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

Yıl 2022, Cilt: 12 Sayı: 1, 169 - 184, 29.03.2022
https://doi.org/10.48146/odusobiad.1080702

Öz

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.

Kaynakça

  • Alzaanin, E. I. (2019). An exploratory study of the interplay between EFL writing teacher cognition and pedagogical practices in the Palestinian university context. Arab World English Journal, 10(3), 113-132. http://dx.doi.org/10.31235/osf.io/hx23j
  • Bachman, L., & Palmer, A. (1996). Language testing in practice: Designing and developing useful language tests. Oxford: Oxford University Press.
  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109. https://doi.org/10.1017/S0261444803001903
  • Borg, S. (2009). Introducing language teacher cognition. Retrieved on November 15, 2014 from: http://www.education.leeds.ac.uk/research/files/145.pdf
  • Borg, S. (2015). Teacher cognition and language education: Research and practice. London: Bloomsbury Publishing.
  • Burns, A. (1992). Teacher beliefs and their influence on classroom practice. Prospect, 7(3), 56-66. https:// doi/10.3316/aeipt.66275
  • Creswell, John W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4 th ed.). Boston, MA: Pearson Education.
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed). Thousand Oaks: Sage Publications.
  • Crusan, D., Plakans, L., & Gebril, A. (2016). Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices. Assessing Writing, 28, 43-56. https://doi.org/10.1016/j.asw.2016.03.001
  • Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47-65. https://doi.org/10.1080/0013188960380104
  • Glaser, B. G., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
  • Grabe, W., & Kaplan, R. B. (1996). Theory and practice of writing. London and New York: Longman.
  • Horwitz, E. K. (1985). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18(4), 333-340. https://doi.org/10.1111/j.1944-9720.1985.tb01811.x
  • Hyland, K. (2003). Second language writing. Cambridge and New York: Cambridge University Express.
  • Karaca, M. (2018). The development, validation, and implementation of an inventory on English writing teachers’ beliefs [PhD thesis, Gazi University, Ankara]. YOKTEZ. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Karaca, M., & Uysal, H. H. (2021). The development and validation of an inventory on English writing teacher beliefs. Assessing Writing, 47, 100507. https://doi.org/10.1016/j.asw.2020.100507
  • Khanalizadeh, B., & Allami, H. (2012). The impact of teachers' belief on EFL writing instruction. Theory and Practice in Language Studies, 2(2), 334. http://dx.doi.org/10.4304/tpls.2.2.334-342
  • Kim, J. Y. (2015). Korean university teacher cognition in EFL writing instruction [PhD thesis, Indiana University]. ProQuest Dissertations & Theses Global. https://www.proquest.com/docview/1683998151?pqigsite=gscholar&fromopenview=true
  • Lee, S.-Y. (2005). Facilitating and inhibiting factors in English as a foreign language writing performance: A model testing with structural equation modeling. Language Learning, 55(2), 335–374. http://dx.doi.org/10.1111/j.0023-8333.2005.00306.x
  • Mao, S. S., & Crosthwaite, P. (2019). Investigating written corrective feedback: (Mis) alignment of teachers’ beliefs and practice. Journal of Second Language Writing, 45, 46-60. https://doi.org/10.1016/j.jslw.2019.05.004
  • Melketo, T. A. (2012). Exploring tensions between English teachers’ beliefs and practices in teaching writing. The International HETL Review, 2(11), 98-114.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Beverly Hills: Sage.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102%2F00346543062003307
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In Sikula, J. (Ed.), Handbook of research on teacher education (pp. 102–119). New York, NY: Macmillan.
  • Richards, J. C., Gallo, P. B., & Renandya, W. A. (2001). Exploring teachers’ beliefs and the processes of change. PAC Journal, 1(1), 41-58.
  • Sakrak-Ekin, G., & Balçıkanlı, C. (2019). Written corrective feedback: EFL teachers’ beliefs and practices. The Reading Matrix: An International Online Journal, 19(1), 114-128. http://www.readingmatrix.com/files/20-47d49p9h.pdf
  • Tseng, C. C. (2019). Senior high school teachers' beliefs about EFL writing instruction. Taiwan Journal of TESOL, 16(1), 1-39. DOI: 10.30397/TJTESOL.201904_16(1).0001
  • Uddin, M. (2014). Teachers' pedagogical belief and its reflection on the practice in teaching writing in EFL tertiary context in Bangladesh. European Journal of Educational Sciences, 1(3), 58-80. https://doi.org/10.19044/ejes.v1no3a5
  • Uysal, H. H. (2008). Tracing the culture behind writing: Rhetorical patterns and bidirectional transfer in L1 and L2 essays of Turkish writers in relation to educational context. Journal of Second Language Writing, 17(3), 183-207. https://doi.org/10.1016/j.jslw.2007.11.003
  • Valizadeh, M. (2019). EFL teachers’ writing assessment literacy, beliefs, and training needs in the context of Turkey. Advances in Language and Literary Studies, 10(6), 53-62. http://dx.doi.org/10.7575/aiac.alls.v.10n.6p.54
  • Wang, L., Lee, I., & Park, M. (2020). Chinese university EFL teachers’ beliefs and practices of classroom writing assessment. Studies in Educational Evaluation, 66, 100890. https://doi.org/10.1016/j.stueduc.2020.100890
  • Yang, L., & Gao, S. (2013). Beliefs and practices of Chinese university teachers in EFL writing instruction. Language, Culture and Curriculum, 26(2), 128-145. https://doi.org/10.1080/07908318.2013.794817
  • Yigitoglu, N., & Belcher, D. (2014). Exploring L2 writing teacher cognition from an experiential perspective: The role learning to write may play in professional beliefs and practices. System, 47, 116-124. https://doi.org/10.1016/J.SYSTEM.2014.09.021
  • Zan, G. K., & Yiğitoğlu, N. (2018). Exploring novice and experienced teachers’ beliefs and practices of written feedback. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 355-369. http://hdl.handle.net/11616/9283
  • Zheng, H. (2015). Teacher beliefs as a complex system: English language teachers in China. Basel: Springer International Publishing.

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

Yıl 2022, Cilt: 12 Sayı: 1, 169 - 184, 29.03.2022
https://doi.org/10.48146/odusobiad.1080702

Öz

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.

Kaynakça

  • Alzaanin, E. I. (2019). An exploratory study of the interplay between EFL writing teacher cognition and pedagogical practices in the Palestinian university context. Arab World English Journal, 10(3), 113-132. http://dx.doi.org/10.31235/osf.io/hx23j
  • Bachman, L., & Palmer, A. (1996). Language testing in practice: Designing and developing useful language tests. Oxford: Oxford University Press.
  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109. https://doi.org/10.1017/S0261444803001903
  • Borg, S. (2009). Introducing language teacher cognition. Retrieved on November 15, 2014 from: http://www.education.leeds.ac.uk/research/files/145.pdf
  • Borg, S. (2015). Teacher cognition and language education: Research and practice. London: Bloomsbury Publishing.
  • Burns, A. (1992). Teacher beliefs and their influence on classroom practice. Prospect, 7(3), 56-66. https:// doi/10.3316/aeipt.66275
  • Creswell, John W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4 th ed.). Boston, MA: Pearson Education.
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed). Thousand Oaks: Sage Publications.
  • Crusan, D., Plakans, L., & Gebril, A. (2016). Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices. Assessing Writing, 28, 43-56. https://doi.org/10.1016/j.asw.2016.03.001
  • Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47-65. https://doi.org/10.1080/0013188960380104
  • Glaser, B. G., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
  • Grabe, W., & Kaplan, R. B. (1996). Theory and practice of writing. London and New York: Longman.
  • Horwitz, E. K. (1985). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18(4), 333-340. https://doi.org/10.1111/j.1944-9720.1985.tb01811.x
  • Hyland, K. (2003). Second language writing. Cambridge and New York: Cambridge University Express.
  • Karaca, M. (2018). The development, validation, and implementation of an inventory on English writing teachers’ beliefs [PhD thesis, Gazi University, Ankara]. YOKTEZ. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Karaca, M., & Uysal, H. H. (2021). The development and validation of an inventory on English writing teacher beliefs. Assessing Writing, 47, 100507. https://doi.org/10.1016/j.asw.2020.100507
  • Khanalizadeh, B., & Allami, H. (2012). The impact of teachers' belief on EFL writing instruction. Theory and Practice in Language Studies, 2(2), 334. http://dx.doi.org/10.4304/tpls.2.2.334-342
  • Kim, J. Y. (2015). Korean university teacher cognition in EFL writing instruction [PhD thesis, Indiana University]. ProQuest Dissertations & Theses Global. https://www.proquest.com/docview/1683998151?pqigsite=gscholar&fromopenview=true
  • Lee, S.-Y. (2005). Facilitating and inhibiting factors in English as a foreign language writing performance: A model testing with structural equation modeling. Language Learning, 55(2), 335–374. http://dx.doi.org/10.1111/j.0023-8333.2005.00306.x
  • Mao, S. S., & Crosthwaite, P. (2019). Investigating written corrective feedback: (Mis) alignment of teachers’ beliefs and practice. Journal of Second Language Writing, 45, 46-60. https://doi.org/10.1016/j.jslw.2019.05.004
  • Melketo, T. A. (2012). Exploring tensions between English teachers’ beliefs and practices in teaching writing. The International HETL Review, 2(11), 98-114.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Beverly Hills: Sage.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102%2F00346543062003307
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In Sikula, J. (Ed.), Handbook of research on teacher education (pp. 102–119). New York, NY: Macmillan.
  • Richards, J. C., Gallo, P. B., & Renandya, W. A. (2001). Exploring teachers’ beliefs and the processes of change. PAC Journal, 1(1), 41-58.
  • Sakrak-Ekin, G., & Balçıkanlı, C. (2019). Written corrective feedback: EFL teachers’ beliefs and practices. The Reading Matrix: An International Online Journal, 19(1), 114-128. http://www.readingmatrix.com/files/20-47d49p9h.pdf
  • Tseng, C. C. (2019). Senior high school teachers' beliefs about EFL writing instruction. Taiwan Journal of TESOL, 16(1), 1-39. DOI: 10.30397/TJTESOL.201904_16(1).0001
  • Uddin, M. (2014). Teachers' pedagogical belief and its reflection on the practice in teaching writing in EFL tertiary context in Bangladesh. European Journal of Educational Sciences, 1(3), 58-80. https://doi.org/10.19044/ejes.v1no3a5
  • Uysal, H. H. (2008). Tracing the culture behind writing: Rhetorical patterns and bidirectional transfer in L1 and L2 essays of Turkish writers in relation to educational context. Journal of Second Language Writing, 17(3), 183-207. https://doi.org/10.1016/j.jslw.2007.11.003
  • Valizadeh, M. (2019). EFL teachers’ writing assessment literacy, beliefs, and training needs in the context of Turkey. Advances in Language and Literary Studies, 10(6), 53-62. http://dx.doi.org/10.7575/aiac.alls.v.10n.6p.54
  • Wang, L., Lee, I., & Park, M. (2020). Chinese university EFL teachers’ beliefs and practices of classroom writing assessment. Studies in Educational Evaluation, 66, 100890. https://doi.org/10.1016/j.stueduc.2020.100890
  • Yang, L., & Gao, S. (2013). Beliefs and practices of Chinese university teachers in EFL writing instruction. Language, Culture and Curriculum, 26(2), 128-145. https://doi.org/10.1080/07908318.2013.794817
  • Yigitoglu, N., & Belcher, D. (2014). Exploring L2 writing teacher cognition from an experiential perspective: The role learning to write may play in professional beliefs and practices. System, 47, 116-124. https://doi.org/10.1016/J.SYSTEM.2014.09.021
  • Zan, G. K., & Yiğitoğlu, N. (2018). Exploring novice and experienced teachers’ beliefs and practices of written feedback. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 355-369. http://hdl.handle.net/11616/9283
  • Zheng, H. (2015). Teacher beliefs as a complex system: English language teachers in China. Basel: Springer International Publishing.
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dil Çalışmaları
Bölüm MAKALE
Yazarlar

Elif Sarı 0000-0002-3597-7212

Turgay Han 0000-0002-9196-0618

Yayımlanma Tarihi 29 Mart 2022
Gönderilme Tarihi 28 Şubat 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 12 Sayı: 1

Kaynak Göster

APA Sarı, E., & Han, T. (2022). An Investigation of Turkish EFL Instructors’ Beliefs about Writing in English. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 12(1), 169-184. https://doi.org/10.48146/odusobiad.1080702

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