Esin Dündar Esin Dündar EĞİTİM FAKÜLTESİ YABANCI DİLLER EĞİTİMİ BÖLÜMÜ İNGİLİZ DİLİ EĞİTİMİ ANABİLİM DALI
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The Synergistic Effect of Cognitive and Emotional Intelligence in Foreign Language Learning: Concepts and Pedagogical Perspectives

Muzaffer Pınar Babanoğlu | Reyhan Ağçam | Muhammet Fatih Adıgüzel | Tuçe Öztürk Karataş | Esin Dündar

This conceptual review examines the synergistic relationship between cognitive intelligence and emotional intelligence in the context of second/ foreign language learning. This relationship is considered vital in terms of revealing the effects of these intelligences on language education from a pedagogical perspective. Cognitive intelligence involves analytical reasoning, memory, and linguistic aptitude which are all significant factors for understanding grammar, vocabulary and language structure. Contrarily, emotional intelligence comprises self awareness, empathy, motivation and social competence that play a pivotal role in effective communication, building confidence, and demonstrating cultural sensitivity. The dynamic interplay between cognitive and emotional intelligences considerably influences learners' overall success. Emotional intelligence components such as motivation and emotional regulation enhance cognitive performance, including attention and memory which particularly important for maintaining focus, managing anxiety, and fostering resilience when faced with challenging language tasks. Empathy, another core emotional intelligence element, facilitates intercultural and pragmatic competence, thereby enriching communicative effectiveness. This review highli...

On the Trail of Future’s Conscious English Teachers: Recycling and Zero-waste Awareness and Practices of ELT Students

Muzaffer Pınar Babanoğlu | Reyhan Ağçam | Muhammet Fatih Adıgüzel | Esin dündar | Tuçe Öztürk Karataş | Nebahat Badem | Özge Kutlu Demir

Sustainability in English Language Teaching (ELT) is a current paradigm that entails language education as a vehicle for empowering individuals to address environmental challenges on global platforms and to cultivate environmental consciousness and socially responsible mindsets. EFL teacher candidates have critical roles in shaping future generations’ habits for sustainability while teaching English as a lingua franca. As educators-in-training, their personal sustainability habits such as zero waste and recycling can reflect on their teaching strategies and set powerful examples for their students. This study aims to investigate EFL teacher candidates’ awareness and attitudes towards zero waste and recycling practices, and to highlight their role in promoting sustainability in education. A total of 288 ELT students from three state universities participated in this quantitative study. The research data were collected using two structured questionnaires and analyzed through statistical methods. The findings revealed high mean scores for zero-waste and recycling practices of the participants, with statistically significant differences regarding age and gender. These results indicated that EFL teacher candidates possess strong sustainable habits that could positively impact thei...

Uncovering the role of English language teaching coursebooks in safeguarding intangible cultural heritage / Explorando el rol de los libros de texto de inglés para salvaguardar el patrimonio cultural inmaterial

Dündar, Esin

UNESCO and local organizations raise concern over the threats towards Intangible Cultural Heritage (ICH) and continue their efforts to get help from any field possible for introducing ICH elements and raising awareness. Education is one of those fields. Considering the relation between culture and English language teaching, ICH can be incorporated into English classrooms. Besides, being the primary source of input in a language classroom, ELT coursebooks can serve as a bearer of culture. In this regard, this paper discusses the role of English language teaching coursebooks in the safeguarding of ICH by revealing the representation of ICH elements in locally produced coursebooks from 16 different countries: Bulgaria, Chile, China, Colombia, Croatia, Germany, India, Indonesia, Japan, Malaysia, Norway, Republic of Korea, Romania, Türkiye, Ukraine and Uzbekistan. Findings from the study supported the idea that ELT coursebooks can be utilized as a medium for safeguarding ICH while improving the learners’ language skills. La UNESCO y otras organizaciones locales han expresado su preocupación por las amenazas contra el Patrimonio Cultural Inmaterial (PCI) y mantienen sus esfuerzos por conseguir toda la ayuda posible de cualquier campo para integrar elementos del PCI y concienciar sobre ...

‘Like an imprisoned robin’: Similes by English language teachers on teaching in and beyond the times of COVID‐19

Dündar, Esin

This qualitative study captured the reflections of 53 English language teachers from 40 different contexts including Bangladesh, Colombia, France, India, Scotland, Taiwan, Türkiye and the United Kingdom on teaching English during the times of COVID-19 and its post-effects on their practices. Data were collected through an online form consisting of three stems and the participants were asked to create similes about teaching English before, during and after the pandemic. By conducting thematic analysis, images created for each phase were categorized under occupational well-being, digital transformation, transactional distance, gap of communication and social isolation. Teachers pointed out work overload, lack of administrational support, instructions' not making sense, decreasing level of participation, dropouts, loss of student–teacher interaction and isolation as the drawbacks of the process along with the possibility of digital transformation ahead of their profession.

Post-Pandemic Teacher Education: Opinions of English Teacher Educators on Hybrid System

Dündar, Esin

The wave of change in the educational landscape started with Emergency Remote Teaching due to the pandemic and was followed by the hybrid system adopted in higher education institutions. The present study is an attempt to evaluate the effects of the hybrid system on English teacher education and get the reflections of English teacher educators regarding its post-effects on teacher candidates. To this end, 18 English teacher educators from 10 different state universities were reached to evaluate postpandemic teacher education. Adopting a qualitative research design, the participants were asked to complete a survey that included nine questions about different learner types that emerged due to online instruction, the effects of the hybrid system on teacher educators and teacher candidates, and survival tips for teacher educators. The data were analyzed through thematic analysis and the findings were reported under the categories of “overall evaluation, post-effects of the hybrid system, crucial factors and survival tips, and learner types”. The findings are discussed in line with the related literature and some implications for education faculties are presented.

5th Grade English Language Teaching Curricula in Turkey: Expectations vs. Realities

Dündar, Esin

This study aims to reveal the opinions of English teachers, advisors and a member of Curriculum Development Committee of Ministry of National Education about 5th grade English Language Curricula in Turkey. To this end, 100 English teachers were given Curriculum Opinion Scales. Fifteen English teachers, three advisors, and a member of Curriculum Development Committee were also interviewed through semi-structured interviews in order to add to the quantitative findings. The curricula were evaluated in terms of learning objectives and content, assessment and evaluation, coursebook as an instructional material, language skills, principle of appropriateness, and continuum of learning. Furthermore, participants shared their opinions on curriculum literacy, class hours, methodological perspectives, and examination system. The findings are discussed in comparison with the related literature.

Particularised checklists in materials evaluation: Developing contextually relevant criteria for Turkish EFL classes

Dündar, Esin

The major trend in ELT materials evaluation has been the measurement of general satisfaction levels against borrowed items from previous checklists. However, their real quality can be accurately assessed through contextually relevant criteria. In this study, 85 English teachers, and 500 seventh-graders evaluated the effectiveness of their locally-produced English coursebook with standardised, particularised, and importanceweighted Likert-type checklists. The extent of consumer dissatisfaction in their primary focus areas was found much greater than the overall evaluation alone had yielded. The teachers’ evaluations were yet unaffected by gender, experience, and length of textbook use. The top teacher-preferred criteria focused on accommodating different proficiency levels, and learner types; and the top student-preferred criteria on supplementary resources, and thematic appeal. The list of coursebook deficiencies might have been topped by the lack of authenticity, and supplementary resources for teacher guidance, and student self- instruction, but further overlaps existed between user views over such serious weaknesses as lack of: support for creative thinking, thematic appeal, grammatical explanations, and cultural diversity. Since these persistent coursebook concerns have been ...

Investigating EFL Coursebook Research in Turkey: Trends in Graduate Theses of the 2001-2013 Period

Dündar, Esin

The transformation of coursebook publishing into an industrial giant has brought about variety, choice, and difficulty of decision making. As coursebook selection profoundly influences the quality of foreign language instruction in Turkey, it is essential to investigate what kind of instruments are used, which method is followed, what criteria are sought and how relevant parties are affected by its results. Therefore, 54 graduate theses evaluating EFL coursebooks in the 2001-2013 period were taken from the CoHE Thesis Center. The documentary data were subjected to content analysis by using the thesis categorisation form for describing research trends, determining shared evaluative criteria and variable patterns, and providing recommendations for the future. It was revealed that: (i) studies dealing with EFL coursebook evaluations accelerated after MoNE’s program changes, (ii) while not even half were designed with mixed methods research, qualitative theses concentrated on document analysis of coursebooks, (iii) teacher and student views were surveyed by means of similar Likert scales adapted from previous checklists, (iv) other sample groups like parents, administrators, authors, and publishers were either underrepresented or not represented at all, (v) correlational descriptive ...