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All Journal English Language in Focus (ELIF) PANYONARA: Journal of English Education
Mede, Enisa
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Education Languange, Linguistic, Communication & Media

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The Perceptions of Instructors and Students on Native Speakerism in Terms of English Language Teaching, English Variations, and Culture Cengiz, Seçil; Mede, Enisa
English Language in Focus (ELIF) Vol 6, No 2 (2024): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.6.2.113-128

Abstract

This study aimed to explore the views of both preparatory school instructors and students concerning native speakerism within the context of English Language Teaching (ELT), English language variations, and culture. The research involved 171 preparatory students and 70 instructors affiliated with a non-profit university in Istanbul, Turkey. Employing a mixed methods approach, this study sought to comprehend the perspectives of these participants. Quantitative data were gathered through surveys adapted from Liu (2018), while qualitative insights were obtained via semi-structured interviews with instructors. The collected data underwent analysis using SPSS and content analysis techniques. The analysis of student perceptions, categorized by gender and proficiency levels, revealed no significant disparities in their views on ELT and culture. Nonetheless, differences surfaced among A1 and A2 level students concerning English variations. In contrast, instructors' perceptions, factoring in their years of experience and academic qualifications, exhibited no variations in relation to ELT, English variations, and culture. Qualitative findings indicated that instructors had positive attitudes toward teaching diverse cultures and English language varieties. Moreover, instructors expressed the belief that discrimination between native and non-native instructors should cease.
Exploring the Nature of Shifts in Learner Autonomy and Teacher Autonomy in an Online EFL Class in Turkiye: A Case Study Demir, Selin; Mede, Enisa
PANYONARA: Journal of English Education Vol. 6 No. 1 (2024): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v6i1.11175

Abstract

The need to understand the manifestation of learner autonomy in the online learning environment and its challenges in the classroom is increasing with the rise of online education. Although learner autonomy (LA) is increasingly important in language education, there is less knowledge about teachers' and students' comprehension and use of this concept. In order to address this lack of information, a case study was conducted to explore the perceptions of teachers and learners about learner autonomy in an online environment. The study's data sources include reflective journals, lesson observations, and focus group interviews. The study, conducted at a Turkish foundation university, identified a variety of control shifts in the courses. This research explored the concept of learner autonomy in the context of online language training. The findings indicated that students had a favorable perception of online learning, highlighting its flexibility, ease, and ability to establish individual standards. Nevertheless, there was a noticeable difference between how they perceived autonomy and how it was really put into practice, typically favoring a teacher-centered approach. Several factors that impacted learner autonomy in online learning were recognized, such as the need for autonomy, inadequate information, and a transition toward teacher-centric approaches. The research emphasized the significance of aspects such as guidance and support systems, adaptability, student motivation, customized learning speed, and communication technologies.
Co-Authors Cengiz, Seçil Demir, Selin