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Öğe Context-Dependent and Context-Independent Task Development in Examining Verb Complementation Patterns in English(2021) Atasever Belli, Serap; Söğüt, SibelThe aims of the present study are: a) to examine the methodological issues on the development of context-dependent and context-independent task development process in investigating the cognitive verb complementation patterns in English; b) to design and administer task items to analyze the learners’ recognition and production levels in the use of verb complementation patterns and their related verb senses. The paper adopted an exploratory sequential mixed methods design and followed a three-phase procedure covering the creation of task items and the development of instruments, administration of context-dependent and context-independent tasks to 200 Turkish EFL learners and conducting the reliability and validity measurements based on the interpretation of the results. Based on the validity and reliability analyses results, the tasks designed for factive and nonfactive cognitive verb complementation analysis were found to be acceptable. Thus, this study offers valid and reliable context-dependent and context-independent tasks to examine the learners’ competence at the recognition level and their performance at the production level in the use of cognitive verb complementation patterns and their related verb senses in the English language. These tasks provide a novel application by shedding light on the developmental relationship between the learners’ state of knowledge regarding verb complementation and their vocabulary knowledge and address both the learners’ comprehension and production of cognitive verbs. In this sense, a number of implications are suggested for pedagogical purposes and further inquiries.Öğe Disrupted English Language Teacher Identities: A Social Justice Perspective(Editorial Board TESL - EJ, 2024) Söğüt, SibelInformed by Huber's (2021) framework of critical ethnography from a social justice perspective, this study aimed to (a) figure out how language teachers struggle for equity embedded within their socio-cultural contexts of schooling; (b) examine the micro, meso, and macro-factors affecting their identities with the impact of dominating ideologies; (c) uncover how they position themselves in challenging such practices and constraints. This study employs an exploratory qualitative case study design and an inductive data analysis method to document the voices of two in-service and three pre-service English language teachers and two teacher educators as professionals in K-12 school settings in Türkiye. The study addressed how ideologies stemming from power, authority, and institutional structures shape their ongoing teacher identity formation. As a result, language educators referred to oppression stemming from imposed decisions, decontextualized in-service and pre-service teacher training practices, and limited space for decision-making. Bringing in a social justice orientation, this study documented language educators' ways of challenging the dominant ideologies and schooling practices. This research brought voices from various layers to provide a composite picture of the potential gap(s) between their practice contexts and initial and in-service teacher-training practices. © 2024 Editorial Board TESL - EJ. All rights reserved.Öğe Exploring Genre Awareness: L2 Learners’ Voices in Tertiary-Level Writing Contexts(2024) Söğüt, Sibel; Civan, İlknur; Belli, Serap AtaseverThis study explored tertiary-level L2 learners’ familiarization with genre-specific conventions in English writing skills. Employing a qualitative research paradigm, data were gathered via semi-structured interviews with 26 L2 learners. An inductive content analysis was conducted to elicit recurring codes and themes. The learners expressed strengths encompassing the recognition of genre-specific features, awareness of linguistic and organizational conventions in genre writing, and formality level. They highlighted the challenges in their orientation to genre identification, text organization, and genre-specific language choices. The learners established connections between these challenges and limited prior writing experience in L1 and L2 and their subsequent reliance on L2 formal knowledge. Further sources of challenges were linked to affective factors, language proficiency, genre convention mastery, and topic familiarity. They reported feeling anxious due to unfamiliarity with genre features, lack of interest in a given topic, inadequate pre-writing, and planning stage, the demanding nature of the process-genre writing instruction, and instructors’ expectations. They proposed suggestions regarding the mastery of lexical and grammatical knowledge, the provision of effective feedback from instructors to improve textual organization, and genre-specific language conventions. Accordingly, instructional implications for the cultivation of genre knowledge and awareness of tertiary-level writing skills are presented.Öğe In-service and Pre-service Perspectives: Cultivating Plurilingual Awareness in Multicultural Classrooms(2024) Kalay, Dilsah; Söğüt, Sibel; Belli, Serap AtaseverRecent years have seen a growing interest in fostering inclusivity and interaction among individuals from diverse linguistic and cultural backgrounds in FL or L2 classes, which has led to the proliferation of intercomprehension practices in language teacher education, facilitating teachers' identity development, intercultural sensitivity, and plurilingual awareness. Using plurilingualism as a conceptual framework, the data of this qualitative study is collected from a pre-service teacher education program and an intensive language education program at two state universities. Building on the previous research and challenges reported by in-service teachers in multicultural and multilingual classrooms, some scenarios are formed with prompts to reveal metaphors, followed by semi-structured interviews to elaborate on the participants' perspectives. In light of the findings, some suggestions and implications are provided with pedagogical purposes to soften the bonds among different cultures in language classrooms and foster interaction among members of different societies and awareness of plurilingual competences. Acknowledging the substantial impact of English language teachers' intercultural sensitivity, diversity, and inclusion, and an emerging need for enhanced educational equality and social justice in teacher training, this study contributes to the existing research by providing implications for teacher identity development.Öğe L2 learners' perceived knowledge of genre elements and recontextualization of genre awareness in higher education(IGI Global, 2023) Söğüt, SibelThis study explored L2 learners' stances towards their genre-specific knowledge, their orientation to process-genre writing instruction in higher education, and their recontextualization process in learning a variety of genres. Providing a specific emphasis on the complementary role of their genre awareness and knowledge, a researcher-developed survey and semi-structured interviews were used to elicit data from 32 first year pre-service English language teachers. The findings showed that L2 learners reported having no prior writing experience in their L1 and L2. Their reported challenges in forming the rhetorical structure, organization, and content of a genre were linked to their lack of genre awareness and knowledge about the properties of a genre. L2 learners also reported transferring formal organizational patterns of essays, despite having difficulties in recognizing cross-genre regularities. Based on these findings, pedagogical insights are offered to improve the practices of L2 process-genre writing instruction. © 2023, IGI Global.Öğe Reconstruction of Pre-Service EFL Teachers’ Conceptual Understandings About SLA and Language Pedagogy Through Experiential Tasks(2024) Söğüt, SibelThe course on Second Language Acquisition (SLA), which is a component of language teacher education programs, includes consciousness-raising and experiential activities that prepare pre-service teachers for the profession. Pre-service English teachers need to have a well-grounded understanding of how SLA relates to language teaching to comprehend how SLA theories contribute to their language teaching processes. To address this need, this study examined the effects of an SLA course on pre-service teachers’ conceptual changes and beliefs regarding language pedagogy. To identify the extent of their conceptual changes and awareness, a language-learning autobiography project was used to decode multifaceted processes and elements of their first and second language acquisition. Pre-service teachers were asked to describe their language acquisition processes before taking the SLA course and then to revise their autobiographies in line with the theories and concepts covered in the SLA course. Content analysis was used to compare the two versions gathered from 54 pre-service teachers, and emerging themes and concepts in both forms were identified. The overall findings indicate that their initial versions are limited to basic linguistic descriptions, whereas they have gained a rich repertoire of grounds and connections and an understanding of the relevance of SLA to language pedagogy. Relatedly, instructional implications were suggested to facilitate their professional stance and understanding of the relationship between SLA and language pedagogy.Öğe Using Intercultural Virtual Exchange to Promote Critical Pedagogy Practices of English Language Teachers(Bloomsbury Publishing Plc., 2024) Torres-Zúñiga, Laura; Söğüt, Sibel[No abstract available]
