Studies in this area are diverse regarding their scale, methodology
and context. The purpose of t... more Studies in this area are diverse regarding their scale, methodology and context. The purpose of this paper is to report findings from a systematic review of research into the practicum in English Language Teaching (ELT). In order to identify the main issues of concern and to provide a contemporary picture of practicum, 48 studies published in academic journals over the past 10 years and included in ERIC, Taylor &Francis and ScienceDirect databases were reviewed to explore their focus, research methodology and main findings. The findings of the study reveal that the research topics and trends of the reviewed studies on ELT practicum especially include the following issues: beliefs/cognition of pre-service teachers; practicum quality and programme; problems, challenges, and affective factors; mentoring; teacher identity and development; reflectivity; and professional development needs. Furthermore, some implications and suggestions needed for future studies are presented based on the limitations of the reviewed studies.
Addressing an underappreciated research area, this study reports on how two English language teac... more Addressing an underappreciated research area, this study reports on how two English language teachers in a Turkish tertiary education context use a global coursebook. At the beginning of the study, a metaphor elicitation task and pre-study interviews were employed to detect the teachers’ coursebook conceptualizations. Then, a total of 12 lessons were video-recorded and adaptations were identified using a research-informed framework developed for this study. The participants examined and evaluated their own practices in stimulated recall sessions, reflective conversations and journal writing. The study was concluded with post-study interviews. Data revealed that the teachers’ instructional practice was driven by the coursebook to a large extent as they stuck to minor adaptations and followed the guidance given by the coursebook. Along with the institutional constraints, the teachers’ practices were influenced by their own personal preferences, attempts to make coursebook tasks accessible to learners, lack of planning and the highly structured delivery of tasks in the coursebook. However, pedagogic considerations were not foregrounded by the teachers. The results of the study call for professional teacher development on coursebook utilization, coursebook-based instead of coursebook-led program planning alongside redesign of coursebooks as resources rather than instructions.
Even though textbooks are a central component of the daily instructional practice of English lang... more Even though textbooks are a central component of the daily instructional practice of English language teachers, relatively little research has been conducted on how teachers actually use (i.e., adapt) textbooks in the classroom. This gap is aggravated by the fact that the terminology proposed in the literature to analyse teachers’ textbook use is characterised by inconsistencies because different terms denote the same adaptation techniques, identical terms refer to different techniques and suggested frameworks differ in the fact that comparable techniques are allocated to different categories. This inconsistency mirrors the difficulty of operationally defining adaptation techniques, as the terms used may be unambiguous but vague and therefore of reduced explanatory power or more specific but potentially unreliable because an adaptation may be matched to different terms given the complexity of a particular textbook adaptation. Discussing these aspects, this paper proposes a research-...
TEZ7244Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2009.Kaynakça (s.65-75) var.x, 82 s. ... more TEZ7244Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2009.Kaynakça (s.65-75) var.x, 82 s. ; 29 cm.Use of technology, especially use of computers, in language education has been very popular recently. This study aimed at identifying teacher educators' attitudes towards use of CALL(Computer Assisted Language Learning) and revealing their barriers (if any) to the use of CALL or computer technologies in their teaching in state universities in Turkey. This study was carried out with 80 teacher educators from English Language Teaching departments of 13 Turkish state universities. Data for this study were collected through questionnaires which were used to find out the participants' attitudes and interviews which were used to identify the participants' barriers to the use of CALL. 6 participants for the interviews were chosen from Çukurova University according to their attitude points. The relationship between the gender and the attitudes towards computers was investigat...
TEZ7244Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2009.Kaynakça (s.65-75) var.x, 82 s. ... more TEZ7244Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2009.Kaynakça (s.65-75) var.x, 82 s. ; 29 cm.Use of technology, especially use of computers, in language education has been very popular recently. This study aimed at identifying teacher educators' attitudes towards use of CALL(Computer Assisted Language Learning) and revealing their barriers (if any) to the use of CALL or computer technologies in their teaching in state universities in Turkey. This study was carried out with 80 teacher educators from English Language Teaching departments of 13 Turkish state universities. Data for this study were collected through questionnaires which were used to find out the participants' attitudes and interviews which were used to identify the participants' barriers to the use of CALL. 6 participants for the interviews were chosen from Çukurova University according to their attitude points. The relationship between the gender and the attitudes towards computers was investigat...
• Even though textbooks are a central component of the daily instructional practice of English la... more • Even though textbooks are a central component of the daily instructional practice of English language teachers, relatively little research has been conducted on how teachers actually use (i.e., adapt) textbooks in the classroom. This gap is aggravated by the fact that the terminology proposed in the literature to analyse teachers' textbook use is characterised by inconsistencies because different terms denote the same adaptation techniques, identical terms refer to different techniques and suggested frameworks differ in the fact that comparable techniques are allocated to different categories. This inconsistency mirrors the difficulty of operationally defining adaptation techniques, as the terms used may be unambiguous but vague and therefore of reduced explanatory power or more specific but potentially unreliable because an adaptation may be matched to different terms given the complexity of a particular textbook adaptation. Discussing these aspects, this paper proposes a research-informed framework to contribute to a systematic description of textbook adaptation in foreign and second language teaching. Examining adaptation as a process, it is argued that teachers, driven by an identified or felt mismatch between the textbook and other factors (e.g., school facilities, the learners, teacher cognition, course requirements, or outdatedness of the materials), engage in adaptation based on principles (i.e., ideas about best practices, by making changes to the content, the language and/or the sequence of activities offered by the textbook authors). Even though related to English language teaching, this paper does not exclusively inform this context as it offers implications for research on textbook use in other disciplines.
Cukurova University Faculty of Education Journal, 2021
This article presents an action research study examining the implementation of flipped classroom ... more This article presents an action research study examining the implementation of flipped classroom model supported with Web 2.0 technology to provide opportunities to use the target language and to motivate learners. Our participants were 12th grade language class students who were learning English as foreign language in a state school in Turkey. Our data came from a variety of sources including pre-and posttreatment questionnaires, teacher journals, lesson evaluation forms, observation tasks, and semi-structured interviews. Our findings revealed that participating students held positive perceptions and a high level of motivation towards the integration of Web 2.0 technology to Flipped Classroom in their English language learning process. Additionally, they reported a number of advantages associated with flipped learning model and Web 2.0 tools such as increased readiness to the lesson, improvement in variety of language and 4C (i.e., critical thinking, creative thinking, communicating and collaborating) skills, fostered teamwork and boosted creativity. In light of our findings, we propose pedagogical implications for EFL practices.
The situation of spoken English in both formal and informal settings in Turkey seems to be far fr... more The situation of spoken English in both formal and informal settings in Turkey seems to be far from satisfactory. Additionally, the legal arrangements devoted to ameliorate this predicament have proven unsuccessful as far as an acceptable level of competence is concerned. The present study aimed to investigate the situation of English speaking skills at the English Language Teaching (ELT) departments in Turkey, in attempts to attain a descriptive outline for the problems, perceptions, needs, and solutions proposed by lecturers and pre-service teachers. To achieve this, a questionnaire and semi-structured interview were administered to the lecturers and pre-service teachers at seven ELT departments across Turkey, with one department from each of the seven geographical regions. The results indicated that although they had been studying English for more than 6 years, a great majority of the participants could not speak English as proficiently as they were supposed to do. It was also revealed that the participants had difficulty achieving fluency and maintaining confidence when speaking English mainly because they had no appropriate contexts that would allow them to master English speaking skills. On the other hand, an extensive policy change in foreign language education was the most commonly proposed solution.
The purpose of this small scale study was to determine pre-service teachers’ perceptions of class... more The purpose of this small scale study was to determine pre-service teachers’ perceptions of classroom management, misbehaviour, and of their own ability to teach in relation to classroom management. Semi-structured interviews were conducted before and after teaching practice with eleven EFL (English as a Foreign Language) student teachers. Findings suggest that they have a narrow conception of classroom management, often focusing one aspect of it. Additionally, their confidence to teach seem to vary as well as their concerns about issues related to their teaching and class management.
This paper reports findings from a study on student and teacher perceptions of misbehaviour. Data... more This paper reports findings from a study on student and teacher perceptions of misbehaviour. Data were gathered via questionnaires, observations and semi-structured interviews from 6 teachers and 22 misbehaving students in six different schools with three different socio-economic levels. The data revealed that misbehaving students’ explanations and interpretations of misbehaviour, their causes and the interventions strategies used did not allways share similar attributes with those of their teachers’.
This study concerns the dilemmas student teachers met during their field experiences: what they w... more This study concerns the dilemmas student teachers met during their field experiences: what they were and what coping strategies they used. Its purpose is to help staff and students better understand the challenges student teachers face as they move from university-based to school-based learning. Data reveal three main categories of dilemmas: teaching, professional identity and future career plans. When coping with dilemmas, participants turned to various people around them. They felt some of the dilemmas were beyond their control, thus, could not be resolved due to problems in the Turkish education system. Findings are discussed as related to professional learning.
Abstract Although the pronoun resolution mechanism has not been clearly defined, research in lang... more Abstract Although the pronoun resolution mechanism has not been clearly defined, research in language acquisition, computation, and production has proposed various explanations for it in various languages. Among these models, the Parallel Function Hypothesis (PF) suggested that in a complex sentence, if the co-referential noun phrases are in the same grammatical functional category, the Parallel Function Pronoun Resolution (PFR), the statement is easier to process than the Non-parallel Function Pronoun (non-PFR) Resolution. In the current paper, we studied the processing times of these pronouns through eye-tracking methodology, and compared the first fixation, total fixation and difficulty level of PFR and non-PFR pronouns, as explained in the PF for pronoun referencing mechanism. In the Eye-mind Assumption (EMA), Just and Carpenter suggested that a person’s attention could be followed through the visual display in eye movement recordings, in which the duration of fixation on a word was interpreted as the processing of information. In other words, the difficulty in processing could be manifested on eye tracking data, especially on fixations. It was also clearly put forward that the eye tracking data revealed information on information processing regarding syntactic processing difficulty. The results of the current study suggested that pronouns which were resolved to a noun phrase which had a similar grammatical function were fixated less than pronouns which were resolved to a noun which had a different grammatical function. Unlike first fixation durations, total fixation durations of PFR pronouns were significantly shorter than those of non-PFR pronouns. Therefore, in terms of syntactic processing load, it could be stated that our findings clearly illustrated that non-parallel pronoun resolution involves more processing load than parallel resolution.
This paper reports the results of a naturalistic inquiry into student teachers ’ beliefs about te... more This paper reports the results of a naturalistic inquiry into student teachers ’ beliefs about teaching and learn-ing with a particular focus on one constructivist technique used in data collection: Snake Interviews. Al-though a sequence of three in-depth interviews was conducted as a dominant data collection strategy in the main study, the Snake interviews proved to be very useful in answering some of the questions that arose at one particular stage of the study when other techniques apparently revealed contradictions. That main study addressed issues in the literature about the impact of pre-service teacher education programmes on teachers’ beliefs about teaching and learning: that information in coursework and in the classroom is perceived, proc-essed and acted upon through those beliefs (Clark & Peterson, 1986; Munby, 1982), that these beliefs are in-flexible (Kagan, 1992), and that pre-service teacher education programmes are “not very powerful interven-tions ” (Zeichner et al....
Acknowledging the increased appreciation of the learner's L1 for L2 learning, this study reports ... more Acknowledging the increased appreciation of the learner's L1 for L2 learning, this study reports on a criteria-based implementation of bilingual activities in a course of 26 young adult EFL learners at a Turkish university. To investigate potential effects of the bilingual practice on the learners' self-efficacy, a self-efficacy scale of English was administered before and after the 14-week course. Interviews were conducted to triangulate the results of the comparative analysis of the self-efficacy scale. The analysis revealed that only five out of 25 students' self-efficacy perceptions (related to speaking and writing) changed significantly with moderate effect size. The findings from the interviews suggest that changes in self-efficacy were only partly associated with the implementation of bilingual activities, and that unfavourable conditions of the course context overshadowed potential positive effects of the bilingual practice. However, the results also indicate that the bilingual practice was perceived conducive to L2 learning and that it may serve as a tool to addresses the specific needs of learners with diminished self-efficacy.
Studies in this area are diverse regarding their scale, methodology
and context. The purpose of t... more Studies in this area are diverse regarding their scale, methodology and context. The purpose of this paper is to report findings from a systematic review of research into the practicum in English Language Teaching (ELT). In order to identify the main issues of concern and to provide a contemporary picture of practicum, 48 studies published in academic journals over the past 10 years and included in ERIC, Taylor &Francis and ScienceDirect databases were reviewed to explore their focus, research methodology and main findings. The findings of the study reveal that the research topics and trends of the reviewed studies on ELT practicum especially include the following issues: beliefs/cognition of pre-service teachers; practicum quality and programme; problems, challenges, and affective factors; mentoring; teacher identity and development; reflectivity; and professional development needs. Furthermore, some implications and suggestions needed for future studies are presented based on the limitations of the reviewed studies.
Addressing an underappreciated research area, this study reports on how two English language teac... more Addressing an underappreciated research area, this study reports on how two English language teachers in a Turkish tertiary education context use a global coursebook. At the beginning of the study, a metaphor elicitation task and pre-study interviews were employed to detect the teachers’ coursebook conceptualizations. Then, a total of 12 lessons were video-recorded and adaptations were identified using a research-informed framework developed for this study. The participants examined and evaluated their own practices in stimulated recall sessions, reflective conversations and journal writing. The study was concluded with post-study interviews. Data revealed that the teachers’ instructional practice was driven by the coursebook to a large extent as they stuck to minor adaptations and followed the guidance given by the coursebook. Along with the institutional constraints, the teachers’ practices were influenced by their own personal preferences, attempts to make coursebook tasks accessible to learners, lack of planning and the highly structured delivery of tasks in the coursebook. However, pedagogic considerations were not foregrounded by the teachers. The results of the study call for professional teacher development on coursebook utilization, coursebook-based instead of coursebook-led program planning alongside redesign of coursebooks as resources rather than instructions.
Even though textbooks are a central component of the daily instructional practice of English lang... more Even though textbooks are a central component of the daily instructional practice of English language teachers, relatively little research has been conducted on how teachers actually use (i.e., adapt) textbooks in the classroom. This gap is aggravated by the fact that the terminology proposed in the literature to analyse teachers’ textbook use is characterised by inconsistencies because different terms denote the same adaptation techniques, identical terms refer to different techniques and suggested frameworks differ in the fact that comparable techniques are allocated to different categories. This inconsistency mirrors the difficulty of operationally defining adaptation techniques, as the terms used may be unambiguous but vague and therefore of reduced explanatory power or more specific but potentially unreliable because an adaptation may be matched to different terms given the complexity of a particular textbook adaptation. Discussing these aspects, this paper proposes a research-...
TEZ7244Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2009.Kaynakça (s.65-75) var.x, 82 s. ... more TEZ7244Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2009.Kaynakça (s.65-75) var.x, 82 s. ; 29 cm.Use of technology, especially use of computers, in language education has been very popular recently. This study aimed at identifying teacher educators' attitudes towards use of CALL(Computer Assisted Language Learning) and revealing their barriers (if any) to the use of CALL or computer technologies in their teaching in state universities in Turkey. This study was carried out with 80 teacher educators from English Language Teaching departments of 13 Turkish state universities. Data for this study were collected through questionnaires which were used to find out the participants' attitudes and interviews which were used to identify the participants' barriers to the use of CALL. 6 participants for the interviews were chosen from Çukurova University according to their attitude points. The relationship between the gender and the attitudes towards computers was investigat...
TEZ7244Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2009.Kaynakça (s.65-75) var.x, 82 s. ... more TEZ7244Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2009.Kaynakça (s.65-75) var.x, 82 s. ; 29 cm.Use of technology, especially use of computers, in language education has been very popular recently. This study aimed at identifying teacher educators' attitudes towards use of CALL(Computer Assisted Language Learning) and revealing their barriers (if any) to the use of CALL or computer technologies in their teaching in state universities in Turkey. This study was carried out with 80 teacher educators from English Language Teaching departments of 13 Turkish state universities. Data for this study were collected through questionnaires which were used to find out the participants' attitudes and interviews which were used to identify the participants' barriers to the use of CALL. 6 participants for the interviews were chosen from Çukurova University according to their attitude points. The relationship between the gender and the attitudes towards computers was investigat...
• Even though textbooks are a central component of the daily instructional practice of English la... more • Even though textbooks are a central component of the daily instructional practice of English language teachers, relatively little research has been conducted on how teachers actually use (i.e., adapt) textbooks in the classroom. This gap is aggravated by the fact that the terminology proposed in the literature to analyse teachers' textbook use is characterised by inconsistencies because different terms denote the same adaptation techniques, identical terms refer to different techniques and suggested frameworks differ in the fact that comparable techniques are allocated to different categories. This inconsistency mirrors the difficulty of operationally defining adaptation techniques, as the terms used may be unambiguous but vague and therefore of reduced explanatory power or more specific but potentially unreliable because an adaptation may be matched to different terms given the complexity of a particular textbook adaptation. Discussing these aspects, this paper proposes a research-informed framework to contribute to a systematic description of textbook adaptation in foreign and second language teaching. Examining adaptation as a process, it is argued that teachers, driven by an identified or felt mismatch between the textbook and other factors (e.g., school facilities, the learners, teacher cognition, course requirements, or outdatedness of the materials), engage in adaptation based on principles (i.e., ideas about best practices, by making changes to the content, the language and/or the sequence of activities offered by the textbook authors). Even though related to English language teaching, this paper does not exclusively inform this context as it offers implications for research on textbook use in other disciplines.
Cukurova University Faculty of Education Journal, 2021
This article presents an action research study examining the implementation of flipped classroom ... more This article presents an action research study examining the implementation of flipped classroom model supported with Web 2.0 technology to provide opportunities to use the target language and to motivate learners. Our participants were 12th grade language class students who were learning English as foreign language in a state school in Turkey. Our data came from a variety of sources including pre-and posttreatment questionnaires, teacher journals, lesson evaluation forms, observation tasks, and semi-structured interviews. Our findings revealed that participating students held positive perceptions and a high level of motivation towards the integration of Web 2.0 technology to Flipped Classroom in their English language learning process. Additionally, they reported a number of advantages associated with flipped learning model and Web 2.0 tools such as increased readiness to the lesson, improvement in variety of language and 4C (i.e., critical thinking, creative thinking, communicating and collaborating) skills, fostered teamwork and boosted creativity. In light of our findings, we propose pedagogical implications for EFL practices.
The situation of spoken English in both formal and informal settings in Turkey seems to be far fr... more The situation of spoken English in both formal and informal settings in Turkey seems to be far from satisfactory. Additionally, the legal arrangements devoted to ameliorate this predicament have proven unsuccessful as far as an acceptable level of competence is concerned. The present study aimed to investigate the situation of English speaking skills at the English Language Teaching (ELT) departments in Turkey, in attempts to attain a descriptive outline for the problems, perceptions, needs, and solutions proposed by lecturers and pre-service teachers. To achieve this, a questionnaire and semi-structured interview were administered to the lecturers and pre-service teachers at seven ELT departments across Turkey, with one department from each of the seven geographical regions. The results indicated that although they had been studying English for more than 6 years, a great majority of the participants could not speak English as proficiently as they were supposed to do. It was also revealed that the participants had difficulty achieving fluency and maintaining confidence when speaking English mainly because they had no appropriate contexts that would allow them to master English speaking skills. On the other hand, an extensive policy change in foreign language education was the most commonly proposed solution.
The purpose of this small scale study was to determine pre-service teachers’ perceptions of class... more The purpose of this small scale study was to determine pre-service teachers’ perceptions of classroom management, misbehaviour, and of their own ability to teach in relation to classroom management. Semi-structured interviews were conducted before and after teaching practice with eleven EFL (English as a Foreign Language) student teachers. Findings suggest that they have a narrow conception of classroom management, often focusing one aspect of it. Additionally, their confidence to teach seem to vary as well as their concerns about issues related to their teaching and class management.
This paper reports findings from a study on student and teacher perceptions of misbehaviour. Data... more This paper reports findings from a study on student and teacher perceptions of misbehaviour. Data were gathered via questionnaires, observations and semi-structured interviews from 6 teachers and 22 misbehaving students in six different schools with three different socio-economic levels. The data revealed that misbehaving students’ explanations and interpretations of misbehaviour, their causes and the interventions strategies used did not allways share similar attributes with those of their teachers’.
This study concerns the dilemmas student teachers met during their field experiences: what they w... more This study concerns the dilemmas student teachers met during their field experiences: what they were and what coping strategies they used. Its purpose is to help staff and students better understand the challenges student teachers face as they move from university-based to school-based learning. Data reveal three main categories of dilemmas: teaching, professional identity and future career plans. When coping with dilemmas, participants turned to various people around them. They felt some of the dilemmas were beyond their control, thus, could not be resolved due to problems in the Turkish education system. Findings are discussed as related to professional learning.
Abstract Although the pronoun resolution mechanism has not been clearly defined, research in lang... more Abstract Although the pronoun resolution mechanism has not been clearly defined, research in language acquisition, computation, and production has proposed various explanations for it in various languages. Among these models, the Parallel Function Hypothesis (PF) suggested that in a complex sentence, if the co-referential noun phrases are in the same grammatical functional category, the Parallel Function Pronoun Resolution (PFR), the statement is easier to process than the Non-parallel Function Pronoun (non-PFR) Resolution. In the current paper, we studied the processing times of these pronouns through eye-tracking methodology, and compared the first fixation, total fixation and difficulty level of PFR and non-PFR pronouns, as explained in the PF for pronoun referencing mechanism. In the Eye-mind Assumption (EMA), Just and Carpenter suggested that a person’s attention could be followed through the visual display in eye movement recordings, in which the duration of fixation on a word was interpreted as the processing of information. In other words, the difficulty in processing could be manifested on eye tracking data, especially on fixations. It was also clearly put forward that the eye tracking data revealed information on information processing regarding syntactic processing difficulty. The results of the current study suggested that pronouns which were resolved to a noun phrase which had a similar grammatical function were fixated less than pronouns which were resolved to a noun which had a different grammatical function. Unlike first fixation durations, total fixation durations of PFR pronouns were significantly shorter than those of non-PFR pronouns. Therefore, in terms of syntactic processing load, it could be stated that our findings clearly illustrated that non-parallel pronoun resolution involves more processing load than parallel resolution.
This paper reports the results of a naturalistic inquiry into student teachers ’ beliefs about te... more This paper reports the results of a naturalistic inquiry into student teachers ’ beliefs about teaching and learn-ing with a particular focus on one constructivist technique used in data collection: Snake Interviews. Al-though a sequence of three in-depth interviews was conducted as a dominant data collection strategy in the main study, the Snake interviews proved to be very useful in answering some of the questions that arose at one particular stage of the study when other techniques apparently revealed contradictions. That main study addressed issues in the literature about the impact of pre-service teacher education programmes on teachers’ beliefs about teaching and learning: that information in coursework and in the classroom is perceived, proc-essed and acted upon through those beliefs (Clark & Peterson, 1986; Munby, 1982), that these beliefs are in-flexible (Kagan, 1992), and that pre-service teacher education programmes are “not very powerful interven-tions ” (Zeichner et al....
Acknowledging the increased appreciation of the learner's L1 for L2 learning, this study reports ... more Acknowledging the increased appreciation of the learner's L1 for L2 learning, this study reports on a criteria-based implementation of bilingual activities in a course of 26 young adult EFL learners at a Turkish university. To investigate potential effects of the bilingual practice on the learners' self-efficacy, a self-efficacy scale of English was administered before and after the 14-week course. Interviews were conducted to triangulate the results of the comparative analysis of the self-efficacy scale. The analysis revealed that only five out of 25 students' self-efficacy perceptions (related to speaking and writing) changed significantly with moderate effect size. The findings from the interviews suggest that changes in self-efficacy were only partly associated with the implementation of bilingual activities, and that unfavourable conditions of the course context overshadowed potential positive effects of the bilingual practice. However, the results also indicate that the bilingual practice was perceived conducive to L2 learning and that it may serve as a tool to addresses the specific needs of learners with diminished self-efficacy.
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Papers by Nese Cabaroglu
and context. The purpose of this paper is to report findings from
a systematic review of research into the practicum in English
Language Teaching (ELT). In order to identify the main issues of
concern and to provide a contemporary picture of practicum, 48
studies published in academic journals over the past 10 years and
included in ERIC, Taylor &Francis and ScienceDirect databases were
reviewed to explore their focus, research methodology and main
findings. The findings of the study reveal that the research topics
and trends of the reviewed studies on ELT practicum especially
include the following issues: beliefs/cognition of pre-service teachers;
practicum quality and programme; problems, challenges,
and affective factors; mentoring; teacher identity and development;
reflectivity; and professional development needs. Furthermore,
some implications and suggestions needed for future studies are
presented based on the limitations of the reviewed studies.
adaptations were identified using a research-informed framework developed for this study. The participants examined and evaluated their own practices in stimulated recall sessions, reflective conversations and journal writing. The study was concluded with post-study interviews. Data
revealed that the teachers’ instructional practice was driven by the coursebook to a large extent as they stuck to minor adaptations and followed the guidance given by the coursebook. Along
with the institutional constraints, the teachers’ practices were influenced by their own personal preferences, attempts to make coursebook tasks accessible to learners, lack of planning and the highly structured delivery of tasks in the coursebook. However, pedagogic considerations
were not foregrounded by the teachers. The results of the study call for professional teacher development on coursebook utilization, coursebook-based instead of coursebook-led program planning alongside redesign of coursebooks as resources rather than instructions.
and context. The purpose of this paper is to report findings from
a systematic review of research into the practicum in English
Language Teaching (ELT). In order to identify the main issues of
concern and to provide a contemporary picture of practicum, 48
studies published in academic journals over the past 10 years and
included in ERIC, Taylor &Francis and ScienceDirect databases were
reviewed to explore their focus, research methodology and main
findings. The findings of the study reveal that the research topics
and trends of the reviewed studies on ELT practicum especially
include the following issues: beliefs/cognition of pre-service teachers;
practicum quality and programme; problems, challenges,
and affective factors; mentoring; teacher identity and development;
reflectivity; and professional development needs. Furthermore,
some implications and suggestions needed for future studies are
presented based on the limitations of the reviewed studies.
adaptations were identified using a research-informed framework developed for this study. The participants examined and evaluated their own practices in stimulated recall sessions, reflective conversations and journal writing. The study was concluded with post-study interviews. Data
revealed that the teachers’ instructional practice was driven by the coursebook to a large extent as they stuck to minor adaptations and followed the guidance given by the coursebook. Along
with the institutional constraints, the teachers’ practices were influenced by their own personal preferences, attempts to make coursebook tasks accessible to learners, lack of planning and the highly structured delivery of tasks in the coursebook. However, pedagogic considerations
were not foregrounded by the teachers. The results of the study call for professional teacher development on coursebook utilization, coursebook-based instead of coursebook-led program planning alongside redesign of coursebooks as resources rather than instructions.