 'social utility', 'social influence', and fallback'. German participants reported having more positive perceived teaching ability than Japanese participants, who rated choosing teaching as a fallback career significantly higher than the others. Turkish participants were found to be more altruistically and intrinsically motivated, while more negative feelings were reported by German participants regarding the social status and value of the teaching profession in society. Following these findings, the role of context in career choice motivations and beliefs about the teaching profession are discussed.Öğe An action research study into the role of student negotiation in enhancing perceived student engagement during English speaking classes at university level in Turkey(Routledge Journals, Taylor & Francis Ltd, 2018) Uztosun, Mehmet Sercan; Skinner, Nigel; Cadorath, JillA major issue in English language teaching in Turkey and other monolingual countries is the teaching of spoken English. This article reports the initial and final stages of an action research study which used student negotiation to enhance student engagement in speaking classes. The research was conducted in the English Language Teaching Department of a university in Turkey and involved the provision of student-negotiated speaking classes for one term during which qualitative and quantitative data collected from students through questionnaires on a weekly basis informed the design of the speaking activities. The results of content analysis and Wilcoxon signed-rank tests showed that student negotiation promoted student engagement through providing speaking classes appropriate to students' needs and interests, which resulted in more positive perceived speaking ability and greater willingness to communicate. This study demonstrates the significance of student negotiation in speaking classes and has implications for enhancing student engagement in speaking classroom activities.Öğe Exploring language learners' self-generated goals: Does self-concordance affect engagement and resilience?(Elsevier Sci Ltd, 2023) Henry, Alastair; Thorsen, Cecilia; Uztosun, Mehmet SercanDespite the importance that goals have for language learning (Lee & Bong, 2019), little is known about the effects on learner behaviours. Combining individualized (idiographic) and standardized (nomothetic) methodologies, this study investigated whether the self-concordance of learning goals formulated at the beginning of a program of language education affected engagement and resilience at the end of the first year. Following research demonstrating the mediating roles of goal effort and goal progress (Vasalampi et al., 2009), these variables were included in the study design. Participants were 41 teacher education students on a university program in Turkey. Data was collected on four occasions over two semesters. Analyses were carried out using path modelling. Results showed that starting the program with self-concordant goals had positive ef-fects on engagement and resilience later in the year. Effects of self-concordance were mediated by goal effort and goal progress. For engagement, a direct effect of self-concordance was also found. Findings point to an important relationship between the quality of language learners' goals and L2 learning behaviours. Further, the study highlights the value of idiographic methods in goal-focused research.Öğe Foreign language speaking competence and self-regulated speaking motivation(Wiley, 2021) Uztosun, Mehmet SercanThis study investigates the extent to which variables related to self-regulated speaking motivation contributes to the prediction of foreign language speaking competence and explores whether there is a relationship between these two constructs. The data were collected from 84 Turkish university students using self-regulated motivation for improving speaking English as a foreign language scale that comprised four subscales: task value activation, regulation of learning environment, regulation of classroom environment, and regulation of affect. Multiple regression analyses revealed that self-regulated speaking motivation predicts 34% of EFL (English as a foreign language) speaking competence, with a unique contribution of regulation of affect. Pearson correlation coefficient revealed a significant positive correlation between foreign language speaking competence and self-regulated speaking motivation. These findings suggest that self-regulated speaking motivation may be one of the predictors of improved speaking competence. Implications of self-regulated speaking motivation for the development of speaking competence are included.Öğe In-service teacher education in Turkey: English language teachers' perspectives(Routledge Journals, Taylor & Francis Ltd, 2018) Uztosun, Mehmet SercanThe interpretive survey study reported in this paper aimed to understand in-service English language teachers' views of in-service teacher education (INSET) programmes offered by the Ministry of National Education in Turkey. Data were collected from 2476 in-service teachers through an online questionnaire that contained closed-and open-ended items. Central tendencies were calculated and content analysis was used to analyse quantitative and qualitative data, respectively. According to the findings, participants disagreed about the effectiveness of these programmes. They reported that these programmes were effective in terms of promoting their professional development, personal development, and cooperation between colleagues; however, issues emerged regarding the weaknesses of these programmes in six main areas: the limited number of programmes on offer, the lack of qualified trainers, insufficient practical focus, poor lecturing, inconvenient time and place, and the perfunctory nature of the INSET offered. In the light of these findings, implications are generated to contribute to the improvement of the effectiveness of future in-service teacher education programmes.Öğe In-service Teachers’ Voices on the Quality of English Language Teaching in Turkey(2018) Uztosun, Mehmet SercanThis study, part of a larger project conducted with in-service English teachers’ in Turkey, reportsteachers’ views about the quality of English language teaching (ELT) in Turkey and majorinstructional problems they experience while teaching English. The study also revealed teachers’suggestions for coping with these problems. Data were collected through an online questionnairethat contained quantitative and qualitative items. 2,476 teachers working at primary, secondary,high schools in fifty cities across Turkey participated in the study. Basic descriptive statistics wereperformed on the quantitative data and qualitative data were analysed using content analysis.According to the participants, ELT in Turkey is not effective (N = 2,476; M = 2.27; SD = .91).Students’ negative affective states, large classes, poor textbooks, lack of materials, limited classhours, examination-driven teaching, and overloaded and structure-based curriculum werereported to be the main reasons for ineffective ELT. Participants agreed that shifting the focus ofteaching to listening and speaking, improving textbooks, offering preparatory classes andincreasing class hours, improving teacher development and recruitment, providing opportunitiesto go abroad, changing the focus of examinations, and changing the curriculum could help improvethe effectiveness of ELT in Turkey.Öğe LECTURERS' VIEWS OF CURRICULUM CHANGE AT ENGLISH LANGUAGE TEACHING DEPARTMENTS IN TURKEY(2015) Uztosun, Mehmet Sercan; Troudı, SalahBu çalışma, 2006 yılı İngilizce Öğretmenliği müfredatının oluşturulmasında takip edilen müfredat değişikliği süreçlerinin etkililiği hakkında öğretim elemanlarının görüşlerini anlamaya çalışmaktadır. Araştırmada on beş farklı üniversitede görev yapmakta olan 27 öğretim elemanından açık uçlu bir sormaca yoluyla nitel ve nicel veri toplanmış ve katılımcıların beşiyle görüşmeler yapılmıştır. Sonuçlar, 2006 müfredat değişikliği sürecinde öğretim elemanlarının söz sahibi olmadıklarını ve değişiklikler hakkında iyi bilgilendirilmediklerini göstermiştir. Müfredat değişim sürecinin, müfredat geliştirmenin önemli aşamaları olan ihtiyaç analizi, öğretmen eğitimi ve değerlendirme gibi adımları takip etmediği belirtilmiştir. Yapılan ders değişiklikleri ile ilgili olarak, 2006 programının uygulama derslerine ağırlık vermesi konusunda etkili olduğu bildirilmiştir. Farklı edebiyat derslerinin birleştirilmesi, kelime dersi eklenmesi ve bazı derslerin ders saatlerinin arttırılması etkili değişiklikler olarak gösterilmiştir. Buna karşılık, beceri odaklı derslerin çıkarılması, araştırma becerileri dersinin saatinin düşürülmesi, ileri okuma ve yazma derslerinin birleştirilmesi ve okul deneyimi dersinin çıkarılması 2006 müfredatının olumsuz özellikleri olarak tespit edilmiştir. Bu bulgular ışığında, İngilizce öğretmenliği bölümlerinde müfredat değişiklik sürecinin etkili bir şekilde gerçekleştirilmesi adına bir takım tavsiyelerde bulunulmuşturÖğe Pre-service and In-service English Teachers’ Efficacy Beliefs about Teaching English at Primary Schools(2016) Uztosun, Mehmet SercanThis study investigated pre-service and in-service English teachers’ efficacy beliefs aboutteaching English at primary schools in Turkey by revealing the teaching aspects that they felt most andleast efficacious. The study also attempted to understand pre-service teachers’ views about theeffectiveness of pre-service teacher education and explore which major problems in-service teachersencountered while teaching English at primary schools. The quantitative and qualitative data werecollected from 170 pre-service and 129 in-service teachers through a questionnaire. The quantitative andqualitative data were analysed using descriptive statistics and content analysis, respectively. Accordingto the findings, both groups held similar positive or negative efficacy beliefs about most teaching aspects:while they reported feeling most efficacious in ‘using visual materials’, ‘giving simple instructions’, and‘using gestures, facial expressions and body language effectively’, they reported feeling least efficaciousin ‘using mainly kinaesthetic activities’, ‘managing class time effectively’, and ‘knowing how eachlanguage skill can be developed’. Pre-service teachers agreed that the ‘teaching practicum’ was the mostineffective aspect of the programme, followed by ‘lack of practice-based courses’, ‘inadequate number ofteaching English to young learners courses’, and ‘language courses’. In-service teachers reported havingproblems because of ‘limited class hours’, ‘poor textbooks’, ‘lack of technological resources’, ‘lack oflearner preparedness’, ‘lack of learner motivation’, and ‘large classes’. In the light of these findings,implications were generated to improve the effectiveness of pre-service and in-service teacher education,which could increase the quality of education for English language students at primary schools.Öğe Pre-service and in-service English teachers’ efficacy beliefs about teaching English at primary schools(Ankara University, 2016) Uztosun, Mehmet SercanThis study investigated pre-service and in-service English teachers’ efficacy beliefs about teaching English at primary schools in Turkey by revealing the teaching aspects that they felt most and least efficacious. The study also attempted to understand pre-service teachers’ views about the effectiveness of pre-service teacher education and explore which major problems in-service teachers encountered while teaching English at primary schools. The quantitative and qualitative data were collected from 170 pre-service and 129 in-service teachers through a questionnaire. The quantitative and qualitative data were analysed using descriptive statistics and content analysis, respectively. According to the findings, both groups held similar positive or negative efficacy beliefs about most teaching aspects: while they reported feeling most efficacious in ‘using visual materials’, ‘giving simple instructions’, and ‘using gestures, facial expressions and body language effectively’, they reported feeling least efficacious in ‘using mainly kinaesthetic activities’, ‘managing class time effectively’, and ‘knowing how each language skill can be developed’. Pre-service teachers agreed that the ‘teaching practicum’ was the most ineffective aspect of the programme, followed by ‘lack of practice-based courses’, ‘inadequate number of teaching English to young learners courses’, and ‘language courses’. In-service teachers reported having problems because of ‘limited class hours’, ‘poor textbooks’, ‘lack of technological resources’, ‘lack of learner preparedness’, ‘lack of learner motivation’, and ‘large classes’. In the light of these findings, implications were generated to improve the effectiveness of pre-service and in-service teacher education, which could increase the quality of education for English language students at primary schools. © 2016, Ankara University. All rights reserved.Öğe Professional competences to teach English at primary schools in Turkey: a Delphi study(Routledge Journals, Taylor & Francis Ltd, 2018) Uztosun, Mehmet SercanThis research aimed to uncover the teacher competences that are necessary to provide age-appropriate English language teaching to primary school students in Turkey. The Delphi technique was implemented to propose a list of competences created through consensus among a panel of experts that consisted of 15 teachers and 16 teacher educators. The data were collected by administering three questionnaires in three rounds. Central tendency and consensus were measured through median and inter-quartile range, respectively. The findings led to a list of 29 teacher competences which were categorised into five groups: theoretical and practical knowledge', knowing the young learner', planning and organising teaching', managing teaching', and competence in English'. Implications were made for improving the effectiveness of English language teaching to young learners: these included the design of pre-service and in-service teacher education programmes to equip teachers with the necessary skills and knowledge to teach English to young learners.Öğe Profiles of Turkish pre-service teachers of English in terms of language learning background(Routledge Journals, Taylor & Francis Ltd, 2017) Uztosun, Mehmet SercanThis study aims to describe the language learning backgrounds of Turkish pre-service teachers of English as a foreign language (EFL) with reference to their perceived language competence and satisfaction with perceived speaking ability. Quantitative and qualitative data were collected through a questionnaire that was administered to 365 first-year students studying at English language teaching departments at seven universities, categorised into three groups according to their rankings. The data were analysed through descriptive statistics and the Kruskal-Wallis test. Regardless of the university, participants reported having limited language learning experience because their English classes focused mainly on grammar, vocabulary and reading. They reported feeling least proficient in listening, speaking and vocabulary, which suggested that people enter English language teaching in Turkey with limited oral communication skills in English. This has implications for the EFL teacher education field in Turkey and other monolingual countries where the focus of English classes is limited to teaching structural aspects of the target language.Öğe The development of a scale for measuring the self-regulated motivation for improving speaking English as a foreign language(Routledge Journals, Taylor & Francis Ltd, 2020) Uztosun, Mehmet SercanThis article reports on the development of a scale for measuring the self-regulated motivation for improving speaking English as a foreign language (EFL). The scale, which is informed by Pintrich's self-regulated learning (SRL) model, addresses motivational aspects of SRL. The scale was constructed in three stages: item pooling, exploratory factor analysis and confirmatory factor analysis. A total of 1065 learners participated in the research. Exploratory and confirmatory factor analyses were carried out using SPSS and structural equation modelling respectively. The findings led to the development of a 20-item scale that involved four factors: (a) task value activation, (b) regulation of learning environment, (c) regulation of affect and (d) regulation of classroom environment. This factor structure indicates that developing positive affective reactions, enhancing interest in the task and developing positive perceptions of task value are important for developing EFL speaking skills. The research also revealed that changing both in-class and out-of-class environments is important for self-regulated learners as this creates more opportunities to practise spoken language.Öğe The effects of visibility in interaction on the use of communication(Çanakkale Onsekiz Mart Üniversitesi, 2008) Uztosun, Mehmet Sercan; Erten, İsmail HakkıBu çalışma öncelikle İngilizceyi yabancı dil olarak öğrenenlerin kullandıkları iletişim stratejilerini araştırmaktadır. Bununla birlikte iletişim stratejilerinin kullanımını etkileyebilecek faktörler olan etkileşimde görselliğin ve dilde yeterlilik seviyesinin etkisi de incelenmiştir.Bu çalışma Çanakkale Onsekiz Mart Üniversitesi İngiliz Dili Eğitimi 1. ve 4. sınıf öğrencileriyle gerçekleştirilmiştir. Ardıl görüşmeyle desteklenen etkileşim-odaklı deneysel bir çalışma yapılmıştır. Çalışmaya, hikaye anlatıcısı ve dinleyicisinden oluşan 17 çift, toplam 34 öğrenci katılmıştır. Katılımcıların bölümdeki sınıfları göz önüne alınarak yüksek ve düşük seviyeli iki grup oluşturulmuştur. Hikaye anlatıcısı olan katılımcılar iki sessiz film izleyip sonrasında bu filmleri dinleyicilere birbirlerini görebildikleri ve göremedikleri ortamlarda aktarması istenmiştir. Konuşmacıların birbirlerini göremedikleri ortamı oluşturmak için konuşmacıların arasına bir pano yerleştirilmiştir. Veri toplama süreci videoya kaydedilmiş, her bir çiftin konuşmaları kodlanmıştır.Çalışmada uygulanan içerik çözümlemesi, en çok kullanılan iletişim stratejilerinin söze dolgu yapmak, öz tamir, ve öz tekrar olduğunu belirtmekle birlikte katılımcıların toplam 32 farklı iletişim stratejisi kullanıldığını ortaya koymuştur. Yapılan istatistiksel analiz, öğrencilerin iletişim sürecinde birbirlerini görme ihtiyacı içersinde bulunduklarını göstermiştir. Yapılan istatistiksel çalışma ayrıca dil yeterlilik seviyesinin anadilden aktarım, ileti azaltma ve konudan kaçınma gibi bazı stratejilerin kullanımını etkilediğini göstermektedir. Bu iletişim stratejilerinin daha çok düşük yeterlilik seviyesine sahip olan öğrenciler tarafından kullanıldığı saptanmıştır. Bu sonuç, düşük yeterlilik seviyesine sahip olan öğrencilerin iletişim sürecinde bir zorlukla karşılaştıkları zaman hedefledikleri mesajı azalttıklarını, mesajı iletmekten vazgeçtiklerini ya da anadillerine aktardıklarını göstermektedir.Bu çalışma, İngiliz Dili Eğitimi öğrencilerinin iletişim stratejilerini kullandıklarını göstermiştir. Öte yandan, çalışmada kullanılan araştırma yönteminin gerçek hayat etkileşimi sağlayarak iletişim stratejilerinin kullanımını araştırmak için uygun olduğu saptanmıştır. Buna ek olarak, etkileşim sürecinde görselliğin kullanılan iletişim stratejilerinin sayısını etkilediği sonucuna varılmıştır. Ayrıca, konuşmacının dil yeterliliğinin bazı iletişim stratejilerinin kullanımını etkilediği görülmüştür.Öğe The impact of English proficiency on the use of communication strategies: An interaction-based study in Turkish EFL context(2014) Uztosun, Mehmet Sercan; Erten, İsmail HakkıBu çalışma, Türkiyede İngilizceyi yabancı dil olarak öğrenen öğrencilerin kullandığı iletişim stratejileriniaraştırmayı ve dil yeterliliği ile iletişim stratejilerinin kullanımı arasındaki ilişkiyi ortaya koymayı amaçlamaktadır. Farklı yeterlilik seviyelerindeki 17 çiftin iki kısa film üzerine müzakere etmeleri istenmiş veanımsamayı sağlayan görüşmeler gerçekleştirilmiştir. Kruskal-Wallis test sonuçları katılımcıların söze dolguyapmak, öz tamir ve öz tekrar gibi belirli stratejileri kullandıklarını göstermiştir. Yeterlilik seviyesiöğrencilerin strateji seçimlerini etkileyen bir faktör olarak bulunmamıştır ancak ileti azaltma, konudankaçınma ve vücut dili stratejilerinin kullanımında anlamlı farklar bulunmuştur. Bu bulgular öğretim planlamakonusunda göze alınacak hususlarla ilgili çıkarımlar yapmayı mümkün kılmıştır.
