School of Foreign Languages

In several educational settings aiming to teach English as a foreign language, the myth of the superiority of
native English speaking teachers (NESTs) over non-native English speaking teachers (NNESTs) seems to hold
strong especially among students. Contrary to this, the present study, which investigated the perceptions of
university students studying intensive English at an English-medium university in Turkey about NESTs and
NNESTs, is a promising verification of the equality between two teacher groups in several pedagogical aspects.
The data were collected by means of a 30-item questionnaire and focus group interviews. Both teacher groups
were assessed with respect to four aspects: (1) in-class teaching roles, (2) in-class management roles, (3) in-class
communication skills and (4) individual qualities. According to the findings, there is no significant difference
between NESTs and NNESTs in terms of in-class teaching roles as well as in-class management roles. On the
other hand, NESTs are perceived to be significantly better in in-class communication skills, show more favorable
qualities and have more enjoyable lessons. In this context marked with the joint collaboration of NESTs and
NNESTs, both groups are reported to display a sound partnership and high levels of professionalism.
Keywords: Native English speaking teachers, Non-native English speaking teachers, NEST, NNEST

Kemaloglu, E. (2002). A descriptive analysis of the equivalence relationships in “Usta Beni Öldürsene!” in terms of the phenomenon of authority. In B. Blackwell-Gulen, I. Boztaş & C. Veldhues (Eds.), Translation Studies in the New Millennium: Proceedings of the 1st International Conference on Translation and Interpreting (pp. 275-287). Ankara: Bilkent University.

Kemaloglu, E. (2008). Proje destekli yabancı dil öğrenimi: kazanımlar, sorunlar, çözüm önerileri. Project-aided language learning: gains, problems, solutions. In E.Kınsız, A. Ince & K. Demir (Eds.), Proceedings of the 1st Conference on the Issues & Problems of Foreign Language Education Departments (pp. 205- 219). Mugla: Mugla University.

Kemaloglu-Er, E. (2017). Design, implementation and evaluation of ELF-aware lesson plans – Lessons, activities and tasks for EIL teacher preparation. In A. Matsuda (Ed.), Preparing teachers to teach English as an international language (221-223). Bristol, UK: Multilingual Matters. ISBN 978-1-78309-701-2

This study investigated the intrasentential patterns of code-switching in Turkish-English bilingual discourse in L2 English classroom interactions. The patterns were structurally analyzed in terms of their consistency with two grammatical constraints, namely the Free Morpheme and the Equivalence Constraint. The findings suggested that the data were incompatible with the Free Morpheme Constraint as there were many instances of bound morphemes from Turkish attached to the nouns in English. Yet, the data were partially consistent with the Equivalence Constraint as shown by some switches presenting phrasal congruence and violations confirmed by switches at points where the languages showed no linear equivalence.

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 which acknowledges the 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.

The research on the effects of teacher’s reading aloud versus students’ silent reading on reading comprehension in EFL contexts is limited. This study is significant as it is the first of its kind investigating the effects of teacher’s reading aloud versus students’ silent reading of an informational text 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 an informational text read aloud to them by the teacher while the control group read the same text silently. Two measures were used to test the effects of treatments on reading comprehension: a multiple choice text for surface level comprehension and a phrase cloze text for in-depth comprehension. The findings showed that there was no significant difference between teacher’s
reading 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 level
comprehension. The study implies that students’ silent reading can be preferred over teacher’s reading aloud in EFL classes when reading informational texts. Another implication signals the possibility of eclectic in-class reading practices compromising two strategies in accordance with their functions. According to this paradigm, teacher’s reading aloud can be used as a bridge in comprehending the text at the surface level, which could then be followed by students’ silent reading
for in-depth comprehension.
Keywords: EFL reading, teacher’s reading aloud, students’ silent reading, surface level reading comprehension, deep level reading comprehension.

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.
Keywords: codeswitching; codeswitching in group work; codeswitching in EFL classes; group work; reasons for codeswitching

Academic literacy is a crucial means to read, comprehend, and reflect on academic texts. In tertiary English preparatory classes, to lay strong foundations for academic literacy, it is necessary to build a well-structured framework for academic reading instruction. One means of doing this is exploring the pedagogical views and practices of experienced teachers. This qualitative case study focuses on a highly experienced English instructor with established records of success and investigates the participant'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 of teaching experience, was given the Excellence in Teaching Award by her institution and is an active digital immigrant with two educational blogs. The research reveals an in-depth analysis of the instructor's multiple subjectivities in academic reading instruction and the details about her investment in learning. The data were collected by semi-structured interviews, teacher's blog posts and journal, and classroom observations and analyzed via thematic analysis. The findings displayed that the instructor believes in the significance of construction and activation of students' background knowledge as well as teacher and student motivation for successful reading. She reported teaching and practicing a number of pre-, while-and post-reading strategies. The reading instruction practices of the instructor displayed full compatibility with her concerning views. The study has significant implications for contexts teaching English for academic purposes (EAP) and concludes that experienced L2 teachers may apply effective teaching practices and serve as examples for their colleagues.
Keywords: English for academic purposes (EAP), academic reading, academic reading instruction, teaching experience, experienced teachers

Teacher questions play a significant role in English classrooms since they trigger interaction and promote oral production. Among teacher questions, referential questions that seek information not known by the teacher and are asked to elicit students' personal data, feelings, and ideas are particularly important because they require self-expression, in-depth thinking and complex use of language. It is likely for students in English classrooms to use L1 in response to referential questions due to the sophisticated responses they require and other factors such as lack of proficiency and/or motivation , yet the issue has not yet been investigated. This study aims to analyse English teachers' descriptions and views about the students' use of L1 in response to referential questions. Thirty-one instructors teaching at the tertiary level in Turkey participated in the study. The data were collected via open-ended questionnaires , focus group interviews, and teacher journals , and analysed via thematic analysis. The findings display the participants' descriptions of the contexts of students' L1 use in response to referential questions, their views on the reasons for the use of L1 and their attitudes about the issue. The study, as the first of its kind, has noteworthy conclusions and implications for English language teaching contexts.

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' inclass 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 prewriting 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 inclass 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.

This study presents the evaluation of a form-focused instructional program offered to the intensive English classes of an English-medium university in Turkey. The evaluation, intended to be utilization-based, realistic, and socially constructed with the actual stakeholders, was conducted with the teachers and students that actively participated in the program. The study analyzes the program with regard to instructional methods, materials and exams. It is also the first language program evaluation research where the findings are explored on the basis of Spada and Lightbown (2008)'s form-focused instruction framework. The data were collected through semi-structured interviews with the teachers and open-ended questionnaires given to the students and thematically analyzed. According to the findings, the teachers mainly implement isolated form-focused instruction particularly due to heavy reliance on coursebooks, yet there is a necessity for an increase in meaning-based practices and a program where both isolated and integrated form-focused instruction are practiced in a balanced and complementary way. The study has significant implications regarding program design for form-focused instruction in L2 teaching contexts and suggests that program designers and teachers use their own initiative to avoid overdependence on coursebooks and utilize different types of instruction, materials, and tasks focusing on both form and meaning.

The research on the effects of teacher’s reading aloud versus students’ silent reading on reading comprehension in EFL contexts is limited. This study is significant as it is the first of its kind investigating the effects of teacher’s reading aloud versus students’ silent reading of an informational text 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 an informational text read aloud to them by the teacher while the control group read the same text silently. Two measures were used to test the effects of treatments on reading comprehension: a multiple choice text for surface level comprehension and a phrase cloze text for in-depth comprehension. The findings showed that there was no significant difference between teacher’s reading aloud and students’ silent reading c...

Translation is a real-life activity, increasingly essential in today’s multilingual and multicultural global world. Despite its ubiquity, this bilingual activity has long been ignored in the field of ELT. Yet, translation is an invaluable asset of the bilingual speaker-hearer that can be pedagogically useful as it has the potential to improve linguistic as well as analytical and critical thinking skills. In this chapter, a translation activity intended to raise learners’ Global Englishes awareness will be introduced. In the activity, first, the learners were introduced with the term Global Englishes via explicit instruction through videos, readings, critical reflections, and reflective interactions. Then the learners were assigned a translation task where they were told to translate from English to Turkish the videos of three speakers of English, each of whom was from one of Kachru’s three concentric circles, namely Inner, Outer, and Expanding Circles, and asked to reflect on each practice and share their translations and reflections. The learners stated the activity was effective since it provided exposure to different varieties and raised their Global Englishes awareness, but it was also challenging as they had difficulty understanding different interlocutors. Pedagogical implications will be presented along with suggestions for further practice.

This study investigated the intrasentential patterns of codeswitching in Turkish-English bilingual discourse in L2 English classroom interactions. The patterns were structurally analyzed in terms of their consistency with two grammatical constraints, namely the Free Morpheme and the Equivalence Constraint. The findings suggested that the data were incompatible with the Free Morpheme Constraint as there were many instances of bound morphemes from Turkish attached to the nouns in English. Yet, the data were partially consistent with the Equivalence Constraint as shown by some switches presenting phrasal congruence and violations confirmed by switches at points where the languages showed no linear equivalence.

Blogs can be used as constructive means in EFL teaching allowing learners to exert control over their own writing and enabling them to communicate with the global community of internet users. Among different types of blogs, travel blogs can be employed as pedagogical means for real life based learning and L2 writing improvement. Through travel blogs, learners can both explore different places and write about their travel experience in L2. However, the use of travel blog writing in teaching English for Specific Purposes (ESP) has not yet been investigated. In this study, travel blog writing was integrated into a tertiary level ESP course aiming to improve learners' linguistic skills in the fields of tourism and travel. The research investigates the learners' views about blog writing as a part of their ESP course through a questionnaire and interviews. According to the findings, travelling and writing about the tourist attractions of one's city via a personalized blog was found to increase writing motivation but the experience was also defined to be demanding as it requires heavy workload. Overall, this experience was reported to enhance autonomous, reflective and collaborative learning, increase cultural awareness and contribute to learners' self-expression and L2 writing improvement.

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) EL...