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    PRE-SERVICE ENGLISH LANGUAGE TEACHERS' PERCEPTIONS OF COMPUTER SELF-EFFICACY AND GENERAL SELF-EFFICACY
    (Turkish Online Journal Educational Tech-Tojet, 2010) Zehir Topkaya, Ece
    The primary aim of this study is to investigate pre-service English language teachers' perceptions of computer self-efficacy in relation to different variables. Secondarily, the study also explores the relationship between pre-service English language teachers' perceptions of computer self-efficacy and their perceptions of general self-efficacy. To this end, in 2007-2008 Academic Year Fall Term a sample of 288 pre-service English language teachers at Canakkale Onsekiz Mart University was surveyed. Three basic research instruments were used to collect data: The Computer Self-Efficacy Scale (Askar and Umay, 2001), The General Self-Efficacy Scale (Schwarzer and Jerusalem, 1995), and a survey questionnaire designed to obtain personal information and previous computer experience from the participants. The data were analyzed with the use of descriptive statistics. Frequencies and percentages were calculated and t-test, one-way ANOVA, and correlation analyses were used in the analysis of the data. The significant level was taken as .05. The findings indicated that pre-service English teachers had a moderate level of computer self-efficacy perceptions. Computer experience, frequency of use and gender were identified to create a significant difference in the perception of computer self-efficacy (p<.05). Concerning grade levels, only between 1(st) and 4(th) ones a significant difference was found (p<.05). The correlation analysis between general sense of self-efficacy and computer self-efficacy revealed a moderate and a positive correlation between the two psychological constructs. Finally, the regression analysis showed that computer experience was the variable that affected the computer self-efficacy beliefs of pre-service English teachers most.
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    Preservice English Teachers' Preparedness to Teach: Stakeholders' Perceptions in Teaching Practicum
    (SAGE Publications Inc., 2023) Çelik, Handan; Zehir Topkaya, Ece
    Preservice English language teachers (PSTs) realize and shape their perceptions regarding preparedness to teach during their education. However, being prepared to teach is complex and multifaceted and requires individual factors and interaction with context and other people. Therefore, understanding it from stakeholders’ lens is needed. Within a descriptive and exploratory design, one-on-one, semistructured interviews were conducted with 8 faculty advisors (FAs) and 11 cooperating teachers (CTs) supervising PSTs in primary, secondary, and high schools in a northwestern city in Türkiye. The data collected in teaching practicum stage of field experience was coded and categorized via constant comparison method of analysis. The FAs, except for few issues, regarded the PSTs as unprepared to teach, while the CTs did as prepared to teach. The emergence of a perception gap could show lack of common understanding and mismatch between the stakeholders’ perceptions regarding their standards of and approaches toward high-quality teacher preparation.
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    Professional and Personal English Language Needs Analysis of Faculty Members and Postgraduate Assistants at Faculty of Medicine
    (Çanakkale Onsekiz Mart Üniversitesi, 2018-03) Çelik, Handan; Zehir Topkaya, Ece
    As it is the case in many other majors, the need to become proficient in English is crucial for medical professionals mainly because they need to keep their knowledge and skills up-to-date, which requires them to follow recent changes and developments in the profession both in and out of the country. In this regard, as the language of science, English also dominates the literature in medicine. For this reason, to what extent medical professionals need English language skills both professionally and personally is a matter of concern for language teaching professionals. With this in mind, the current study examines English language needs of faculty members (FMs) and postgraduate assistants (PGAs) working at Faculty of Medicine at a state university in Turkey. 29 PGAs and 26 FMs from various departments responded to a 26-item, 4-point Likert scale assessing their needs on four macro skills; listening, reading, speaking, and writing complemented by micro skills. The results mainly revealed that on a professional basis, the FMs had stronger perceptions regarding their language needs than the PGAs did, while the PGAs’ perceptions of personal needs for reading and writing were found to be stronger than the FMs’. Additionally, the perceptions of both participant groups regarding their personal language needs were slightly lower than their professional ones, which may stem from the fact that being demanding and competitive, a medical career requires high standards to attain professional achievements where external drives and forces become more significant.
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    Promoting Multicultural Learning: An Investigation of Race Representation in Turkish Secondary School EFL Coursebooks
    (Ozgen Korkmaz, 2024) Türkmen, Gökçe Nur; Zehir Topkaya, Ece
    Globalization has been a transformative force in the world, shaping the way countries interact with one another and impacting a wide range of economic, political, and social factors (Akcaoğlu & Arsal, 2022). In this context, promoting understanding of diversity and inclusion among students is essential which can be effectively cultivated through learning materials. Raising students' awareness of the diverse range of cultures, perspectives, and experiences that exist within the world should be a concern for teachers. Therefore, this study explores the representation of race in four EFL coursebooks prepared for secondary school grades (5-8) published by the Turkish Ministry of National Education. In a qualitative descriptive research design, document analysis was used to analyze the images and written texts. The results revealed that in all four books the target language countries, European nationalities, and white race were predominantly referred to and portrayed. The most diverse coursebook was the 5th grade one in terms of racial representation whereas the 6th grade coursebook was found to include references to only Türkiye. The study suggests revising the coursebooks to promote diversity and inclusivity can be an effective way to cultivate intercultural competence, foster greater empathy and understanding among students, and create more equitable and inclusive learning environments. © 2024, Ozgen Korkmaz. All rights reserved.