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All Journal JET (Journal of English Teaching) Acuity : Journal of English Language Pedagogy, Literature and Culture Indonesian Journal of English Language Teaching and Applied Linguistics
BATURAY, Meltem Huri
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Humanities Education Languange, Linguistic, Communication & Media

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Association of Organizational Learning with Leadership, Job Satisfaction and Engagement in an EFL Setting YASTIBAŞ, Ahmet Erdost; BATURAY, Meltem Huri
JET (Journal of English Teaching) Vol. 7 No. 2 (2021): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/jet.v7i2.2513

Abstract

The present study investigated the relationship between organizational learning, department leadership, teacher leadership, job satisfaction and engagement in a higher education language institution. It was designed as a quantitative study. 96 Turkish English language instructors participated in the research. The data were collected in a Turkish higher education language institution. Four scales were used to collect data. The data were analyzed through samples t-test, one-way ANOVA, Pearson’s r correlation, and multiple regression analysis. The findings indicated that there were not statistically significant differences between participants in terms of their genders, Bachelor’s degrees, status of masters of art, and the departments they worked, but of their teaching experiences with regard to organizational learning, department leadership, teacher leadership, job satisfaction, and engagement. They also showed that there were statistically significant relationships among engagement, job satisfaction, teacher leadership, organization learning, and department leadership. Besides, they revealed that department leadership and job satisfaction could predict organizational learning positively and explain the 74% of the variance in organizational learning. Department leadership can have a central role in promoting organizational learning in a higher education language institution through creating a working environment which supports and values teacher leadership, so teachers/instructors can feel more engage and satisfied.
Pre-Service EFL Teachers’ Perceptions of Online Instructional Tools Bayram, İlknur; Baturay, Meltem Huri
JET (Journal of English Teaching) Vol. 8 No. 1 (2022): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/jet.v8i1.3548

Abstract

This study carried out with the participation of 68 pre-service EFL teachers (PET) attending Turkish universities aims to investigate PETs’ perceptions as to the use of online instructional tools (OIT). This is a mixed-methods study; both quantitative and qualitative data have been collected. Data was gathered in the academic year of 2018-2019 through an online questionnaire developed by the researchers. The survey was comprised of three sections; (1) demographics, (2) the frequency of teacher educators’(TE) and PETs use of OITs in an English language teacher education program, (3) PETs’ intention of using OITs upon graduation. Two open-ended questions were also asked to find out what might motivate or discourage PETs from using OITs when they become teachers. Results indicate that TEs always use and PETs mostly plan to use videos and presentation tools when they start serving as teachers. However, TEs do not make use of MOOCs, online ELT courses, and blogs as much as expected. Similarly, PETs do not plan to integrate them into their teaching. The reasons underlying their choices are presented in the study.
Understanding Reasons That May Cause Attrition and Retention among English Language Teachers in a Developing Country Yastıbaş, Ahmet Erdost; BATURAY, Meltem Huri; ERTAŞ, Abdullah
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 7 No. 2 (2022): Acuity: Journal of English Language Pedagogy, Literature & Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v7i2.2616

Abstract

According to the literature, foreign language teacher attrition and retention (FLTAR) have been studied less, the studies on FLTAR have been made in developed countries more, and these studies have generally focused on the reasons of FLTAR. Therefore, the present study aimed to find out the reason(s) that may cause attrition and retention among foreign language teachers (i.e., English language teachers [EL]) in a developing country (i.e., Turkey). 100 Turkish EL teachers participated in this qualitative study. The data collected through a semi-structured written interview were content analyzed. According to the findings, there were three main groups of EL teachers with four or five sub-groups formed depending on the participants’ year of teaching experience: the ones who wanted to stay in the job, who wanted to leave the job, and who both wanted to leave and stay in the job. The findings also showed that the participants wanted to stay in the job and/or leave it for several reasons such as passion for teaching, working conditions, and learning something new, which is significant to know because understanding what may cause EL teacher attrition and retention can help sustain teacher quality in English language teaching.
EFL Students in English-Medium and EAP Courses in Turkey Baturay, Meltem Huri; YastibaÅŸ, Ahmet Erdost
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 6, No 1 (2021): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v6i1.883

Abstract

The present study aimed to determine university students’ perceptions regarding EM and EAP courses and how they studied EM and EAP courses and their exams. It was designed as a qualitative study. Eight students participated in the study. The data were collected through semi-structured interviews and analysed by content analysis method. The findings of the study indicated that the students who perform well in EM and EAP courses and who perform well in EM courses but have difficulty in EAP courses are motivated to receive EM courses and have positive attitudes toward EM courses. Yet, the students who perform well in EM and EAP courses are more motivated to receive EAP courses and have more positive attitudes toward EAP courses. The findings also indicated that the ways the students study EM and EAP courses and for their exams have both similarities and differences. The findings were discussed. The pedagogical implications and limitations of the study were explained, and suggestions for further research were made.
Co-Authors Bayram, İlknur ERTAŞ, Abdullah YastibaÅŸ, Ahmet Erdost Yastibas, Ahmet Erdost