Ph.D. Theses
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Browsing Ph.D. Theses by Subject "English language -- Study and teaching."
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Item Enhancing language teacher immunity during emergency remote teaching through coaching in the Turkish context(Thesis (Ph.D.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2023., 2023) Erkunt, Sıdıka Gaye.; Tatar, Sibel.This exploratory case study aims to explore and enhance four English as a Foreign Language (EFL) instructors’ teacher immunity (TI) through reflective coaching (RC) and instructional coaching (IC) during Emergency Remote Teaching (ERT). To this aim, this study investigated the experiences of four experienced female Turkish EFL Preparatory School instructors, aged 45 to 57 through instructional and reflective coaching for a duration of 11 weeks. The research design includes semi-structured interviews and eight RC and IC sessions. Before participating in the coaching sessions, the instructors reported demotivation, burnout, and inefficiency, aggravated by a lack of student participation and a mismatch between the curriculum, course materials, and the online schedule. The coaching sessions focused on the current state of the instructors and continued throughout the semester in order to enhance their TI. Findings indicate that IC enhanced the instructors’ coping skills and teaching efficiency, while RC led to a moderate shift in professional attitudes, motivation, self-efficacy perceptions and online affectivity during the coaching process. IC emerged as a supportive tool in rebooting partial and maladaptive aspects of TI such as; burnout, inefficiency, and demotivation. RC helped the participants display productively adaptive immunity by avoiding judgmental attitude, developing intrinsic motivation and self-efficacy. Participants noted increased online teaching efficacy and motivation by the end of the study, although these accomplishments must be contextualized within their person- specific ERT context. The coaching process emerged as a supportive but limited tool for professional development.Item Identity construction and negotiation among EFL learners :|a case study(Thesis (Ph.D.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2022., 2022.) Şentürk, Hakan.; Bayyurt, Yasemin.The aim of this study was to give an elaborate description of the relationship between L2 language learning and identity construction at the English Preparatory Program of a private university in Istanbul, Turkey. This instrumental multiple case study was based on the narrative accounts of five English Preparatory School students collected via interviews, classroom observations, audio recordings and learning diary entries during their English learning studies for over a year including online education during the COVID19 pandemic. The results of the data analysis show that the participants’ construction of L2 learner identities during their language learning journey at the school/home was marked with instances consisting of multiple and dynamic negotiations and mediations of identities from past and present learning experiences. The participants’ search for a community of practice both face-to-face and online, the fluid nature of their learner/user/speaker positionalities as L2 learners and speakers, their imagined identities before and after starting their L2 learning journey, and their L2 investments are discussed in detail. The results show how the study of L2 identity constructions during the language learning process has implications in the field of applied linguistics and English language teaching and learning in general. Based on the findings of this study, recommendations for further studies and practices in the field of English language teaching and learning are made.Item The effect of EFL teachers’ language awareness on students’ grammar knowledge :|an exploratory analysis(Thesis (Ph.D.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2020., 2020.) Taheri, Ali Akbar.; Tatar, Sibel.; Akcan, Sumru.The purpose of this study is to investigate the effect of Iranian EFL teachers’ language awareness on Iranian EFL learners’ grammar knowledge. To this end, it drew upon theoretical foundations of teacher language awareness. Three hundred and twenty-two EFL learners and fourteen EFL teachers participated in the study. To fulfill the purpose of the study, all the required instruments were carefully selected, designed, piloted and validated. At the beginning of the study, a placement test was administered to the EFL students to determine their homogeneity regarding their general language proficiency and their grammar knowledge specifically. This test served as a pre-test. Then utilizing a reliable and valid test of language awareness, EFL teachers were categorized as high, middle, and low-language-aware based on their scores. Moreover, two questionnaires to explore learners’ and teachers’ grammar perception were also administered. In the second phase of the study, EFL learners were randomly assigned to experimental groups according to their EFL teachers’ language awareness scores. After the completion of the instructional treatment (sixteen sessions), two other reliable and valid achievement tests were administered as the post-test and delayed post-test. Descriptive statistics, one-way ANOVA, and three-way ANOVA were the data analysis techniques performed. The findings of the study indicated that learners’ performance depended on their grammar perception and their EFL teachers’ language awareness levels. Overall, the major outcome of the study was the confirmation of the learner-centered philosophy in foreign language grammar learning.