English skills needed for graduate study in the US: Multiple perspectives

Seferoğlu, Gölge
This paper reports on a study of needs analysis conducted with Turkish government-sponsored students who are studying towards master’s or doctoral degrees in the US and with students who attended a specific language program in Ankara, Turkey before they started graduate programs in the US. The purpose of this study was two-fold: (1) to gather information about these students’ needs in learning English from both graduate students’ and prospective graduate students’ perspectives, and (2) to explore the extent to which the classroom instruction in the language program in Turkey responds to these needs. Data for this study was collected from three sources: survey questionnaires, interviews, and videotaped classroom discourse. Whereas the quantitative data showed that the respondents perceived their academic needs to be far more important than their everyday and TOEFL needs, the qualitative data revealed concern for more immediate needs: to attain a score of 500 or more on the TOEFL.
IRAL - International Review of Applied Linguistics in Language Teaching


Karaman, Abdullah Cendel (Informa UK Limited, 2007-12-01)
In world language teacher education, there are few opportunities that integrate preparing prospective educators for meaningful participation in intercultural dialogues and for deeper understanding of value conflicts. Student teaching abroad offers one such promising opportunity. With our conceptualization of a critical systems approach towards heightened global awareness, we present an alternative framework that can be used in studies on international student teaching (IST). Furthermore, we theorize a type ...
Experiences of International Language Teachers at a Turkish University
Kahraman, Hasibe; Pıpes, Ashleıgh Carter (Cambridge University Press (CUP), 2018-09-01)
Using a multiple case study approach, this short research article describes the experiences of three teachers (of German, French, and Korean) in a Turkish university where English is also mandatorily taught. Three themes common to the participants' experiences emerged: use of the Turkish language, integrative adaptability, and international self-awareness. We suggest that understanding these themes may help teachers, students, and administrators better understand the rich and potentially unique fonts of kno...
A Comparative Study on Undergraduate Students' Academic Motivation and Academic Self-Concept
Işıksal Bostan, Mine (Cambridge University Press (CUP), 2010-11-01)
The purpose of this study was to investigate Turkish and American undergraduate students' academic motivation and academic self-concept scores regarding the years that they spent in university. The analysis was based on 566 (284 Turkish, 282 American) undergraduate students where, Academic Motivation Scale and Academic Self-Concept Scale were used as measuring instruments. The results showed that there was a statistical significant effect of nationality and number of years spent in university on undergradua...
Worldviews, Criticisms, and the Peer Circle: A Study of the Experiences of a Student Teacher in an Overseas School
Karaman, Abdullah Cendel (Wiley, 2010-12-01)
This article explores international student teaching (IST) within the narratives of a prospective language teacher from the midwestern region of the United States. With a focus on one participant, the case study highlights significant factors that relate to the IST experience in Ecuador. A corpus generated from verbal protocols collected over a 1-year period in the United States and Ecuador was studied. With the application of descending hierarchical classification, a factor analysis of the correspondences,...
Non-native efl teachers' foreign language listening and speaking anxiety and their perceived competencies in teaching these skills
Karakaya, Duygu; Çopur, Deniz; Department of English Language Teaching (2011)
Firstly, in this study, foreign language listening and speaking anxiety levels of the non-native EFL instructors working at preparatory schools of two state and two private universities in Turkey were discovered. Next, if their L2 learning contexts, English-speaking country experience, the length of their teaching experience and the institution they work at affect their listening and speaking anxiety levels was scrutinized. Secondly, these EFL instructors’ perceived competencies in teaching listening and sp...
Citation Formats
G. Seferoğlu, “English skills needed for graduate study in the US: Multiple perspectives,” IRAL - International Review of Applied Linguistics in Language Teaching, pp. 161–170, 2001, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/56328.