Reconstruction of Pre-Service EFL Teachers’ Conceptual Understandings About SLA and Language Pedagogy Through Experiential Tasks

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dc.contributor.authorSöğüt, Sibel
dc.date.accessioned2025-03-23T19:09:28Z
dc.date.available2025-03-23T19:09:28Z
dc.date.issued2024
dc.departmentSinop Üniversitesi
dc.description.abstractThe 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.
dc.identifier.doi10.33418/education.1556755
dc.identifier.endpage25
dc.identifier.issn2822-3535
dc.identifier.issue54
dc.identifier.startpage11
dc.identifier.trdizinid1271385
dc.identifier.urihttps://doi.org/10.33418/education.1556755
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1271385
dc.identifier.urihttps://hdl.handle.net/11486/3368
dc.indekslendigikaynakTR-Dizin
dc.institutionauthorSöğüt, Sibel
dc.language.isoen
dc.relation.ispartofEducational academic research (Online)
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_TR_20250323
dc.subjectExperiential learning
dc.subjectLanguage acquisition
dc.subjectpre-service English language teachers
dc.subjectconceptual changes
dc.titleReconstruction of Pre-Service EFL Teachers’ Conceptual Understandings About SLA and Language Pedagogy Through Experiential Tasks
dc.typeArticle

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