Kenan DikilitaşUniversity of Stavanger (UiS) · Faculty of Arts and Education
Kenan Dikilitaş
Professor
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Citations since 2017
Introduction
Additional affiliations
June 2019 - August 2020
March 2014 - April 2020
Publications
Publications (106)
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 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 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...
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.
This case study investigates the growth of reflective thinking skills in three pre-service English language teachers in Turkey. The participants were attending a hybrid course focusing on reflection development through mainly online engagement with a practicum Teacher Research project, guided by the teacher educator. An exploratory approach is take...
It is increasingly recognised that language teachers’ self-efficacy (LTSE) beliefs, i.e. their beliefs in their abilities to fulfil specific language teaching-related tasks that support learning, play a crucial role in filtering the way that their knowledge is transformed into action. Nevertheless, despite their importance, these beliefs remain und...
This case study explores how simultaneous Turkish–English bilingual identity emerges from a child-raising context where English is neither the first nor the primary language of the parents or the community. In the context of Turkey, where a special value is attributed to the English language knowledge, Turkish–English bilingualism is associated wit...
With rapid changes in information and communication technologies, it is no longer sufficient for language teachers and pre-service teachers (PTs) to know how to use existing digital tools. They also need to be digitally literate in order to critically evaluate such tools and platforms for safe, wise, and productive use. Within a qualitative approac...
This chapter reports on research that investigated the learning experiences of doctoral students for whom English was an additional language in terms of the ways in which these students developed academic writing literacy as they read, reflected on and responded to tutor-written feedback. The project took the form of a within-site, multiple-case st...
Teacher identity has been one of the recent topics that has created a perspective to investigate teachers' development by reflecting on who they are and how they do what they do in a certain context, namely an Asian context in this paper. This qualitative research exploring a language teacher's identity development of a novice English language teac...
This chapter investigates the perceptions, experiences and learning of native and non-native EFL teachers towards in-service teacher education (INSET) through critical friend group (CFG) in a language preparatory program, at a private high school in the western part of Turkey. Specifically, the study identifies the specific aspects of CFG which mig...
This book equips pre-service language teachers with research and inquiry skills which they can use in the course of their classroom teaching. Research is presented not as an additional burden in teachers’ busy lives but as an integrated tool for satisfying their curiosity, developing an investigative stance, and strengthening the links between theo...
The continuing developmental process of learning mentoring, specifically regarding supporting teacher research, has received relatively little attention in fields such as English language teaching, and this qualitative case study addresses the gap. It explores how three teacher-research-mentors, who were experienced classroom practitioners but novi...
This study investigates the collaborative bilingual teaching based on co-teaching model by an English language teacher and a subject teacher in a private primary level school in Istanbul. It explores the administrators' and teachers' perceptions and attitudes. During the bilingual collaborative teaching, each 1 st grade class is staffed by two Turk...
This concluding chapter provides a summary of the themes in the previous chapters, and comments on our own developing understandings of the Exploratory Practice principles. We bring together our experiences as mentors, researchers, teachers, and learners engaging in practitioner research. We consider the growing impact of Exploratory Practice as it...
This chapter tells the story of our experiences of starting Exploratory Practice (EP) in a new and vibrant setting (Professional Development in Turkey and Northern Cyprus). We explore in-service language teacher education with the introduction of EP as an inquiry-based tool for professional development. Engaging teachers as learners of ‘doing-being...
This chapter introduces the theoretical concepts of Exploratory Practice. These include working for quality of life, understanding, puzzlement, collegiality, mutual development, sustainability and continuity, and integrating research into pedagogy. The Introduction gives an overview of the chapters contained in the volume, each of which applies one...
This article investigates the development of teachers’ professional identity during
and after engaging in research at a Turkish university, which promotes action
research as a key professional development strategy for language teachers. The
teachers in this study carried out a process of engaging in research over four
years, which presented an oppo...
This edited collection explores the use of Exploratory Practice (EP) by language teachers in classrooms. Written by practitioners, the chapters showcase unique examples of each principle of EP, with topics ranging from mentoring practitioner researchers, to teaching and learning in EAP, and investigating curriculum development in language teaching...
This book reports on research that matters to teachers. It matters because the researchers are teachers and teacher-research mentors who have inquired about topics that are important to them, their classrooms, and their learners. The chapters describe the methods used to explore these topics and they present the outcomes of the inquiry. The authors...
This chapter explores the perceptions of English language teachers about their involvement in High-Stakes testing, offering insights into the role of teachers in the testing process. The aim is to examine how often they are engaged in the different stages of test preparation and discuss whether their involvement has an impact on this process and pr...
While the beliefs and practices of teachers on professional development (PD) are generally considered to promote quality in education and raise teachers’ awareness regarding teaching strategies, there is still limited research available into different PD models’ effectiveness in providing teachers with practical knowledge. This research aims to exp...
This study highlights the need to promote more personal and informal processes in Teacher Autonomy and focuses on university Language Teachers’ processes in reading Teacher Research (TR) in order to understand how this impacts their autonomy development processes. In particular, it addresses teachers’ interactions with TR articles during the readin...
ESP is a dynamic research discipline, underpinned by the fundamental question of how best to meet the needs of English learners, especially in our increasingly globalized and internationalized world. Since the early 1960s, ESP has become one of the most prominent areas of teaching in universities around the world. What began as a grass-roots soluti...
Lexical relations have been one of the issues that draw a great deal of attention in vocabulary instruction as they can facilitate and inhibit learning in different ways, the central focus of this entry. However, whether vocabulary items carrying lexical relationship should be presented together as a group or as individual words in respective conte...
http://resig.weebly.com/developing-insights-into-teacher-research.html
Translation can be used as a learning strategy by students who learn their academic subjects through English as the Medium of Instruction (EMI). The purpose of this study is to investigate the perceptions of students towards the use of translation at university level courses offered in English at various departments. This qualitative research chara...
This chapter summarizes the main ideas of the book, and draws attention to the way the action research (AR) process can contribute to teacher autonomy on cognitive, practical, and interactional levels, thereby leading to a more satisfying professional life. The need for sustainability is also emphasized so that teachers can be empowered to continue...
In recent years, context has come to be recognized as a key element which influences the outcomes of research studies and impacts on their significance. Two important aspects of context are the setting (where the study is taking place) and the participants (who is included in the study). It is critical that both of these aspects are adequately cons...
This chapter introduces the key underlying concepts of the book. It begins by establishing a working definition of action research (AR) before going on to discuss planning, collaborating with others to conduct studies and disseminating findings. Issues of research quality are discussed before outlining AR stages and types. Finally, key issues of au...
This chapter aims to provide a “human” dimension by providing narratives from actual action researchers. The intention is to provide encouragement for those who may be intimidated by the process (we all like to know we are not the only ones who are struggling) and to provide inspiration from successfully completed studies, while acknowledging that...
This chapter addresses a vital question to be considered after the main job of collecting and analysing the data is done: how to interpret it? Guidelines are given for this process and strategies for reporting the interpretations are suggested. In addition, teachers are guided to consider the limitations their study might have (there are always som...
This chapter is an important chapter for those who want to go beyond just doing the study (though this is perfectly satisfactory for those who only want to go this far) to presenting or publishing their research. A number of presentation options are suggested, and detailed guidance is given on the writing-up process. A personal journey through the...
This chapter provides several examples of different types (a quasi-experimental study, a case study, and a questionnaire study) of actual action research studies. The purpose of this chapter is to provide concrete illustrations of how studies have been carried out, some of which might appeal to action-researchers for replication purposes. At the en...
This chapter goes on to look at various issues and options when it comes to choosing a suitable research methodology. Numerous research method types are suggested, including those from both quantitative and qualitative paradigms, and examples are given. Issues with cross-sectional versus longitudinal and experimental versus quasi-experimental desig...
This chapter deals with the important, but often neglected, issue of establishing research questions or hypotheses, whether this is done before or (in the “real world”) often after the study has been conducted. The point is made that, in fact, research questions tend to be more common than hypotheses in action research, and guidelines are suggested...
This chapter tackles the often tricky question of how to analyse the data. This can be an intimidating stage for novice (or even more experienced) researchers. Both quantitative (numerical, ordinal, nominal) and qualitative types of data are explained, and appropriate and rigorous data analysis methods are suggested and carefully exemplified.
This chapter deals with issues of data collection to produce evidence-based findings, including essential (but often overlooked) ethical questions. The chapter then goes on to consider data collection options, including gathering data from multiple sources so that findings can be triangulated or cross-checked against each other. Numerous instrument...
This book advances the theory of action research, analyzing how it can be used to develop autonomy among language teachers. Although acknowledging that the research process is not always linear, the authors proceed according to a clear progression which teachers can adapt to their needs. They provide examples, narratives, questions and tasks, and g...
Professional development for in-service English language teachers has increasingly become a need in higher education not only in Turkey but across the world. Due to the limited time teachers have and the distance between the source of service and the potential participants, using digitized activities and materials have naturally become a necessity....
Description
As new trends emerge in the realm of education, instructors are faced with the task of continuing development in order to stay up to date on the latest teaching methodologies for both virtual and face-to-face education.
Facilitating In-Service Teacher Training for Professional Development is a pivotal reference source for the latest re...
Professional development for in-service English language teachers has increasingly become a need in higher education not only in Turkey but across the world. Due to the limited time teachers have and the distance between the source of service and the potential participants, using digitized activities and materials have naturally become a necessity....
This study focuses specifically on the writing up process of relatively inexperienced teacher researchers. The data consist
of interviews with 11 teacher researchers at a private university in Turkey. There was evidence that mentor-supported collaboration
created a socio-constructivist learning environment, leading to the development of academic wr...
Professional development for in-service English language teachers has increasingly become a need in higher education not only in Turkey but across the world. Due to the limited time teachers have and the distance between the source of service and the potential participants, using digitized activities and materials have naturally become a necessity....
In Chapter 6, Dr. Mehmet Altay and Dr. Kenan Dikilitaş discuss the teaching vocabulary skill for student teachers. They stress that vocabulary teaching has always been among the most popular issues of linguistic pedagogy though the needs, strategies, and purposes of language learners may have shown variation in time. In this chapter, our readers ar...
Professional development for in-service English language teachers has increasingly become a need in higher education not only in Turkey but across the world. Due to the limited time teachers have and the distance between the source of service and the potential participants, using digitized activities and materials have naturally become a necessity....
Sociolinguistic competence has been an integral part of communicative competence in that it includes learning pragmatic and sociolinguistic knowledge about how to use language linguistically and socially appropriately. However, a number of studies highlight the lack of such communicative skills among EFL learners regardless of their proficiency lev...
Professional development for in-service English language teachers has increasingly become a need in higher education not only in Turkey but across the world. Due to the limited time teachers have and the distance between the source of service and the potential participants, using digitized activities and materials have naturally become a necessity....
While it is generally recognized that teacher research can be a very beneficial form of continuing professional development (CPD), there is still relatively limited research available on the impact this activity has on teachers’ self-efficacy beliefs, which are of interest to educational psychologists because, while being open to constant change, t...
In today’s increasingly interconnected and interdependent world, foreign language education has become a matter of great importance. English — with its prominent status as an international lingua franca — has become the most widely taught foreign language, and over 100 countries currently provide English instruction as part of the public education...
This chapter explores educational training-based partnerships between universities in relation to inservice teacher education practices to enhance the quality of the professional development activities currently in practice. With this in mind, the nature and content of the collaboration between different universities located in Turkey are depicted...
z İlişkisel tarama modelinin kullanıldığı bu çalışmada, müzik eğitimi anabilim dalı son sınıf öğrencilerinin yabancı dil öğrenme stratejileri incelenmiştir. Araştırmada, veri top-lama aracı olarak Oxford (1990) tarafından geliştirilen, Cesur ve Fer (2007) tarafından Türkçeye çevrilerek geçerlik-güvenirlik çalışması yapılan " Dil Öğrenme Stratejiler...
Projects
Projects (5)
So far, there is not a book-length treatment of the EMI phenomenon written by Turkish and international scholars as well as practitioners having direct involvement and a close familiarity with EMI in Turkish higher education. Added to this, there are still uncharted areas of EMI (e.g. academic integrity, assessment, augmented reality, educational quality, mobility and professional development) that still await to be addressed in the Turkish higher education context.
Our focal purpose with this volume is to occupy this research space in Turkey by both investigating issues of similar interest in the previous studies at a greater depth and further addressing novel issues by adopting a multidimensional approach. Part of our aim is to more clearly demonstrate what happens at the policy and practice levels concerning EMI in different Turkish universities. We also intend to diversify the research contexts in our volume for a more comprehensive representation of EMI higher education in Turkey as previous studies were mostly carried out in the long-established universities mentioned above. Here, what we mean by long-established universities are those which have used English-only since they opened their doors. That is, they emerged as EMI universities originally. However, what is currently taking place is that universities that use their domestic language as the working language are switching to English; we refer to such universities as newly established. Thus, we would like to extend our understanding of how EMI operates not only in long-standing but also newly established EMI universities and programs. Finally, with this volume, we would like to respond to a research call by Doiz, Lasagabaster and Sierra (2013) who argued that empirical research into EMI should be carried out by researchers who know the research context where there are many questions waiting to be answered.
Taking this call for research into account, we have decided to bring together this current volume, which consists of a total of 15 chapters written by both well-known Turkish and international scholars who have already published several works on EMI and/or issues surrounding EMI. The volume primarily includes empirical papers, yet there are also critical review articles on theoretical literature review and conceptual frameworks related to the stakeholders of and issues around EMI. The content of the volume significantly differs from those which have already been in the market in that this current volume has contributions on novel matters that have not been seriously investigated in the EMI research elsewhere. Thus, it is our resolute belief that although the book treats the Turkish EMI context as a case, each issue addressed in the individual chapters has global relevance and offers implications for other nations, which, similar to most Turkish universities, are in the more recent stages of implementing EMI. We believe that the novel issues raised and addressed within this volume (e.g. professional development and EMI; assessment and EMI; classroom interaction and EMI; academic writing practices in EMI; technology-enhanced EMI practices; contemporary issues on EMI) will inspire researchers in other contexts to replicate studies in this volume as well.
We believe that this volume will be an important resource regarding largely unexplored issues in the EMI context. The chapters also include research on previously studied topics, yet taking a different perspective and building their work on different conceptual frameworks and theoretical foundations as well as diversifying data collection tools and participants.
Table of Content
Authors
Ch1 Ali Karakaş & Jennifer Jenkins: Academic English language policies and practices of English-medium instruction (EMI) Universities in Turkey from policy actors’ eyes
Ch2 Ali Fuad Selvi: English-medium Instruction in Northern Cyprus: Problems, Possibilities, and Prospects
Ch3 Burcu Tezcan Ünal & Diane Schmitt: Reflections on English-medium Instruction in Turkish Higher Education Institutions, Educational Quality and Insights from International Experience
Ch4 Tuğba Elif Toprak Yıldız: Internationalization, Mobility and English-medium Instruction in the Context of Turkish Higher Education
Ch4 Tijen Aksit & Alev Sezin Kahvecioğlu: Stakeholder Perspectives on the Use of English-medium Instruction (EMI) in Turkish Universities
Part 2: Focus on Teaching through English Medium Instruction (EMI)
Ch6 Bedrettin Yazan & Ufuk Keleş: Multi-level EMI Policy Implementation in Turkey’s Higher Education: Navigating Ideological Tensions
Ch7 Erkan Arkın & Kenan Dikilitaş: Turkish Undergraduates’ Perspectives on EMI: A Framework induced analysis of policies and processes
Ch8 Özgür Şahan & Kari Şahan: Content and language in EMI assessment practices: Challenges and beliefs at an Engineering Faculty in Turkey
Ch9 Hacer Hande Uysal & Merve Bozbıyık: A Closer Look at the Doctoral Writing Practices in an English-medium Instruction University in Turkey
Ch10 Tuncer Can & Alex Rey: Training Language Teachers for English-medium Instruction (EMI) Contexts through the Use of Augmented Reality
Part 3: Focus on Learning through English Medium Instruction
Ch11 Salim Razı & Mustafa Çoban: Questioning the Metacognitive Reading Strategies in an English-medium Instruction (EMI) Setting
Ch12 Erdem Akbaş & Betül Bal Gezegin: Exploring the functions of okay as a discourse marker in an English-medium instruction class
Ch13 Donald F. Staub Why Student Retention Matters for Turkish EMI Universities?
Part 4: Directions for English-medium Instruction in Turkey
Ch14 Mustafa Akıncıoğlu: The EMI Quality Management Program A Novel Solution Model
Ch15 Yasemin Kırkgöz & Ali Karakaş: Review and Final Thoughts: The Future of English-medium Instruction in Turkey
In the higher education context where this study was conducted most research students begin their studies with little or no formal training in academic literacy and are expected to develop academic writing skills as a by-product of reading journal articles and discussing them in focus groups, and through the support from research training course instructors. This study explores the experiences of five PhD students during a six-month research training course as they develop academic writing literacy. Specifically, the main objectives are to identify these research students' initial conceptualisations of academic writing, the ways in which they refine these conceptualisations throughout the course; the cognitive and contextual factors they attribute these changes to, and how these conceptualisations are enacted in their written assignments.