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    Academic reading instruction in tertiary English preparatory classes: A qualitative case study of an experienced instructor
    (2020) Kemaloglu-Er, Elif
    Academic literacy is a crucial means to read, comprehend, and reflect on academic texts. In tertiaryEnglish preparatory classes, to lay strong foundations for academic literacy, it is necessary to build awell-structured framework for academic reading instruction. One means of doing this is exploringthe pedagogical views and practices of experienced teachers. This qualitative case study focuses on ahighly experienced English instructor with established records of success and investigates theparticipant’s views about academic reading instruction, her academic reading instruction practices,and the extent of consistency between her views and practices. The instructor has forty-one years ofteaching experience, was given the Excellence in Teaching Award by her institution and is an activedigital immigrant with two educational blogs. The research reveals an in-depth analysis of theinstructor’s multiple subjectivities in academic reading instruction and the details about herinvestment in learning. The data were collected by semi-structured interviews, teacher’s blog postsand journal, and classroom observations and analyzed via thematic analysis. The findings displayedthat the instructor believes in the significance of construction and activation of students’ backgroundknowledge as well as teacher and student motivation for successful reading. She reported teachingand practicing a number of pre-, while- and post-reading strategies. The reading instruction practicesof the instructor displayed full compatibility with her concerning views. The study has significantimplications for contexts teaching English for academic purposes (EAP) and concludes thatexperienced L2 teachers may apply effective teaching practices and serve as examples for theircolleagues.
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    Codeswitching in group work in EFL classes
    (Selcuk University, 2020) Kemaloglu-Er, Elif; Özata, Hatice
    Codeswitching is reported to be a common feature of group work in EFL classes, particularly those with learners sharing the same native language. On the other hand, there is little research on codeswitching in group work in EFL contexts. This study aims to investigate the reasons why codeswitching is employed in EFL group work interactions among learners who share the same native language. The data were collected via observations of group work processes and open-ended questionnaires given to the students and thematically analysed. According to the findings, codeswitching in group work served mainly four types of purposes: I) search for equivalence, ii) meaning clarification, iii) following task procedure and iv) emotional expression. The task type being a spontaneous speaking task or an outcome production task and the students' being in an on-record or off-record mode also affected the extent of codeswitching. Another finding was that the instructor's use of L1 in the classroom might derive students to switch codes. The students reported that they switched from English to their native language particularly due to their lack of proficiency and the fact that they found L1 communication a convenient way of expressing their concerns and emotions. Codeswitching was found to be a builder of solidarity and a means of achieving task targets as well as interactional fluency, implying that it can serve pedagogically useful purposes in group work in EFL classes. © 2020 JLLS and the Authors.
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    Defining ELF as a sociolinguistic concept and a pedagogical perspective
    (Peter Lang AG, 2020) Kemaloglu-Er, Elif; Deniz, Esma Biricik
    [No abstract available]
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    ELF-aware pre-service teacher education: practices and perspectives
    (Oxford Univ Press, 2020) Deniz, Esma Biricik; Kemaloglu-Er, Elif; Ozkan, Yonca
    English as a lingua franca (ELF) is a recent paradigm in ELT which acknowledges non-native varieties in their own right and NNSs as having their own unique characteristics rather than assessing them against an NS benchmark. Despite the changing needs of today's English language learners, there is little research on how to integrate ELF into pre-service teacher education programmes and English language teaching practice since there is a theory-practice gap due to lack of clear pedagogical descriptions and concrete classroom-driven data. This study presents an intensive educational model for pre-service teachers aiming to raise their awareness of the pedagogy of ELF, synthesizing theory with practice. It investigates how prospective teachers exposed to the ELF-aware teacher education model integrated ELF into their teaching and their viewpoints about the process. The entire process has been reported to contribute significantly to the participants' professional development as well as presenting several challenges.
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    English as a lingua franca defined by pre-service teachers: insights from theory and practice
    (Walter De Gruyter Gmbh, 2021) Kemaloglu-Er, Elif; Bayyurt, Yasemin
    Despite the sheer reality of English used as a lingua franca in and outside L2 English classrooms, many teachers are still unaware of the concept of English as a lingua franca (ELF), which makes integration of ELF awareness into teacher education essential. This study presents an ELF-aware education model for pre-service teachers and analyses the definitions of ELF made by the pre-service teachers exposed to this model before, during and after their training and documents the ways they changed, if any. The data were collected by an open-ended questionnaire and semi-structured interviews which were thematically analysed. According to our findings, ELF conceptualizations reveal increased awareness. Perceptions of ELF changed from a global concept to a communicative construct and ultimately to a humanistic pedagogical perspective accepting non-native users of English with their own variability. The data imply the evolving roles of the participants from (i) outsiders to ELF to (ii) ELF-aware users and owners of English and ultimately to (iii) potential ELF-aware practitioners and disseminators of ELF knowledge. With variability of definitions and implied roles changing at each phase of the training, the ELF-aware pre-service teacher education model has proved to be effective in making the participants increasingly aware of the ELF concept.
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    Explicit, implicit, or both? Novel ways of ELF integration into global Englishes language teaching
    (Taylor and Francis, 2021) Kemaloglu-Er, Elif
    [No abstract available]
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    Feeling In-Between Experienced by Tertiary-Level English Preparatory Students: An Investigation of Two Turkish EMI Universities
    (Language Institute, Thammasat University, 2023) Kemaloglu-Er, Elif
    English preparatory programs at English medium instruction (EMI) universities aim to help students gain the necessary competence in English so that they can fulfil their academic and communicative goals at the international level. Preparatory students may experience different psychological situations including feeling in-between. Being neither a high school nor a bachelor student, they may experience difficulties likely to stem from the uncertainty regarding their status and environment and this could have adverse effects on the quality of their language learning including distraction and demotivation. This study is the first of its kind investigating English preparatory students’ feeling in-between by exploring their descriptions, reasons, and suggested solutions. The data were collected from 238 students at two Turkish EMI universities through a questionnaire and interviews and thematically analysed. Findings show feeling in-between was defined as “not feeling like a real university student”. The participants likened their environment to high school and complained about lack of activities and contents not related to their majors. The suggestions included content-based instruction and social, psychological, and academic support. The study implies preparatory students be fully included in educational life and have a say in relevant policies. The research also has implications for tertiary-level EFL instruction worldwide. © 2023 Language Institute, Thammasat University. All rights reserved.
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    Language Teacher Identity, World Englishes, and ELF: A Duoethnography Between a Native Speaker Teacher and a Non-Native Speaker Teacher
    (Routledge Journals, Taylor & Francis Ltd, 2023) Kemaloglu-Er, Elif; Lowe, Robert J.
    As English has developed into a global language, comprehensive suggestions have been made for the integration of World Englishes (WE) and English as a lingua Franca (ELF) into language education. However, such suggestions have often encountered considerable resistance, in part due to the complexities in the formation of language teacher identity. In this paper, the authors employ a duoethnographic research method to explore how their encounters with WE and ELF have impacted their identities as a native speaker and a non-native speaker teacher of English. Through comparisons between their life histories, they demonstrate how their experience with WE and ELF have led to feelings of newfound legitimacy, and lingering incompleteness. The paper argues in order for the promotion of WE/ELF to be successful, more focus needs to be paid to the identity work required of teachers so that they can successfully and sensitively form a new conception of language teaching.
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    Project-Based and ELF-Aware Pre-Service Teacher Education in Turkey: Sample Cases of Discovery, Creativity, Interaction, and Multilingual and Multicultural Diversity
    (Taylor and Francis, 2019) Kemaloglu-Er, Elif; Bayyurt, Yasemin
    This study combines two areas of study, namely project-based learning in English language pre-service teacher education and English as a Lingua Franca (ELF) awareness. Project-based learning involves creating meaningful, real-life-based outputs by engaging in research, critical and creative thinking, and interaction with the actual stakeholders. ELF-awareness in our context refers to being conscious of the meaning of ELF and how it can be incorporated into language-learning environments. In its simplest form, ELF can be defined as the discourse produced by non-native speakers of English, typically characterized with possible deviations from the linguistic, pragmatic, and cultural norms of Standard English. Also ELF can be taken as a paradigm that acknowledges non-native speaker use and users of English in their own right rather than assess them on the basis of a native speaker benchmark. In this study, the pre-service teachers were exposed to a project-based and ELF-aware teacher education program and researched and defined ELF in their own terms, devised ELF-related lesson projects for English classes, shared them with their supervisors and colleagues, applied them in the form of peer teaching and practicum and critically reflected on the process. This chapter focuses on how this project-based ELF-aware teacher education model was applied, how the teachers integrated ELF into English lessons, and what they thought about their ELF-aware projects and the project-based program. The data were collected by classroom observations and interviews with the teachers and analyzed thematically. Highlighting different aspects of non-native speaker reality and multicultural diversity, the sample lessons are expected to contribute to the limited literature of ELF pedagogy with creative and humanistic touches. The study has also revealed the fact that the Standard English-bound attitudes and expectations of some schools and parents put great pressure on pre-service teachers willing to emphasize the multilingual and multicultural diversity in their practicum classes. Yet, this challenge has paved the way for innovative practices of ELF pedagogy, applied mostly in implicit ways. At the end of this multifaceted educational process, a great majority of participants were found to be satisfied with this project-based model aiming to raise ELF-awareness through hands-on practice comprising discovery, creativity, interaction, and multilingual and multicultural diversity. © 2020 Taylor and Francis.
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    Project-Based Learning in English Language Teaching at a Rural School: A Case Study from Turkey
    (Children Research Center, 2022) Kemaloglu-Er, Elif; Sahin, Muazzez Tugce
    English language teaching (ELT) at rural schools may pose challenges like insufficient resources and a lack of students' interest. Integrating real-life-based and learner-centred methods like project-based learning (PBL) into rural English classes may help improve the quality of ELT in such contexts, yet the issue still remains underexplored. This case study aims to devise a PBL model for the English classes at a rural school and investigate the effects of PBL on the development of linguistic and non-linguistic competencies as well as the benefits and challenges of the process along with suggested solutions. The data were collected through closed- and open-ended questionnaires, semi-structured interviews, and students' productions. According to the results, PBL was seen to affect students' progress in multidimensional ways. The data suggest that thanks to PBL, the students' interest and confidence in using English increased, and their English language proficiency improved. Besides, the students were found to have developed their real-life related skills like time management, creativity, autonomous decision-making, oral presentation, and computer use. However, PBL was also defined to be a challenging process requiring full devotion and a heavy workload. This study indicates PBL can be an effective means to improve the quality of ELT in rural education. © 2022 Children Research Center. All rights reserved.
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    The Effects of Referential Questions in Pre-writing Activities on Students’ In-class Participation and Written Production
    (2021) Kemaloglu-Er, Elif
    Types of teacher questions play a crucial role in students’ foreign language development. Among teacher questions, referential questions asked to enable students to provide data not known by the teacher, express their views and exchange personal information and ideas are particularly important as they can affect students’ in-class participation and language production. Writing is a complex production process and pre-writing activities are defined to be an essential step to improve writing performance. In these activities, referential questions may act as effective means to encourage students’ in-class participation and written production. However, referential questions in pre-writing activities in English language teaching have not yet been investigated. This study aims to investigate the forms and functions of referential questions in pre-writing activities and teacher and student views about their effects on students’ in-class participation and written production. 63 English language learners and their writing instructor participated in the study. The data were collected by classroom observations and teacher and student interviews and analysed via conversation and thematic analysis. The findings showed that referential questions were used in a variety of forms and had productive, communicative, pedagogical and motivational functions. The teacher and students emphasized that referential questions had substantial impacts on in-class participation and written production. They were reported to attract students’ attention, enhance their motivation to speak, promote oral participation and lead to complex responses. Also referential questions were stated to provide guidance for the production of written outputs generated with the help of collaboratively constructed content in the classroom.
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    The effects of teacher’s reading aloud versus students’ silent reading on surface and deep level comprehension: A quasi-experimental study from a tertiary context
    (2019) Kemaloglu-Er, Elif
    The research on the effects of teacher’s reading aloud versus students’ silent reading on readingcomprehension in EFL contexts is limited. This study is significant as it is the first of its kindinvestigating the effects of teacher’s reading aloud versus students’ silent reading of an informationaltext on the surface and deep level reading comprehension of tertiary EFL students. 60 preintermediate students of English participated in the study. The research was designed as a quasiexperimental study with an experimental and a control group. The experimental group had aninformational text read aloud to them by the teacher while the control group read the same textsilently. Two measures were used to test the effects of treatments on reading comprehension: amultiple choice text for surface level comprehension and a phrase cloze text for in-depthcomprehension. The findings showed that there was no significant difference between teacher’sreading aloud and students’ silent reading conditions in surface level comprehension, yet students’silent reading was found to be significantly more effective than teacher’s reading aloud in deep levelcomprehension. The study implies that students’ silent reading can be preferred over teacher’sreading aloud in EFL classes when reading informational texts. Another implication signals thepossibility of eclectic in-class reading practices compromising two strategies in accordance with theirfunctions. According to this paradigm, teacher’s reading aloud can be used as a bridge incomprehending the text at the surface level, which could then be followed by students’ silent readingfor in-depth comprehension.