Peker, Hilal
Torlak, Metin
Toprak Çelen, Esma
Eren, Gamze
Günsan, Meral
Language teacher identity has been studied in several contexts in English LanguageTeaching (ELT) field; however, looking at language teacher identity in a United Statescontext in which teachers from other countries teach their native languages as a foreignlanguage has been a rare topic so far. Therefore, this phenomenological qualitative studyinvestigated the lived experiences of four foreign language teaching assistants who lived andtaught in the United States through Fulbright Foreign Language Teaching Assistant (FLTA)Program. The findings indicated four main emerging themes: (a) pedagogical shift, (b) crosscultural awareness, (c) challenges, and (d) goals and expectations. These dynamiccomponents shaped language teachers’ identity in this context. The results are presentedunder the framework of language teacher identity. Implications as a guide for future FLTAteachers and for teacher exchange programs are provided.


Linguistics courses in pre-service foreign language teacher training programs and knowledge about language.
Hatipoğlu, Çiler (2017-04-01)
The introductory linguistics courses have been a constant component of the pre-service English Language Teaching (ELT) curricula in Turkey since 1944 when the ELT Department at Gazi Institute of Education was establishment (Hatipoğlu 2017; Hatipoğlu & Erçetin, 2016). In Turkey, no ELT student can graduate and become a language teacher without taking and passing these courses. The aim of the linguistics courses, as defined by the Council of Higher Education (YOK 2005), is to equip future language teachers wi...
Language learning strategies and self-efficacy beliefs as predictors of english proficiency in a language preparatory school
Açıkel, Merih; Çapa Aydın, Yeşim; Department of Educational Sciences (2011)
The purpose of this study was to examine the relationship of language learning strategy use and self-efficacy beliefs with language proficiency of the language preparatory school students. Moreover, some demographic characteristics of the participants were analyzed in relation to the proficiency scores of the students. Four hundred eighty nine language preparatory school students from one private university in Ankara were included in the study. Turkish version of Inventory of Strategies for Language Learnin...
Native and nonnative English-speaking teachers in Turkey: teacher perceptions and student attitudes
Skliar, Olga; Eröz Tuğa, Betil; Department of English Language Teaching (2014)
This study is aimed at investigating the existence of preferential attitudes towards native English speakers in the field of ELT, resulting in depreciation of nonnative English language teachers in the case of two high-ranking English-medium universities in Ankara, Turkey. The study involves detailed analysis of data collected from teachers and students of English through questionnaires and semi-structured interviews. The goal of the study is twofold: 1) Teachers’ self-perceptions regarding their identities...
English language teachers‟ perceptions about an online basic call training /
Songül, Behice Ceyda; Seferoğlu, Gölge; Kaçar, Işıl Günseli; Department of Foreign Language Education (2014)
This case study examined the factors affecting a group of Turkish L2 English in-service teachers’ use of technology in their language classes and their perception of a four-week online CALL training they received on a voluntary basis. Through self-report data collected via interviews and reflection reports, the researcher aimed to investigate the potential of online in-service CALL training for training language teachers to integrate CALL in their classrooms. The findings pointed at many factors that imping...
English as a Foreign Language Instructors' Cognitions on Language Learning Processes and Factors Affecting Those Cognitions
ÖZTÜRK, MUSTAFA; Yıldırım, Ali (Turkish Education Association, 2015-12-01)
'Teacher' is among the most influential variables in educational achievements, and 'actions' of a teacher are powerful indicators of this influence. Since the actions are assumed to be the reflections of certain cognitions, 'teacher cognition becomes a significant variable to study in educational research. In this sense, this quantitative study aims to investigate EFL instructors' language learning cognitions regarding linguistic aptitude, priorities in language learning, and good language learners as well ...
Citation Formats
H. Peker, M. Torlak, E. Toprak Çelen, G. Eren, and M. Günsan, “LANGUAGE TEACHER IDENTITY CONSTRUCTION OF FOREIGN LANGUAGE TEACHING ASSISTANTS,” IOJET, pp. 229–246, 2019, Accessed: 00, 2021. [Online]. Available: