English Language Teaching

This study aimed to investigate EFL (English as a foreign language) teachers’ burnout and organizational socialization levels, and any possible relationship between these two aspects by employing Richmond, Wrench and Gorham’s (2001) Teacher Burnout Scale and Erdoğan’s (2012) Organizational Socialization Scale as quantitative tools. The study further explored the causes of teacher burnout and unsuccessful organizational socialization through a semi-structured interview as a qualitative tool. The results revealed that teachers had a low level of burnout and a high level of organizational socialization, and that there is a negative correlation between teacher burnout and organizational socialization. The interviews indicated that independent of the EFL teachers’ burnout levels; the major issues that led to burnout were pre-service education, heavy workload, poor administrative and collegial support, and students’ low motivation and misbehaviors.

Autonomy is a crucial concept that has gained popularity in educational contexts in recent years. The importance of autonomous learners who are independent in that they are able to plan, control and evaluate their own learning has increased in classrooms. That is why this study investigates young EFL (English as a foreign language) learners’ attempts as co-researchers doing their own research autonomously. Fourth grade students in a primary school were assigned to conduct a study on a topic of their interest and were interviewed to get insights into their research processes to identify their autonomous actions. Findings show that the majority of participants were able to choose a topic and conduct studies individually without any support from the teacher, and to successfully report their findings. They had problems with reflecting on and evaluating their outcomes.

This study aimed to investigate EFL (English as a foreign language) teachers' burnout and organizational socialization levels, and any possible relationship between these two aspects by employing Richmond, Wrench and Gorham's (2001) Teacher Burnout Scale and Erdoğan's (2012) Organizational Socialization Scale as quantitative tools. The study further explored the causes of teacher burnout and unsuccessful organizational socialization through a semi-structured interview as a qualitative tool. The results revealed that teachers had a low level of burnout and a high level of organizational socialization, and that there is a negative correlation between teacher burnout and organizational socialization. The interviews indicated that independent of the EFL teachers' burnout levels; the major issues that led to burnout were pre-service education, heavy workload, poor administrative and collegial support, and students' low motivation and misbehaviors.

Autonomy is a crucial concept that has gained popularity in educational contexts in recent years. The importance of autonomous learners who are independent in that they are able to plan, control and evaluate their own learning has increased in classrooms. That is why this study investigates young EFL (English as a foreign language) learners’ attempts as co-researchers doing their own research autonomously. Fourth grade students in a primary school were assigned to conduct a study on a topic of their interest and were interviewed to get insights into their research processes to identify their autonomous actions. Findings show that the majority of participants were able to choose a topic and conduct studies individually without any support from the teacher, and to successfully report their findings. They had problems with reflecting on and evaluating their outcomes.

Foreign language education gained popularity with the globalized world and started to be offered as a compulsory course in primary schools for young learners. Following this, EFL (English as a foreign language) teachers were recruited in primary schools and had to manage several classrooms in a primary school environment each having a different primary school teacher and classroom culture. Primary school students are daily exposed to their primary school teachers' varying ways of teaching and classroom management at school, while they face the EFL teacher for two lessons in a week. Since learners may be used to their primary school teachers' style it was assumed that primary school students may react in distinct ways to the weekly EFL lessons. In this qualitative study, EFL teachers' beliefs about the influences of primary school teachers on the EFL lessons were investigated. For this purpose a semi-structured interview was conducted with 10 EFL teachers. In order to scrutinize the results, content analysis was profited from and emerging codes were discussed. The findings showed that, according to the EFL teachers, primary school teachers' teaching styles, attitudes, and classroom management strategies affected the EFL lessons and the students' behaviour patterns in the language classroom.

The present study compared the effects of direct and indirect written corrective feedback (CF) on the accurate use of Simple Present tense for describing daily routines. Written assignments of secondary school EFL (English as a foreign language) learners, enrolled in the 6th grade of a Turkish secondary school, were investigated throughout a period of two months. The experimental study included pretest, treatment, immediate posttest, and delayed posttest sessions. There were two experimental groups and one control group whose treatments comprised direct, indirect, and no written CF. Results indicated that the group receiving indirect CF outperformed the groups receiving direct CF and no CF on the delayed posttest.