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REVIEW OF THE GRADUATE STUDIES CONDUCTED BETWEEN 2010 AND 2019 ON ENGLISH LANGUAGE ASSESSMENT AND EVALUATION IN TURKEY

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This chapter reviews research focusing on teacher efficacy. To this end, it examines the studies published in prominent journals from 2000 to 2018 and classifies them under the following three main categories: focused topics, methodological issues, and results of research. This review highlights continuing mismatches between theories and methodologies in the related literature on teacher efficacy. Furthermore, promising research directions are identified with a specific emphasis on mixed methods and qualitative research designs to enable teacher educators to benefit from insightful findings of teacher efficacy research.
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This chapter considers the research conducted on ELF-awareness and English language teacher education. It examines studies published in well-known journals and in edited volumes between the years of 2008 and 2018, and that focus on both preservice and in-service English language teacher education. Bearing in mind the results, this review reveals that pre- and in-service teachers continue to be largely dependent on standard norms and seem somewhat confused in terms of the implications of an ELF-aware pedagogy. In-service teachers also seem concerned especially about their teaching context and the restrictions associated with it. However, it is evident that English teachers are open to new ELF perspectives and could be potential agents of action if they receive the necessary educational and insitutional support.
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This article reviewed research on language teacher education and standardization. Although there are few studies in this specific area of study, some relevant articles were reached and perused. For this purpose, the latest studies (N=15) published in distinguished journals were examined to identify the general inclination in language teacher education and standardization under three categories: topic, method, and findings. This qualitative analysis revealed valuable data on the mentioned categories. As a result, this systematic review indicates that (1) there seem to be few studies related to the standardization of language teacher education departments, and (2) the existing research studies, although not adequate, bear both similar and different characteristics. The results show that standardization is a complex and non-linear process that needs to be examined with more practical and intelligible elements. In addition, teachers should be involved in the processes of standardization so that micro teaching and in-service training could serve ad hoc purposes. Each element in standardization needs to be operationally defined so as to avoid the problem of vagueness in praxis. Pluralistic and pragmatic views regarding standardization in language teacher education should be adopted to reinforce the efficiency and effectiveness of this process. Besides, results obtained in applied linguistics need to be followed up and updated in standardization process. Experiential aspects and practical elements need to be taken into consideration so that fuzzy and obscure definitions of standardization in language teacher education can be avoided.
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This article reviewed research on recent trends and issues in CALL teacher education. For this purpose, it examined the studies published in four prominent journals between 2010-2018 to identify the general inclination in CALL teacher education in terms of study context, education context and method, and to investigate recent trends and issues regarding technology and language teacher education (LTE). Qualitative analysis revealed five major themes on teachers' a) knowledge, use, attitudes and beliefs towards CALL integration, b) experiences related to training on technology, c) perceptions and attitudes regarding CALL/technology courses and programs, d) TPACK and CALL competency, and e) experiences related to blended learning. As a result, systematic review offered insight in understanding the relationship between technology and LTE to inform future line of research.
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This study investigates the tendency in research on ELT via content analysis of the abstracts of publications available in Turkish Journal Park Academic (Dergi Park Akademik) platform which is a national journal management and publication system that is home to more than 2000 journals and over 326000 articles. Qualitative research method was carried out. The input for the search query that constituted the data for this study was "English Language Teaching". The resulting 234 articles" abstracts were examined using an "Article Information Rubric". The data analysis procedure was carried out by examining each section such as availability of abstract, not stated in abstract, distribution of themes, availability of samples, distribution of sample, availability of sampling, distribution type of sampling, etc. for each abstract. The findings revealed that data analysis (f=125), type of sampling (f=110), research design (f=108) were mostly found to be not stated in abstracts. Moreover, ELT researchers studied mostly teacher education, curriculum and teaching materials, and language teaching. Undergraduates (f=130) were the most frequent sample. Purposive (f=79) and random (f=23) sampling types were found to be the most utilized types. The implications and suggestions drawn based on the findings of the study are presented in the conclusion part. http://dergipark.gov.tr/download/article-file/611876
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Studies conducted so far predominantly deals with interior and exterior factors influencing achievement in English as a foreign language (EFL) learning process. One of the certain considerations in the EFL learning process is the use of students' native language. Thus, this study aims to review the studies conducted on the pros and cons of using first language (L1) in the EFL classes. For this purpose, the study looks over the related literature to obtain research results and make practical recommendations. In the study, it was concluded that there are series of advantages and disadvantages of using L1, responsibilities of teachers and expectations of learners, pointed out by previous studies. Finally, the study ends up with practical recommendations for learners, teachers, curriculum designers and researchers. Keywords English as a foreign language; the use of native language learning.
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This study examines master's and doctoral theses on English preparatory classes at tertiary level in Turkey in terms of completion year, thesis type, subject areas, data types, research design, sample groups, problem statements and recommendations. This study is a systematic review of literature and the data was collected through document analysis technique. Content analysis was carried out on the theses selected through criterion sampling method. A total of 82 theses, which were completed by July 2017, were included in the analysis based on inclusion criteria. The analysis reveals significant results as to theses on English preparatory classes at universities. The most frequent subject areas in the theses were identified as learning styles/strategies, motivation/attitude/belief, program evaluation, increasing vocabulary knowledge, reading skills and foreign language anxiety respectively. The majority of the theses rest on quantitative data and employ descriptive research designs. Samples in the theses mostly consist of students while few of them address instructors. The most frequent themes in problem statements include inadequacy, importance and failure while the most frequent recommendations are about motivation and anxiety, and in-service training. This study has the potential to guide future research by putting forth research trends in graduate research on English preparatory classes at tertiary level.
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Systematic reviews of research with a focus on methodological and thematic concerns are being increasingly popular considering their roles in helping researchers keep track of recent topical trends and up-to-date research tendencies in a particular field. This review of research probes into the research studies on English language teacher education (ELTE) published in three flagship teacher education journals (Teaching and Teacher Education, European Journal of Teacher Education, Journal of Teacher Education, N=139) in the last two decades (1997-2016). The articles were classified and analyzed on a collaborative coding basis through a paper classification template designed by the researchers in order to reveal the research design, sampling, data collection tools and data analysis procedures as well as the thematic trends. The prominent findings are as follows: (i) there is a significant increase in the number of ELTE articles in the second decade in comparison to the first ten years, (ii) qualitative research has been the evergreen paradigm adopted in these articles, and (iii) identity construct is highlighted as the most established area of research on English language teachers.
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This study was designed to compile the studies conducted on curriculum development and evaluation in ESL/EFL contexts and to specify their general characteristics through content analysis. The studies were chosen in line with the inclusion criteria through
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This study reviews a selected sample of 274 research articles on ELT, published between 2005 and 2015 in Turkish contexts. In the study, 15 journals in ULAKBIM database and articles from national and international journals accessed according to convenience sampling method were surveyed and relevant articles were obtained. A content analysis was implemented for each article in terms of subjects, research design, data collection tools, samples and data analyses through an “Article Classification Form”. Results showed that Turkish ELT researchers have been mostly interested in language learning and teaching, and commonly used quantitative research designs with more often descriptive tools and analysis procedures compared to inferential analyses. Samples generally consist of undergraduate students and teachers. The main themes were found to be language learning/acquisition, language teaching and teacher education with mostly quantitative research designs between 2005-2015 years. Given the implementational components, it was seen that questionnaires were designed mostly in Likert type, sampling preference was for undergraduate students with 101-300 sample size, and most often descriptive statistical procedure were used. Moreover, some suggestions were made for ELT and applied linguistics researchers related to themes, research designs and statistical procedures.
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The findings obtained from previous research indicate that test anxiety has significant effects on the foreign language learning process. Thus, this paper aims to present a synthesis of research results on the sources and effects of test anxiety among foreign language learners. The results of the studies reviewed in the paper were mainly categorized under two sub-sections: the sources and effects of test anxiety. It is expected that the study will not only contribute to the limited research on the subject in Turkey, but also help increase the awareness among target groups such as learners, teacher and examiners.
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This study seeks to explore the rhetorical organization and potential problems of the literature review sections of the research articles published by Turkish scholars in the field of English language teaching (ELT) and applied linguistics. Employing content analysis, the study analyzed 100 research articles published. To analyze the articles, a rubric was prepared on the basis of relevant literature. The findings of the study showed that appropriate paraphrasing lacks and critical evaluation is not adequately placed in citation preferences of the investigated articles.
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Each year a lot of master theses are written but the literature on language learning and teaching in Turkey does not include any studies that make an extensive analysis of these theses. To fill this gap, this study aims at analyzing the theses that have been written from 2005 to 2010 in MA ELT programs. To do this, selected master theses from five universities in Turkey were analyzed on the basis of a number of criteria related to topic and content. At the end of the study some conclusions are drawn about the common trends in ELT studies and this study suggests ways to conduct research in the mentioned field. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboylu
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This study defines the content-analysis under three sub-headings “meta-analysis, meta-synthesis and descriptive content analysis” and illuminates the parameters of the content analysis expected to be published in the special issue. It is aimed to outline the guidelines for the researchers concerning how to do a systematic content analysis instead of simple descriptive one. Overall, it is thought that the meta-analysis and descriptive content analysis, which take the criteria into account, will get the educational researchers, practitioners, policy makers and institutions to grasp the outcomes demanded.
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This is an overview of research on applied linguistics and foreign language education in Turkey, surveying nearly 130 studies from the period 2005-2009. Following a brief presentation of the history and current sociopolitical situation of foreign language education in Turkey, the article focuses on research that characterizes the most common interests of academics and practitioners in the following areas: foreign language teaching and teachers, foreign language learning and learners, foreign language teacher education, the four language skills, measurement and evaluation, and the relationship between language and culture. Our discussion of each area is based on information extracted from local professional journals, conference proceedings and papers and Ph.D. dissertations. The studies examined reveal that, in general, practical concerns assume priority over theoretical issues, a substantial proportion of research being conducted on EFL learning and teaching.
Article
In this state-of-the-art review, we aim to build on Alptekin & Tatar's (2011) article covering research conducted in Turkey between 2005 and 2009, and survey published research in 31 Turkey-based journals between 2010 and 2016. As the second review paper on Turkey's English language teaching (ELT) agenda, our goal is twofold: first, to introduce the research of those researchers whose high-quality, Turkey-based work may not be known outside Turkish academia; and second, to point to recent scholarly developments that have occurred in Turkey and set these in the context of recent shifts in language teaching research worldwide. This paper presents approximately 140 articles that appeared in locally published peer-reviewed academic journals, and clearly demonstrates that Turkey as an English as a foreign language (EFL) context presents a vibrant research scene in language teaching. The reviewed works cover a wide spectrum of timely topics (e.g., computer-assisted language learning (CALL), the European Portfolio for Student Teachers of Languages (EPOSTL), language assessment, affective factors), and present findings that have much to contribute to current discussions in the field. Nevertheless, our review also reveals some concerning trends, including an almost exclusive emphasis on practical concerns over conceptual development; shortcomings in locating research within broader disciplinary debates; and few efforts to bring together and build on local research in a manner that might allow for original and creative influences on the broader discipline. It is therefore the further aim of this article to spark debates on these issues among Turkish scholars and contribute to the strengthening of the local disciplinary community.
Article
The transformation of coursebook publishing into an industrial giant has brought about variety, choice, and difficulty of decision making. As coursebook selection profoundly influences the quality of foreign language instruction in Turkey, it is essential to investigate what kind of instruments are used, which method is followed, what criteria are sought and how relevant parties are affected by its results. Therefore, 54 graduate theses evaluating EFL coursebooks in the 2001-2013 period were taken from the CoHE Thesis Center. The documentary data were subjected to content analysis by using the thesis categorisation form for describing research trends, determining shared evaluative criteria and variable patterns, and providing recommendations for the future. It was revealed that: (i) studies dealing with EFL coursebook evaluations accelerated after MoNE’s program changes, (ii) while not even half were designed with mixed methods research, qualitative theses concentrated on document analysis of coursebooks, (iii) teacher and student views were surveyed by means of similar Likert scales adapted from previous checklists, (iv) other sample groups like parents, administrators, authors, and publishers were either underrepresented or not represented at all, (v) correlational descriptive studies frequently compared teacher and student views against similar categorical variables, (vi) the need for deeper, experimental, and innovative research was completely overlooked and multivariate analyses were never employed, (vii) despite their variety, local coursebooks received more focus but were met with user disapproval due to persistent deficiencies in design, content, methodology, and skills, (viii) whereas global coursebooks were appreciated for their communicative methodology, integrated skills instruction, authenticity, and cultural content, and (ix) instead of exploratory research, they tended to recommend replications with larger or different populations and on different coursebooks.
Article
This review examines the doctoral research in Turkey completed between 2010 and 2014 in the area of English language teaching and learning. All of the dissertations (N = 137) indexed in the National Theses Database have been included in order to analyze dissertations’ subject areas, research paradigms/ techniques, and research contexts as well as scopes, validity/reliability concerns, and piloting. The subject area categorization is based on a cyclical reading process resulting in three major categories: Teaching English as a foreign language, foreign language teacher education, and second language acquisition. Grant/ funding opportunities, the rate of international students, and certain demographic characteristics of PhD students are also addressed in order to clarify the contextual factors. In addition, detailed sub-subject areas were identified so as to be able to categorize all of the dissertations, and 57 dissertations representing the major subject areas are reviewed briefly to offer a closer look. The examination of the doctoral research reveals, in general, 12 potential problems, divided into two levels -6 macro levels (systemic) and 6 micro (departmental). Macro level problems include the heavy pressure of rapid graduation and international publishing. The present study is expected to provide a holistic portrait of the doctoral dissertations for the programs, supervisors, and students concerned.
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