An Investigation of Turkish EFL Instructors’ Beliefs about Writing in English

Year 2022, Volume: 12 Issue: 1, 169 - 184, 29.03.2022

Elif Sarı Turgay Han

https://doi.org/10.48146/odusobiad.1080702

Abstract

The study investigated instructors’ beliefs about the nature of L2 writing, teaching L2 writing, and assessing L2 writing, using inventory and interview data from 106 instructors in the Turkish EFL context. The results showed that although the Turkish EFL instructors value the process-oriented and genre-oriented approaches to writing, they cannot disregard the product-oriented approach. It was also found that the instructors do not have sufficient knowledge about the writing assessment terminology and the digital tools that can be used to teach writing. Moreover, the instructors did not reveal strong beliefs regarding portfolio assessment, self-assessment, and peer feedback. Based on the findings, several implications were suggested for teacher trainers and policymakers in terms of designing pre-service teacher training and in-service teacher development programs.

Keywords

Teacher beliefs, Nature of L2 writing, Teaching L2 writing, Assessing L2 writing, Teacher training

An Investigation of Turkish EFL Instructors’ Beliefs about Writing in English

Abstract

Çalışma, Türkiye’deki üniversitelerde yabancı dil olarak İngilizce eğitimi veren 106 öğretim görevlisinden alınan envanter ve görüşme verilerini kullanarak, öğretmenlerin ikinci dilde yazmanın doğası, ikinci dilde yazma eğitimi ve ikinci dilde yazmayı değerlendirme konusundaki inançlarını araştırdı. Sonuçlar, Türk öğretim görevlilerinin yazmaya yönelik süreç odaklı ve tür odaklı yaklaşımlara değer vermelerine rağmen, ürün odaklı yaklaşımı göz ardı edemediklerini göstermiştir. Ayrıca öğretmenlerin yazma değerlendirme terminolojisi ve yazma öğretiminde kullanılabilecek dijital araçlar hakkında yeterli bilgiye sahip olmadığı tespit edilmiştir. Ayrıca, öğretmenler portfolyo değerlendirmesi, öz değerlendirme ve akran geri bildirimi ile ilgili güçlü inançlar ortaya koymamışlardır. Çalışmanın bulgularına dayanarak hizmet öncesi öğretmen eğitimi ve hizmet içi öğretmen geliştirme programlarının tasarlanması açısından öğretmen yetiştiricileri ve karar vericiler için çeşitli önerilerde bulunulmuştur.

Keywords

Öğretmen inançları, İkinci dilde yazmanın doğası, İkinci dilde yazma eğitimi, İkinci dilde yazmanın değerlendirilmesi, Öğretmen eğitimi

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