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İngilizce Dil Öğretimi Araştırmalarında Öğretmen İş birliği: Bir Sistematik Derlem

Year 2023, Volume: 1 Issue: 1, 58 - 90, 22.06.2023

Abstract

İngilizce öğretiminde (ELT) yeni bir çalışma alanı, dil öğretim sürecini kolaylaştırmak için diğer paydaşlarla işbirliği yapmaktır. Bu doğrultuda, bu sistematik derlem, ELT alanında işbirliği konusuna odaklanan en son ulusal ve uluslararası araştırmaları ortaya çıkarmaya çalışmıştır. Bu konudaki toplam 40 çalışma, araştırma deseni, ortam ve evren, işbirliği türü, bulgular ve çıkarımlar açısından incelenmiştir. Çalışmaların 26'sı nitel, sekizi nicel ve altısı karma çalışmalardır. Araştırmaların çoğunluğu EFL bağlamlarında yapılmış ve sırasıyla evren ve örneklem olarak EFL öğretmenleri ve öğrencilerine odaklanmıştır. İşbirliği, dil öğretmenleri, içerik öğretmenleri, diğer okul personeli ve araştırmacılar da dahil olmak üzere çeşitli paydaşların ELT sürecini teşvik etmeye çalıştığı ortak çalışma olarak kabul edilmiştir. Ayrıca, bu ortak girişim koçluk, birlikte öğretim ve takım öğretimi gibi farklı şekillerde görülmüştür. MaxQda (2022) yazılımı aracılığıyla yapılan içerik analizi sonucunda, işbirliğinin ELT'nin doğasını ve kapsamını, perspektifleri genişletmek, daha fazla bilgiye ulaşmak, sosyal ve etkileşimli bir arabulucu olarak işlev görmek ve dille ilgili süreçleri tasarlamak, uygulamak ve gözden geçirmek için destek almak gibi çok çeşitli olumlu yollarla etkileyebileceği sonucuna varılmıştır. Bununla birlikte, idari destek ve hazırlık eksikliği, zaman ve maddi sınırlamalar ve katılım konusundaki isteksizlik, ELT işbirliğinin başlıca sorunları olarak belirlenmiştir. Son olarak, bu derlem çalışması, gelecekteki araştırmaları teşvik etmek için özellikle teknolojinin işbirliğine dayalı ELT uygulamaları üzerindeki artan etkisine odaklanarak daha fazla sonuç içermektedir.

References

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  • Chaovanapricha, K., & Chaturongakul, P. (2020). Interdisciplinary teacher collaboration in English for specific purposes subjects in a Thai university. English Language Teaching, 13(5), 139-148. https://doi.org/10.5539/elt.v13n5p139
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  • García-Martínez, I., Tadeu, P., Montenegro-Rueda, M., & Fernández-Batanero, J. M. (2020). Networking for online teacher collaboration. Interactive Learning Environments, 30(9), 1736-1750. https://doi.org/10.1080/10494820.2020.1764057
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Teacher Collaboration in English Language Teaching (ELT) Research: A Systematic Review

Year 2023, Volume: 1 Issue: 1, 58 - 90, 22.06.2023

Abstract

One of the recent concerns in English language teaching (ELT) is collaborating with other stakeholders to facilitate the language teaching process. With this in mind, this systematic review attempted to uncover the most recent national and international research focusing on the issue of collaboration in the area of ELT. A total of 40 studies on this issue were reviewed in terms of design, setting and population, type of collaboration, findings, and implications. Most of the studies, 26 of them, were qualitative-based studies, while eight were quantitative, and six were mixed. The majority of the research was done in EFL contexts and primarily focused on EFL teachers and students as the population and sample, respectively. Collaboration was regarded as joint work in which various stakeholders, including language teachers, content teachers, other school staff, and researchers, tried to promote the ELT process. Further, this joint initiative was seen in different forms, such as coaching, co-teaching, and team teaching. At the end of the content analysis made via MaxQda (2022) software, the review concluded that collaboration can influence the nature and scope of ELT in a wide range of positive ways, including extending perspectives, reaching more knowledge, functioning as a social and interactive mediator, and getting support to devise, practice, and revise language-related processes. However, lack of administrative support and preparation, time and material limits, and unwillingness to participate were identified as the major ELT collaboration problems. Finally, the review included further implications, especially focusing on the growing impact of technology on collaborative ELT practices to foster future research.

References

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  • Aimin, L. (2013). The study of second language acquisition under socio-cultural theory. American Journal of Educational Research, 1.5 (2013), 162-167. https://doi:10.12691/education-1-5-3
  • Aktekin, N. C. (2019). Critical friends group (CFG): Inquiry-based professional development model for Turkish EFL teachers. Eurasian Journal of Educational Research, 2019(81), 1-20. https://doi.org/10.14689/ejer.2019.81.1
  • Alhassan, A., Bora, S. F., & Abdalla, Y. A. (2022). Collaboration with EAP teachers in English-medium instruction contexts in higher education: Content lecturer perspectives. TESOL Journal, 13(1), 1-15. https://doi.org/10.1002/tesj.610
  • Álvarez, L. F. C. (2020). Intercultural communicative competence: In-service EFL teachers building understanding through study groups. Profile: Issues in Teachers' Professional Development, 22(1), 75-92. https://doi.org/10.15446/profile.v22n1.76796
  • Asaoka, C., Miura, D. & Okubo, T. (2020). Forming a collaborative community of practice of EFL teachers through self-study research. Universal Journal of Educational Research, 8(9), 3799 - 3806. Retrieved from https://www.hrpub.org/download/20200830/UJER2-19515786.pdf
  • Barahona, M., & Davin, K. J. (2021). A practice-based approach to foreign language teacher preparation: A cross-continental collaboration. Profile: Issues in Teachers' Professional Development, 23(1), 181-196. https://doi.org/10.15446/profile.v23n1.85326
  • Bauler, C. V., Kang, E., Afanador-Vega, A., & Stevenson, A. (2019). "My partner always helps me": Exploring two co-teachers’ practices to support writing in a first-grade linguistically diverse elementary class. The Electronic Journal for English as a Second Language, 24(2), 1-18.
  • Bayram, İ. & Bıkmaz, F. (2021). Implications of lesson study for tertiary-level EFL teachers’ professional development: a case study from Turkey. SAGE Open, 1-15. https://doi.org/10.1177/21582440211023771
  • Boland, D. E., Alkhalifa, K. B., & Al-Mutairi, M. A. (2019). Co-Teaching in EFL Classroom: The Promising Model. English Language Teaching, 12(12), 95-98. https://doi.org/10.5539/elt.v12n12p95
  • Bryman, A. (2012). Social Research Methods (Fourth edition). Oxford.
  • Buckingham, L. R., López-Hernández, A., & Strotmann, B. (2021). Learning by comparison: The benefits of co-teaching for university professors’ professional development. Frontiers in Education, 6, 1-15. https://doi.org/10.3389/feduc.2021.776991
  • Canaran, Ö., & Mirici, I. H. (2020). Öǧretmenlerin mesleki gelişimi için yeni bir takim öǧretimi modeli: hizmet-içi ingilizce öǧretmenleri üzerine bir durum çalişmasi. Egitim ve Bilim, 45(201), 247-271. https://doi.org/10.15390/EB.2020.8430
  • Chaovanapricha, K., & Chaturongakul, P. (2020). Interdisciplinary teacher collaboration in English for specific purposes subjects in a Thai university. English Language Teaching, 13(5), 139-148. https://doi.org/10.5539/elt.v13n5p139
  • Cogmin, Z. (2013). Classroom interaction and second language acquisition: The more interactions the better? Studies in Literature and Language, 7(1), 22-26. Retrieved from https://www.semanticscholar.org/paper/Classroom-Interaction-and-Second-Language-The-More-Zhao/429011e3c5ec29ef21650bc702f9f057cde5b8d2
  • Compernolle, R.A & Williams, L. (2013). Sociocultural theory and second language pedagogy. Language Teaching Research, 17(3), 277-281. http://dx.doi.org/10.1177/1362168813482933
  • Davari Torshizi, M. (2018). Revisiting the form of teacher-researcher collaboration in the field of TESOL. TESOL Journal, 9(3), 573-579. https://doi.org/10.1002/tesj.382
  • De Jong, L., Meirink, J., & Admiraal, W. (2019). School-based teacher collaboration: Different learning opportunities across various contexts. Teaching and Teacher Education, 86(2019), 1-12. https://doi.org/10.1016/j.tate.2019.102925
  • De Jong, L., Meirink, J., & Admiraal, W. (2022). School-based collaboration as a learning context for teachers: A systematic review. International Journal of Educational Research, 112. https://doi.org/10.1016/j.ijer.2022.101927
  • Durley, H.-C. K., & Ge, X. (2019). Social discourse influencing elementary teachers' cognition and metacognition for problem solving in open-ended professional development. New Waves Educational Research & Development, 22(1), 55-71. Retrieved from https://files.eric.ed.gov/fulltext/EJ1229364.pdf Fang, X. (2010). The role of input and interaction in second language acquisition. Cross-Cultural Communication, 6(1). 11-17. Retrieved from http://www.cscanada.net/index.php/ccc/article/viewFile/j.ccc.1923670020100601.002/780
  • Farahian, M. & Parhamnia, F. (2021). From knowledge sharing to reflective thinking: Using focus group to promote EFL teachers’ reflectivity. Journal of Educational, Cultural and Psychological Studies, 23(2021), 157-180. https://dx.doi.org/10.7358/ecps-2021-023-fapa
  • García-Martínez, I., Tadeu, P., Montenegro-Rueda, M., & Fernández-Batanero, J. M. (2020). Networking for online teacher collaboration. Interactive Learning Environments, 30(9), 1736-1750. https://doi.org/10.1080/10494820.2020.1764057
  • Giles, A. & Yazan, B. (2019). ESL and content teachers’ collaboration. Indonesian Journal of English Language Teaching, 14(1), 1-18. https://doi.org/10.25170/ijelt.v14i1.1415
  • Giles, A., & Yazan, B. (2020). “You’re Not an Island”: A middle grades language arts teacher’s changed perceptions in ESL and content teachers’ collaboration. RMLE Online, 43(3), 1-15. https://doi.org/10.1080/19404476.2020.1724045
  • Giles, A., & Yazan, B. (2021). "More Mindful of ESL Students": Teacher Participation and Learning in ESL and Content Teachers' Collaboration in a Science Middle School Classroom 1. MEXTESOL Journal, 45(2), 1-10. Retrieved from https://www.mextesol.net/journal/index.php?page=journal&id_article=23561
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There are 65 citations in total.

Details

Primary Language English
Subjects Language Studies
Journal Section Sistematik Derlemeler ve Meta-analiz
Authors

İbrahim Şahin 0000-0002-2574-4693

Early Pub Date June 22, 2023
Publication Date June 22, 2023
Submission Date February 17, 2023
Published in Issue Year 2023 Volume: 1 Issue: 1

Cite

APA Şahin, İ. (2023). Teacher Collaboration in English Language Teaching (ELT) Research: A Systematic Review. Melius: Journal of Narrative and Language Studies, 1(1), 58-90.

Content of this journal is licensed under a Creative Commons Attribution NonCommercial 4.0 International License

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