Yazar "İlhan, Berk" seçeneğine göre listele

Listeleniyor 1 - 2 / 2
  • [ X ]
    Öğe
    Academic major as a variable in EFL instructors’ speaking assessment preferences in preparatory programs
    (Leyla HARPUTLU, 2025) İlhan, Berk
    Five departments in Turkiye train English language teachers and EFL instructors at universities. The variation in educational background might affect their assessment practices. This descriptive study investigates whether such differences exist by examining the speaking assessment preferences of 82 EFL instructors working in university preparatory programs. Data were collected via an electronic questionnaire featuring statements on different CEFR-based assessment types. The Kruskal-Wallis test revealed two statistically significant differences in the participants’ assessment preferences based on their academic majors. Overall, instructors favor speaking assessments that use language in authentic contexts, apply continuous and formative evaluation, remain objective, and utilize external assessment over self-assessment. They believe such methods foster more reliable and comprehensive measures of language ability. Statistically significant differences were found in criterion-referencing and guided judgment, suggesting a heightened focus on these types in pre-service and in-service teacher education programs to equip instructors with diversified assessment strategies.
  • [ X ]
    Öğe
    Student-teachers' Journey through Action Research: Reflections on 4 Phases Model
    (Tamer KUTLUCA, 2025) İlhan, Berk
    Action research can connect theoretical concepts and practice while promoting professional growth. Nonetheless, a comprehensive literature review revealed a deficiency of qualitative research examining student-teachers' perceptions of AR. Investigating future teachers’ constructs on action research and gathering in-depth data could be significant in building on these constructs from a constructivist perspective. This study aims to examine 45 student-teachers’ perceptions of action research. Qualitative data was gathered via a preliminary knowledge questionnaire to reveal if they had any background knowledge before the course started and reflective reports written after each unit was covered. The course was designed in units that considered Kemmis and McTaggart’s action research cycles. The findings suggested that student-teachers perceived AR as a tool for problem-solving with practical application and contextual relevance. Most participants appreciated the dual role of teacher-researcher and its advantages in pedagogy. They emphasized potential challenges, including balancing teaching and research, ethical dilemmas, and institutional support. Challenges during the act phase might arise from the intricacies of planning and data collecting, whereas in the observe phase, challenges stem from preserving data quality and controlling classroom dynamics. During the final ‘reflect' phase, challenges may arise from the need for 21st-century skills, collaboration among colleagues, and institutional support. The research can potentially contribute to the field by revealing student-teachers’ constructs on action research. The findings could be significant for teacher educators to highlight issues to be addressed in training student-teachers to be teacher-researchers.