Kitap Bölümü Koleksiyonu
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Item Transformative social emotional learning for a sustainable EFL education: A key to celebrating diversity and promoting equity(IGI Global, 2024) Öz, GülşahSciVal Topics Metrics Abstract Social emotional learning (SEL) can be defined as a process in which individuals make responsible decisions and choices by managing their emotions, setting goals, establishing positive relationships with empathy towards others. This chapter aims to discuss the current SEL literature through a transformative lens of social justice and equity for a sustainable educational future. With this purpose in mind, this chapter reviews the following issues: fundamentals of SEL along with core components, the crucial role of SEL in celebrating diversity, promoting equity in EFL classes through SEL, and benefits of SEL integrated foreign language learning and teaching. Moreover, applications of transformative SEL integration methods and strategies are addressed. Based on the current review, some implications for educators on how to integrate SEL key components into their teaching contexts and suggestions for further research to enhance equity and sustainability in the field of foreign language education are yielded.Item Toward More Inclusive Classroom Practices in the Turkish EFL Contexts: A Case Study on the Integration of Critical and Dialogic Approaches to Field Placement(Bloomsbury Publishing Plc., 2024) Kızıldağ, Ayşe; Kaçar, Işıl GünseliEducational settings in the twenty-first century, with linguistically and culturally diverse learner/teacher profiles, put a heavy emphasis on the integration of critical and dialogic pedagogical practices. Dialogic approaches incorporate opportunities for students’ co-participation and co-construction of thoughts, as well as their engagement in multifarious viewpoints and a boost in their self-awareness and respect for others. In addition, critical approaches motivate students to launch an inquiry into their established set of beliefs, new knowledge and non-inclusive “inequitable circumstances with a view toward social changes”(Kibler, et al., 2021, p. 16). Considering students’ diverse cultural and linguistic backgrounds as affordances and assets in the learning process, critical and dialogic education (CDE) promotes inclusive and equitable practices.Item Pre-service EFL teachers’ perceptions towards online education and online teaching writing skills during the Covid-19 pandemic: A phenomenological research(Springer Science and Business Media B.V., 2023) Yüce, Erkan; Çetin Köroğlu, ZeynepDistance education is defined as a type of education in which teachers and learners do not interact on a face-to-face basis. Still, they use distance learning modes such as (e)mailing, video or audio conferencing, radio, television, and the Internet for communication instead.Item Hybrid Flexible (HyFlex) teaching in foreign language education: Enhancing equity, inclusion, and accessibility through an innovative digital pedagogy(IGI Global, 2023) Öz, GülşahHybrid flexible (HyFlex) teaching, which is assumed as a much more flexible and learner-centered instruction mode, has received great attention from educators and researchers in recent years. In HyFlex learning and teaching environment, learners can make decisions on how they attend lessons i.e., face-to-face in a real classroom, online synchronously, or asynchronously after the allotted real lesson time. The present chapter aims to introduce HyFlex teaching as a new digital pedagogical and technological approach to the mode of instruction in relation to the foreign language learning and teaching field. In addition, this chapter discusses the benefits of EFL teaching in HyFlex classroom environments along with some challenges and possible solutions proposed by instructors in the light of the current relevant literature and empirical research. Furthermore, HyFlex teaching can promote equal, inclusive, and accessible learning conditions for all students regardless of their diverse backgrounds are addressed, in turn fostering foreign language learning and teaching processes.Item Integration of digital picture books into young learners' language classrooms: A novel way to develop vocabulary knowledge(IGI Global, 2023) Çetin Köroğlu, ZeynepThe world we live in now is more technological than in the past and continues to change and develop day by day. Our children, who are accepted as 'digital natives,' start to live a life intertwined with technology from the first years of their lives. To prepare them for the age they are in and the lives that await them in the future, digital picture books should be used effectively, especially in early childhood. This chapter discusses the use and importance of picture books in early childhood foreign language learning, the features and usage areas of digital picture books, the role and importance of digital picture books in vocabulary teaching, examples of well- designed digital picture books, websites and applications that offer these examples, and the effects of digital picture books on young learners' foreign language learning.Item Mentoring for professional identity construction in efl pre-service teacher education: A case study from Turkey(IGI Global, 2023) Kızıldağ, AyşeTeacher identity, neither stable nor predetermined, plays a key role in decisionmaking on pedagogical practices. Research demonstrates that identity formation is enacted via various interactions of mentors, students, colleagues, and significant others. Practicum is, thus, an important space for exploring pre-service teacher identities through mentoring to encourage them for critical reflections over their dispositions of the professional identities. This study explores how a mentoring program at a Turkish university contributes to a group of EFL student teachers' identity formation. Three semi-structured interviews were conducted with seven male and five female participants; the research found out three significant spaces facilitating the identification and transformation of their initial professional identities. Namely, practice, peer collaboration and mentoring discussions enhanced the awareness, analytical and reflective skills through open, challenging but supportive mentoring.Item Inclusive Education Practices During the COVID-19 Pandemic From the Eyes of Turkish EFL Student Teachers: A Qualitative Research(IGI Global, 2023) Çetin Köroğlu, Zeynep; Öz, Gülşah; Yüce, ErkanThe present research investigates Turkish EFL student teachers’ perspectives on inclusive education during the COVID-19 pandemic. The research is designed as a qualitative study. The data were gathered through a written-structured interview, which consisted of five questions. Additionally, student teachers’ classroom observation and response papers were utilized to understand their perceptions of inclusive education. A constant comparative analysis was used to analyze the present research data. Eleven fourth graders of the English language teaching department participated in the study. The results showed that EFL student teachers know the needs and interests of students who need special education SEN (SEN; education of individuals with special education needs). However, the results indicate that student teachers think inclusive education practices were not implemented effectively during the COVID-19 pandemic. The results reveal that the study participants have adequate knowledge and positive perspectives toward inclusive education.Item Designing goal-oriented online speaking activities for EFL learners in a post-pandemic world: Insights from CEFR companion volume(IGI Global, 2023) Yüce, Erkan; Çetin Köroğlu, ZeynepThe Covid-19 pandemic continues to affect every aspect of life. English language education has been shifted from face-to-face education to online education as a result of sudden decisions. English language teachers and learners are expected to adapt to this sudden change and manage the process effectively, without considering their technological competence and knowledge about technology's integration into foreign language pedagogy. In the process of teaching English as a foreign language, speaking skills teaching, which is often neglected compared to other skills, has become more limited in online education due to various reasons. There is not enough study in the existing literature on the design of digital speaking activities. Therefore, the current book section deals with the design of goal-oriented digital speaking skills activities within the framework of the CEFR CV. Additionally, examples of goal-oriented digital speaking activities are presented in the present book chapter. The chapter will guide language teachers to design digital speaking activities appropriate to CEFR CV.Item Use of scenario-based language learning to develop english language speaking skills in online classrooms(IGI Global, 2023) Çetin Köroğlu, Zeynep; Yüce, ErkanDeveloping EFL/ESL learners ' speaking skills plays a crucial role to make them capable communicators of target language in a real- life situation. As a recently developing frame or approach, scenario-based language learning may be utilized to foster English language speaking skills of language learners. In this respect the current study contains sections to discuss scenario- based language learning, to present how to use this approach to develop language learners' speaking skills development, to present implementation of scenario-based language learning in online classrooms and propose a sample scenario based speaking task series for EFL learners.
