Turkish EFL Teacher Candidates’ Research Article Reading: A Two-pronged Approach

Yıl 2022, , 418 - 436, 27.10.2022

Demet Yaylı

https://doi.org/10.31464/jlere.1121433

Öz

This qualitative study reports on how 107 English as a foreign language (EFL) teacher candidates have read and interpreted research articles (RAs) in a course they took in a teacher education program in Turkey. By using the basic principles of sociocognitive views of literacy, I analyzed the interview data to have a descriptive analysis of my students’ (i.e., teacher candidates who are pre-service EFL teachers) engagements and also challenges with research article (RA) reading. The findings revealed a two-pronged approach toward RA reading by the participants. While the participants have found this engagement new and edifying, at the same time they have complained of their challenges in several parts. Similarly, while most of them found reading RAs useful, they also claimed that they could not a see a real value in reading them. The findings obtained therefore call for a detailed scrutiny and design of pre-service teachers’ academic text reading.

Anahtar Kelimeler

EFL, EFL teacher candidates, RAs

Proje Numarası

YOK

Kaynakça

• Anwaruddin, S. M., & Pervin, N. (2015). English-language teachers’ engagement with research: Findings from
• Bangladesh. Professional Development in Education, 41(1), 21-39. http://dx.doi.org/10.1080/19415257.2013.861860 Author, (2012).
• Bartels, N. (2003). How teachers and researchers read academic articles. Teaching and Teacher Education, 19, 737-753. https://doi.org/10.1016/j.tate.2003.06.001
• Bekleyen, N. (2009). Helping teachers become better English students: Causes, effects, and coping strategies for foreign language listening anxiety. System, 37, 664–675. http://dx.doi.org/10.1016/j.system.2009.09.010
• Bolderston, A. (2012). Directed reading article: Conducting a research interview. Journal of Medical Imaging and Radiation Sciences, 43(1), 66–76. DOI:10.1016/j.jmir.2011.12.002
• Borg, S. (2007). Research engagement in English language teaching. Teaching and Teacher Education, 23, 731–747. http://dx.doi.org/10.1016/j.tate.2006.03.012
• Borg, S. (2009). English language teachers’ conceptions of research. Applied Linguistics, 30(3), 358–388. http://dx.doi.org/10.1093/applin/amp007Borg, S. (2010). Language teacher research engagement. Language Teaching, 43 (4), 391–429. https://doi.org/10.1017/S0261444810000170
• Canagarajah, A. S. (2002). Critical academic writing and multilingual students. The University of Michigan Press.
• Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications, Inc.
• Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
• Freire, P. (1974). Education for critical consciousness. Sheed and Ward.
• Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world. Bergin & Garvey Publishers.
• Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7th ed.). Allyn & Bacon.
• Grabe, W. (2014). Key issues in L2 reading development. Centre for English Language Communication, 8-18.
• Grabe, W., & Stoller, F. (2011). Teaching and researching reading (2nd ed.). Pearson Longman.
• Gee, J. P. (1990). Social linguistics and literacies: Ideology in discourses. Falmer.
• Gee, J. P. (2005). An introduction to discourse analysis: Theory and method. Routledge.
• Hall, E. (2009). Engaging in and engaging with research: Teacher inquiry and development. Teachers and Teaching, 15(6), 669-681. https://doi.org/10.1080/13540600903356985
• Hedgcock, J. (2002). Toward a socioliterate approach to second language teacher education. Modern Language Journal, 86, 299–317. https://doi.org/10.1111/1540-4781.00151
• Hermida, J. (2009). The importance of teaching academic reading skills in first-year university courses. http://dx.doi.org/10.2139/ssrn.1419247
• Kern, R. (2000). Literacy and language teaching. OUP.
• New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60–92. https://doi.org/10.17763/haer.66.1.17370n67v22j160u
• Owen, S., Palekahelu, D., Sumakul, T., Sekiyono, E., & White, G. (2018) Systematic educational change and teacher skill-building in developed and developing countries: the importance of teacher peer learning groups. Teacher Development, 22(4), 447-463b https://doi.org/10.1080/13664530.2017.1403370
• Seferoğlu, G. (2008). Using features films in language classes. Educational Studies, 34(1), 1–9. https://doi.org/10.1080/03055690701785202
• Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge University Press.
• Swales, J. M. (2004). Research genres: Explorations and applications. Cambridge University Press.
• Tavakoli, P., & Howard, M. J. (2012). Teaching English to speakers of other languages teachers’ views on the relationship between research and practice. European Journal of Teacher Education, 35(2), 229–242. https://doi.org/10.1080/02619768.2011.643398
• Worrall, N. (2004). Trying to build a research culture in a school: Trying to find the right questions to ask. Teacher Development, 8, 137–148. https://doi.org/10.1080/136645304002000020228
• Yayli, D., & Canagarajah, A.S. (2014). A missing move and an emergent step: Variation in the RA introductions of two composition journals. The Reading Matrix, 14(1) , 95–110. http://www.readingmatrix.com/files/11-898k39x1.pdf