EFL teachers’ perceived professional development needs: A study of nonnative EFL teachers in Turkey

Korkmazgil, Sibel
Seferoğlu, Gölge


EFL teachers’ perceptions on the effectiveness of components of an EFL in-service training program /
Yurttaş, Abdullah; Savaş, Perihan; Department of English Language Teaching (2014)
Teachers have a central role to play in any school system and their competence and experience can make a big impact on the quality of schools in general. As Guskey (2002) puts it schools can only be as good as the teachers who work within them. With this in mind, the professional qualities and competencies of teachers are important indicators of quality education. This study investigated the perceptions of EFL teachers on the effectiveness of components and features of an in-house EFL INSET program. The stu...
Efl learners’ imagined communities and investments: multiple perspectives from an intensive English language program in Turkey
Aslan, Reyhan; Seferoğlu, Gölge; Department of English Language Teaching (2020-9)
This study set out to investigate the relationship between imagined identities and L2 investments in an in-depth analysis of the three learners’ English learning stories who had diverse motivational profiles in a pre-undergraduate language education program in Turkey. Besides, this inquiry sought to explore the imagined communities informing the policy documents and the program members’ perspectives in order to reveal how their L2-mediated visions interacted with each other. With this purpose in mind, this ...
EFL Learners’ Intercultural Awareness: A Case Study at a Public University
Karakaya, Nuriye; Gürbüz, Nurdan (null; 2017-05-20)
EFL Speaking Anxiety: Feelings, Teacher’s Role And Ideal Classroom For Turkish University Students
Öztürk, Gökhan; Gürbüz, Nurdan (2013-11-22)
EFL learners’ use of path elements in motion event expressions : a study on Turkish university students
İşler, Zeynep Nur; Zeyrek Bozşahin, Deniz; Department of English Literature (2014)
The study investigates spoken and written path of motion use of Turkish university level EFL learners at Pre-Intermediate and Upper Intermediate levels of proficiency. The aim of the study is to examine whether the Talmyan (1985) typology holds for EFL learners. This typology categorizes Turkish as a verb-framed language and English as a satellite-framed language. A written task and a spoken task are used. The results of the written production task supported the Talmyan typology: there was a significant lan...
Citation Formats
S. Korkmazgil and G. Seferoğlu, EFL teachers’ perceived professional development needs: A study of nonnative EFL teachers in Turkey. 2017, p. 78.