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4 results on '"Eren, Gamze"'

1. Language Teacher Identity Construction of Foreign Language Teaching Assistants

Author

Hilal Peker, Torlak, Metin, Toprak-Çelen, Esma, Eren, Gamze, and Günsan, Meral

Abstract

Language teacher identity has been studied in several contexts in English Language Teaching (ELT) field; however, looking at language teacher identity in a United States context in which teachers from other countries teach their native languages as a foreign language has been a rare topic so far. Therefore, this phenomenological qualitative study investigated the lived experiences of four foreign language teaching assistants who lived and taught in the United States through Fulbright Foreign Language Teaching Assistant (FLTA) Program. The findings indicated four main emerging themes: (a) pedagogical shift, (b) crosscultural awareness, (c) challenges, and (d) goals and expectations. These dynamic components shaped language teachers' identity in this context. The results are presented under the framework of language teacher identity. Implications as a guide for future FLTA teachers and for teacher exchange programs are provided.

Published
2020

2. Foreign language teaching anxiety and self-efficacy perceptions of native and nonnative EFL instructors at tertiary level institutions

Author

Eren, Gamze and Peker, Hilal

Subjects
Non-native EFL teachers, education, Teacher self-efficacy, Native EFL teachers, Foreign language teaching anxiety, behavioral disciplines and activities
Abstract

Cataloged from PDF version of article. Thesis (M.S.): Bilkent University, Department of Teaching English as a Foreign Language, İhsan Doğramacı Bilkent University, 2020. Includes bibliographical references (leaves 95-109). This quantitative study investigated the foreign language teaching anxiety and teacher self-efficacy perceptions of 53 native and 180 non-native teachers of English as a foreign language (EFL) in Turkish universities. The findings revealed low levels of anxiety and high levels of teacher self-efficacy among the participants. A weak to moderate negative correlation was found between the two constructs. Non-native teachers had significantly higher FL teaching anxiety than the natives; however, no significant difference was found in their perceived teacher self-efficacy. Female participants in both groups had significantly higher levels of anxiety and teacher self efficacy than the males. No other significant result was observed among the natives. However, significant differences in anxiety among the non-native participants were found in terms of age, major, and years of experience. Similarly, significant differences in teacher self-efficacy were observed in terms of major, years of experience, and students’ proficiency levels of the non-natives. Qualifications and last completed degree made no significant difference in anxiety or self-efficacy perceptions of native and non-native teachers. by Gamze Eren M.A.

Published
2020

3. LANGUAGE TEACHER IDENTITY CONSTRUCTION OF FOREIGN LANGUAGE TEACHING ASSISTANTS.

Author

Peker, Hilal, Toprak-Çelen, Esma, Günsan, Meral, Torlak, Metin, and Eren, Gamze

Subjects
LANGUAGE teachers, FOREIGN language education, LINGUISTIC identity, TEACHERS' assistants, LANGUAGE & languages
Abstract

Language teacher identity has been studied in several contexts in English Language Teaching (ELT) field; however, looking at language teacher identity in a United States context in which teachers from other countries teach their native languages as a foreign language has been a rare topic so far. Therefore, this phenomenological qualitative study investigated the lived experiences of four foreign language teaching assistants who lived and taught in the United States through Fulbright Foreign Language Teaching Assistant (FLTA) Program. The findings indicated four main emerging themes: (a) pedagogical shift, (b) crosscultural awareness, (c) challenges, and (d) goals and expectations. These dynamic components shaped language teachers' identity in this context. The results are presented under the framework of language teacher identity. Implications as a guide for future FLTA teachers and for teacher exchange programs are provided. [ABSTRACT FROM AUTHOR]

Published
2020

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