Kenan Dikilitaş

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• Doctor of Education
• Professor at University of Bergen

This collaborative research project explores the role of sustained engagement in teacher research in the professional development of three teacher-researchers based in Argentina, India, and Turkey. It focuses on how teacher research impacted upon their identity development and self-efficacy. An original, collaborative research design facilitated th...

Teacher burnout is a significant issue in education adversely affecting teachers’ job satisfaction and well-being. In this study, we explored the level of teacher burnout syndrome across various teaching modalities: face-to-face, online, and blended instruction. Utilizing Maslach's burnout model and the Job Demands-Resources (JD-R) theory, our rese...

The Routledge Handbook of Language Teacher Action Research is an authoritative and innovative treatment of Language Teacher Action Research (LTAR) as a growing research field. Edited by two global thought leaders in LTAR, it features 32 original thematic contributions from a global range of experts at the cutting edge of the field, providing a com...

This chapter has two parts. The first part explores the contemporary framework of CBL and the three phases of CBL: Engage, Investigate, and Act with a detailed guide to the mini-activities within each phase and practical examples. It details how to develop a challenge starting with team formation and choosing a big idea, through to the implementati...

This Chapter contains five micro-level case studies that examine CBL within specific educational practices, for example, within a particular academic discipline. Case Study One explores CBL used in the master's level course Information Management and Digitalization at UiS. Case Study Two presents an innovative approach to learning dubbed “An inGeni...

This open access book maps the role of challenge-based learning (CBL) in the transformation of higher education pedagogy, towards being sector-informed as well as student-driven. CBL democratises the process of learning by repositioning students as drivers, who are empowered to make decisions on course content, assess needs in the real world and de...

This chapter contains five meso-level case studies that examine CBL outside of specific educational practices such as extra-curricular CBL implementation with a particular focus on the role of external stakeholders. Case Study Six, from the University of Trento, examines the extra-curricular Alpine Smart Working Challenge, which partners with the l...

This chapter gives a direct voice to CBL experiences through transcripts of interviews with colleagues and students shaping the narrative around the implementation of CBL. These conversations are both one-to-one interviews conducted on Teams and a questionnaire answered via Microsoft Forms. Themes discussed throughout the book in earlier chapters a...

This chapter contains three macro level case studies that focus on systemic and institutional perspectives to examine global issues that can be addressed through CBL. Case study eleven from Dublin City University explores the demand for and design of CBL Pathways, emphasising support for university teachers. Case study twelve, a collaborationbetwee...

This chapter provides a short overview of the history of Challenge-Based Learning (CBK) and its evolution as a pedagogical practice in higher education. We discuss how CBL reshapes pedagogical approaches to learning and teaching as well as student engagement and self-directed learning in collaborative practices. The vignette included compares CBL t...

This chapter presents a comprehensive, practical guide to assessment, feedback, and evaluation in CBL for teachers and practitioners to use. It takes a detailed look at formative and informative methods of assessment and how it can be done in both informal and formal ways. For feedback, it looks at how this is given by all parties in CBL; teachers...

This chapter is an exploration of the multi-faceted implications of future CBL implementation for teachers, practitioners, students, and external stakeholders through a close reading of the case studies within the three levels of the ecological framework including micro, meso, and macro. This analysis draws on the details of these CBL implementatio...

This chapter sets out the rationale for categorizing the case studies commissioned for this book using a micro, meso, and macro frameworks and our intention to further document emerging practical knowledge which can contribute to the development of theoretical understanding in the field of CBL. It contextualizes our research approach through the us...

The current study explores the discipline-based differences in terms of the relationship between English language proficiency and attitudes towards translanguaging in partial English Medium Instruction (EMI) programmes at a Turkish university. Quantitative data were collected from undergraduates in the Faculty of Engineering (n = 173) and the Facul...

Translanguaging, as a pedagogical approach, has been gaining a prominence especially in bilingual and multilingual educational settings. As a strategic and intentional use of multiple languages to enhance communication and learning, this pedagogy provides potential benefits in terms of creating inclusive learning environments in such settings (Garc...

This chapter explores the transformative potential of action research (AR) in enhancing student engagement and fostering their active involvement in language learning through participation in teachers’ AR projects. Engaging students directly in the research process – from identifying pedagogical challenges to implementing and reflecting on interven...

The field of language teaching is an area of constantly evolving practice, and teachers are confronted daily with understanding and addressing the emerging perspectives that shape the complexities of teaching and learning. Language teaching is a dynamic and multifaceted process that involves a range of different skills, knowledge, and competencies...

For us as the editors, the privilege of editing this handbook has been a rewarding and inspiring initiative. We have been afforded a unique opportunity to overview the relevance of the research studies conducted and the insights of the researchers, educators, and teachers who have examined action research (AR) both as a research approach and a prac...

This chapter focuses on methodological approaches to teaching and learning English for Academic Purposes (EAP). We focus on two key developments: Todd’s (in Journal of English for Academic Purposes 2:147–156, 2003) six principles of EAP, and academic literacies theory. These emerged from different disciplines, EAP and L1 academic writing, respectiv...

While numerous training models aim to empower teachers by positioning them as active participants with agency and freedom, they often fall short in providing opportunities for training that seamlessly incorporates both the participants' own language and English. In this study, we used loop input (process and content aligned) in two languages that e...

Purpose: Despite the acknowledged impact of generative artificial intelligence chatbot (ChatGPT) in the field of education, further research is necessary to explore the potential of ChatGPT in enhancing the professional growth of English as a foreign language (EFL) teachers. Hence, this study aims to uncover how Iranian EFL teachers' (four novice a...

Employing a phenomenological lens, this study investigated the lived experiences of teachers engaging in collaborative bilingual instruction, specifically focusing on their practices within a co-teaching framework. Through in-depth interviews and reflective analysis, the study aimed to shed light on how language and content teachers collaborated, t...

Despite the crucial role of teachers in connecting research to classroom practices, very little is known about the processes of research-informed practice through their reading, doing, and use of research. Also largely unknown is how the potential interconnections among these activities could influence teachers’ evaluations of research relevance an...

Translanguaging pedagogies have become an alternative pedagogy to the traditional bilingual education, emphasizing that emergent bilinguals possess a single, unified linguistic repertoire rather than two distinct language systems (Garcia & Wei, 2014). Consequently, teaching pedagogies should be revised to reflect this understanding. This meta-synth...

Chat Generative Pre-Trained Transformer (ChatGPT), introduced in November 2022, has evolved into a widely used open-access tool across various domains including higher education. While providing students with opportunities to independently create and access educational content, concerns have emerged regarding the potential for ChatGPT to cast stude...

With the emergence of COVID-19, the whole world had to adopt fully online courses overnight. Following the pandemic, there has been a gradual transition process back to traditional face-to-face education. In that transition period, many institutions adopted hybrid delivery mode as it holds both online and face-to-face components. This study was car...

Teacher professional development is universally acknowledged as crucial for academic success and educational progress. However, the efficacy of conventional continuous professional development (CPD) programs has been frequently questioned, with reports suggesting their ineffectiveness in fostering substantial teacher growth. The shortcomings of the...

This case study explores the bilingual upbringing of a 5 year 2 months old child in Turkish and English through “non-native parents (NNP) strategy” within a context where English is neither the first nor the majority language of the community. Drawing on the Parental Discourse Hypothesis (Lanza, 1992) and Modeling Hypothesis (Comeau et al., 2003),...

It is a fact that teachers worldwide are aiming at one thing and one thing only: students’ success. To this end, teachers must continue learning and developing their skills. It is necessary to engage in self-evaluation through some activities, which include collaboration, interaction and reflection. One way of achieving this is to have peer observa...

Little is known about how research-based learning (RbL) in language teacher education contributes to meta-reflexivity, a critical element in handling pedagogical intricacies in a complex profession like teaching. Drawing on Cramer, Brown, and Aldridge (2023)’s framework for meta-reflexive teacher education, we examined how RbL helps pre-service tea...

Transformation of the Turkish EFL teachers working at tertiary level as researchers has received relatively little attention in the relevant literature. Furthermore, most studies in the field sought to explain the transformation of the teachers through interventions. Therefore, drawing on the underpinnings of transformative learning theory proposed...

This chapter explores the process of how pre-service English language teachers (n=55) engaged in EMI-oriented topics including translanguaging and multilingual pedagogies at a state university in Turkey, a country where teaching English is still regarded as a monolingual practice. As students read, co-discussed, and co-reflected on relevant article...

Despite the growing research on teachers’ identity tensions, the tensions experienced by teacher educators, especially that of in-service teacher educators, remain underexplored. To address this issue, this narrative inquiry investigates the identity tensions of English language teachers who concurrently perform the role of in-service teacher educa...

Despite the growing research on teachers’ identity tensions, the tensions experienced by teacher educators, especially that of in-service teacher educators, remain underexplored. To address this issue, this narrative inquiry investigates the identity tensions of English language teachers who concurrently perform the role of in-service teacher educa...

The interplay between teachers engaged in action research (AR) and the educational ecosystem involving the other teachers who did not conduct AR and administrators has been an issue unexplored in the English Language Teaching (ELT) field. In the current study, we explore how teachers’ engagement in AR within a Teacher Study Group (TSG) at a state u...

This study examines discipline-specific attitudinal differences in translanguaging when studying through English Medium Instruction following a mixed methods research design. The quantitative data for this study came from the Mathematics, Physical and Life Sciences (n = 173) and Social Sciences (n = 172) divisions of a major public university in Tu...

Teaching English to the speakers of other languages (TESOL) sits at the nexus of constant change, which makes it vitally important for language teachers to engage in continuous development to survive professionally. Central to moving with the proverbial times, is keeping abreast with the sociopolitical milieu in which teachers are embedded. However...

This chapter looks first of all at the currently available literature for the Nordic (including Norway, Sweden, Finland, Denmark and İceland) and Baltic states (including Estonia, Latvia and Lithuania) with regard to the use of English as a medium of instruction (EMI) (Dikilitaş & Griffiths, 2023). A small scale study carried out among both teacher...

Several scholars argue for a closer association between research and teaching in higher education, but it is unclear how research-based teaching can be actualized. Action research (AR) offers designs that position students as actors of the research processes, for example by doing research themselves or co-researching. Therefore, AR and research-bas...

The paper presents a conceptual framework for flexible learning design, specifically focusing on the context of the Flipped Classroom (FC). The aim is to provide a comprehensive understanding of flexibility in learning environments and course designs, as well as explore emerging flexible modalities. The paper also underlines the theories underlying...

This study investigates 4 secondary school Turkish EFL teachers’ percep- tions of their experiences in a new Soft-Content and Language Integrated Learning (CLIL) context and explores whether these experiences led to the (re)construction of their identities. The data was collected through a focus group interview, netnography, and stimulated recalls...

his case study aims to explore English language vocabulary acquisition experiences and conceptualizations of a single adult English language learner with mild dyslexia by drawing on metaphors and semi-structured interviews. In the study, we aimed to view the learner's perception through different lenses to gain deeper insight into her ulterior moti...

This study explores how bilingual education teachers' flexible delivery of instructional translanguaging within a bilingual preschool in the predominately monolingual context of Turkey could provide children with a space for bilingual interaction. The research aim is to analyse the children's use of translanguaging in relation to translanguaging pe...

Practitioner research has been gaining prominence as a means for professional development (PD) since it provides teachers with opportunities to reflect on, comprehend, and transform their practices. However, there is a dearth of research that examines how teachers learn in online communities established to mentor teachers across the world to learn...

In the post Ph.D. thesis period, Simon, the only participant in this study was encouraged to reflect on his learning process by his supervisor through interviews. Simon had already reflected on the practice of colleagues during the thesis process; however, this follow-up study brought out the researcher’s own voice. Taking a view of identity that e...

The enactment of higher education policies has followed an unprecedented sequence of innovation around blended and hybrid learning because of the gradual dissemination of pedagogical and technological developments. These include quality assurance, qualification frameworks, employability programs, international mobility of students and teachers, and...

Guided by the sociocultural approach to teacher learning, this collective case study describes in-depth online peer observation experiences of six English language teachers and how they reflected on the scheme carried out for a semester at a university. Data were collected via an interest analysis form, 24 reflective diaries, 24 video recordings of...

The most widely believed misconception about bilingualism purports that exposure to a second language within the community will automatically yield bilingual children, who can apply their balanced language skills in every domain of their future employment. However, this misconception does not represent the real-life experiences of most bilinguals....

This case study explores the language attitudes of an English-Turkish simultaneous bilingual child who was born and spent five years in the United States and had to relocate to Turkiye as her parent's graduate study ended there. However, children born in a host country and raised in two languages (in family and social/formal environments) may exper...

This study examines the impact of a translanguaging-driven in-service training on English as a Foreign Language (EFL) teachers’ professional identity re-construction. Grounded in complexity theory, the study is based on pre-, while- and post-training interviews with twelve teachers, their reflective journals, online discussions on LMS CANVAS, video...

This case study examines the growth of criticality in three English as a Foreign Language (EFL) learners through a hybrid course design which involves a translanguaging space for the development of reading and listening skills. Throughout the course, the learners were encouraged to deal with multimodal materials presented both in Turkish and Englis...

The study investigates and reports on the process of engagement in learning through the innovative pedagogical framework – Challenge-based Learning (CBL) – their changing perspectives of learning and their interaction with each other while conducting authentic challenges. This gives way to understanding how learners construct and create meaning out...

This book focuses on mentoring in English language education internationally, as it applies to students, language teachers, practitioner researchers and research mentors themselves. It aims to provide an in-depth understanding of current mentoring practices in diverse contexts worldwide, drawing on case studies from Brazil, Chile, Mexico, Peru, and...

Mentoring bilingual teachers is receiving increasing attention worldwide. In the context of a private Turkish pre-school, this chapter focuses on same-nationality, paired homeroom and English language teachers teaching exclusively in the mother tongue and English, respectively. The transformative mentoring described aimed to shift practices from wo...

This chapter examines how online research mentors were able to support an international cohort of teacher-researchers who participated in classroom-based professional development in Electronic Village Online, facilitated by TESOL International Association. Research mentors and mentees interacted through written communication both synchronously and...

Teacher identity construction has long been investigated within the field of English language teaching. However, little is known about how particularities and demands of co‐teaching language and content in bilingual education (BE) settings may lead to teacher identity (re)construction, especially in preschool contexts. Therefore, we explored, throu...

Mentoring beginning teachers’ engagement in research has been an underexplored aspect of the commonly published research into general teacher mentoring practices. To address this gap, this phenomenological study explores the research mentoring experiences of five mentors from various international contexts – Brazil, Ecuador, Cameroon and Turkey – a...

Pre-service teacher education preparation lack Information and Communications Technology (ICT) in course offerings in institutions of higher learning. However, such an integration is the catalyst towards empowering pre-service teachers to become more autonomous, reflective, adaptive, open-minded lifelong learners, and reflective practitioners. As s...

DESCRIPTION A practical guide to the methodologies used in language teaching and learning research, providing expert advice and real-life examples from leading TESOL researches Research Methods in Language Teaching and Learning provides practical guidance on the primary research methods used in second language teaching, learning, and education. D...

DESCRIPTION A comprehensive introduction to TESOL for new and future teachers of English, offering a full and detailed view of the process of becoming a language teacher Introduction to TESOL: Becoming a Language Teaching Professional presents an expansive and well-balanced view of both the interdisciplinary knowledgebase and professional opport...

Accounts by teachers working in Turkey of how they conducted or facilitated action research in their classrooms and thus energised their teaching.

Introduction: This study aims to explore an under-researched issue; namely, remote teaching anxiety. Methods: This study employed a sequential mixed-methods exploratory design where participants initially reported their remote teaching anxiety sources and then rated each. For the analysis, inductive content analysis and statistical tests were emplo...

Building upon the interrelationship between learning and changing, this study investigates how cyclical engagement in reflexive practice influences the teachers’ professional development. We implemented our video-enhanced ‘Reflexive Practice Triplication Model’ which we developed in our specific context. We conducted the research with 8 secondary s...

Bilingualism has long been within the scope of creativity studies that investigate creativity and problem solving. This study aims to explore the possible effect of bilingualism on the verbal creativity of English language learners. Participants from a bilingual and an English as foreign language teaching program within the same school were selecte...

In this chapter, we look at mentoring through history and its shifting definitions, and then discuss the rise of mentoring in English language education. We then turn to key issues in mentoring practices, considering mentee-mentor roles, peer mentoring, judgementoring, facilitative mentoring, and dialogic mentoring processes. We then discuss the ra...

This chapter starts by reviewing current transnational mentoring practices, highlighting how practitioners around the world are applying sociocultural and constructivist views of learning to their mentoring work. The chapter highlights the range of contexts covered by the volume and the different emphases, for example on peer mentoring, mentoring p...

Digital skills are one of the key competences outlined in The European Reference Framework of Key Competences for Lifelong Learning prescribed by the EU in 2006. Integration of digital tools and resources into the classroom results in more platforms for teaching and learning activities. Teacher training programmes prepare pre-service teachers with...

This case study investigates how teachers render digital professional development in digital environments by interviewing with three preparatory school English language teachers voluntarily engaged in online professional development. In order to examine their process of teacher learning in online settings, we drew on Self-Determination Theory (Deci...

There has been an exponential growth of English-medium instruction (EMI) programmes in Turkish higher education in the past twenty years, and accordingly, there has been an increasing number of studies investigating university students’ points of view of EMI as well as their expectations and experiences in the process. However, only limited researc...

This study investigates the transnational professional development practices in TESOL teacher education in seven different countries. It explores how English language teachers of different countries conceptualize transnational professional learning; what learning and development opportunities they get in transnational initiatives; what potential im...

This study investigates the potential impact of translanguaging pedagogy on EFL learners’ four language skills, as well as their perceptions towards its in-class implementation as a pedagogy. The study was conducted for 10 weeks with 60 pre-intermediate and 60 upper-intermediate students at a high school in the north of Turkey. In each group, half...

This study investigates the potential impact of translanguaging pedagogy on EFL learners’ four language skills, as well as their perceptions towards its in-class implementation as a pedagogy. The study was conducted for 10 weeks with 60 pre-intermediate and 60 upper-intermediate students at a high school in the north of Turkey. In each group, half...

Vocabulary learning strategy domain has been one of the areas of research in the language learning strategy field. Bilinguals use different language and vocabulary learning strategies than monolinguals (Hong-Nam & Leavell, 2007; Jessner, 1999). Even though there are numerous studies that investigate and compare monolingual, bilingual, and multiling...

Abstract: Pre-service English language teachers' school practicum is key to their learning to become a teacher. However, a number of challenges are observed in its implementation. This paper addresses this issue by investigating how engaging in practicum as peers can function as mentoring support and how this process can influence their selves. A c...

This paper investigates how reading and reflecting upon research published by other teachers could impact pre-service teachers in a language teacher education programme at a university in the west of Turkey. Adopting a holistic single case as the qualitative research approach, the study involved 53 first-year pre-service English teachers who were t...

The main purpose of this study is to explore and examine an early bilingual child whose use of English might be different on the account of the context the child uses English. Specifically, it was sought to find out if the child resorted to different phonological varieties as well as different interaction patterns while communicating. The relevant...

Lessons from Good Language Teachers - edited by Carol Griffiths April 2020

This study examines three preschool teachers' developmental journeys from Foreign Language to Bilingual English teachers who participated in an in-service training over the course of nine months set in preschool education in Turkey. The data were teachers' logs, two written interviews and observation notes. The research questions addressed the evid...

Correction to: Chapter 7 in: Kenan Dikilitaş, Ali Bostancıoğlu, Inquiry and Research Skills for Language Teachers, DOI 10.1007/978-3-030-21137-0_7

This chapter discusses how and why pre-service language teachers can and should develop critical reflection practices via reflective writing. The chapter highlights the importance of reflective writing to deepen the reflectivity and promote the teacher learning process while also writing about research experiences through exploring, unpacking, step...

This chapter showcases educational research course designs as developed by various tutors. The contributions are documented and reflected upon by the course tutors who deliver the course. The chapter brings together the diverse models implemented in these courses and offers readers different perspectives and various examples to choose from. Each ch...

This chapter sustains the research engagement of pre-service teachers by guiding them to understand the puzzle which they have been trying to unpack and understand. It highlights that understanding puzzles is just the beginning of professional development. The chapter therefore introduces the ways in which pre-service teachers can see the emerging...

This chapter aims to help pre-service teachers put the pieces of their puzzles together to create a meaningful evidence base that could help them learn as a teacher. It specifically presents two major data analysis processes: quantitative and qualitative analysis. The quantitative data analysis focuses on definition of variables and univariate stat...

This chapter aims to engage pre-service teachers in developing their own puzzles with regard to language learning and/or teaching experiences. The chapter focuses on helping pre-service teachers experience exploratory and reflective processes while elaborating on their puzzles based on their real word pedagogic experiences. We also introduce the co...

The aim of this chapter is to shed light on how reflective practitioners, to be more specific- pre-service language teachers, could integrate exploratory research writing practices into their reflective practices. With this in mind, we believe that they can support their learning potential and inform their practices for their future-self.