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All Journal Journal of English and Education Acuity : Journal of English Language Pedagogy, Literature and Culture
Erbay Çetinkaya, Şakire
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Education Languange, Linguistic, Communication & Media

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Responses to an EIL-oriented General English Course: Views of Internal and External Stakeholders Erbay Çetinkaya, Şakire; Kayaoğlu, Mustafa Naci
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 9 No. 2 (2024): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v9i2.3075

Abstract

Teaching English as an International Language (TEIL) refers to teaching English as a truly international medium via exposing learners to diversity, adopting a broad culture view, fostering sensitivity and responsibility, being sensitive to local culture of learning, and equipping learners with communication strategies. To put this lately popular paradigm into actual teaching practice, a 10-week EIL-oriented General English course was devised for 53 English-majoring preparatory programme students at a public Turkish university as a part of a PhD study. The current report, as the qualitative part of that quasi-experimental PhD study, intended to evaluate the course with all its possible strengths, weaknesses, and ways to improve it for better future use based on both insider and outsider responses. While the data from internal stakeholders (N=25) were drawn from individual retrospective interviews, weekly written self-reports and a final open-ended questionnaire, the data from external ones (N=2) were gathered from peer classroom observation. The course appears to be a valuable experience as it increased learners’ world knowledge, enhanced their oral production in English, and provided an enjoyable and motivating atmosphere yet with some limitations regarding course content, materials and instructional choices. It is hoped that drawing such a field-tested picture will inspire others to make instructional decisions in line with the changing sociolinguistic landscape of English.
A panoramic view of a structured how to write for publication course: College students’ views and tips Erbay Çetinkaya, Şakire
Journal of English and Education (JEE) Vol. 10 No. 2 (2024): Vol. 10 No. 2 (2024): VOLUME 10 NO 2 NOVEMBER 2024
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v10i2.36446

Abstract

Despite the privileged status of writing in academia, satisfying outputs are still low, and thus lack of knowledge about the nature of academic writing and publishing is attempted to be compensated in how to write for publication courses. Responding to the existing calls to conduct writing-related studies going far beyond diagnosing well-established writing challenges, the current case study seeks to probe 8 MA candidates’ experiences, needs, wishes, and suggestions in a structured how-to-write for publication course through open-ended questionnaires and student diaries at the MA Applied Linguistics program of a large-size state university in Türkiye. The qualitative data of the current study were triangulated with an open-ended questionnaire in the form of participant self-reports and student diaries. The findings show that such writing interventions were valued for adding up to graduate candidates and socializing their writing. However, MA candidates needed to be supported with negotiated workshops as such extensions could help them apply writing theory and find the audience. The insights are provided, and the findings are discussed to suggest implications for both research and educational policy.
Co-Authors Kayaoğlu, Mustafa Naci