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Gökhan Öztürk

Bio: Gökhan Öztürk is an academic researcher from Afyon Kocatepe University. The author has contributed to research in topics: Turkish & Anxiety. The author has an hindex of 8, co-authored 17 publications receiving 253 citations. Previous affiliations of Gökhan Öztürk include Middle East Technical University.

Papers
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Journal ArticleDOI
TL;DR: In this paper, the effect of gender on foreign language speaking anxiety and learner motivation was investigated, and the results showed that female students demonstrated a higher level of foreign language learning motivation than male students.

107 citations

Journal ArticleDOI
TL;DR: This article investigated the level, major causes, determining factors of foreign language speaking anxiety and students' perceptions of it in a Turkish EFL context, and found that pronunciation, immediate questions, fears of making mistakes and negative evaluation are the major causes of EFL speaking anxiety.
Abstract: This study investigated the level, major causes, determining factors of foreign language speaking anxiety and students’ perceptions of it in a Turkish EFL context. Pre-intermediate students (N=383) of an English preparatory program at a state university participated in the study. The data regarding the level of EFL speaking anxiety were collected through a questionnaire, and then, randomly selected participants (N=19) were interviewed to get in-depth data on speaking anxiety. The quantitative data were analyzed through descriptive statistics, and the qualitative data were analyzed via content analysis. Although the results of the quantitative data revealed that students experienced a low level of EFL speaking anxiety, the quantitative data demonstrated that most of the students perceive speaking skill as an anxiety provoking factor. It was also found that pronunciation, immediate questions, fears of making mistakes and negative evaluation are the major causes of EFL speaking anxiety. Finally, the present study puts forward that foreign language speaking anxiety is a separate phenomenon with its own sources, aspects, variables and effects on learners.

89 citations

Journal ArticleDOI
01 Feb 2019
TL;DR: In this article, the authors scrutinize the current ELTE policies in both pre-service and in-service levels in Turkey, focusing on the weaknesses and the drawbacks of the programs addressing to the relevant literature.
Abstract: With the changing paradigms in mainstream educational sciences identifying teacher education as a relatively independent area, approaches and policies in second language teacher education have undergone significant reforms throughout the world in the last two decades. Turkey, as a country in the midst of both social and cultural changes due to stream of events around it, has also attempted for such reforms in its English Language Teacher Education (ELTE) policies since the foundation of Higher Education Council leading to a unified model of pre-service teacher education. Teacher education, however, has always been one of the highly debated and criticized issues in the country by all the stakeholders. This paper scrutinizes the current ELTE policies in both pre-service and in-service levels in Turkey. The pre-service ELTE programs and how teachers are trained after graduation are presented focusing on the weaknesses and the drawbacks of the programs addressing to the relevant literature. Finally, the necessary policy reforms at all levels of teacher education are suggested by referring to the implementations of countries with high-quality teacher education systems.

35 citations

Journal Article
TL;DR: This paper investigated corrective feedback implications in a sample of Turkish EFL classrooms and found that recast and explicit correction were the most widely used corrective feedback moves, and experienced and novice teachers had different preferences on corrective feedback type.
Abstract: This classroom research study investigates corrective feedback implications in a sample of Turkish EFL classrooms The types of corrective feedback, their distribution and the reasons of error ignorance have been the focus Four speaking classes having 27 pre-intermediate students in a Turkish state university are video-recorded for 12 hours and their teachers are interviewed through stimulated recalls The video-recorded data were transcribed verbatim and the interviews were analyzed through content analysis The results demonstrated that recasts and explicit correction were found to be the most widely used corrective feedback moves, and experienced and novice teachers’ preferences on corrective feedback type differ in recasts and clarification requests It was also indicated that teachers sometimes ignore oral errors, and their lack of linguistic knowledge, not to intervene in the task or activity, tiredness of correcting the same error and not to affect the student negatively are the basic reasons of this ignorance

14 citations


Cited by
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Journal Article
TL;DR: Doing Replication Research in Applied LinguisticsInference and Generalizability in AppliedlinguisticsResearch Methods in AppliedLinguisticsStimulated Recall Methodology in Applied linguistics and L2 Research.
Abstract: Doing Replication Research in Applied LinguisticsInference and Generalizability in Applied LinguisticsResearch Methods in Applied LinguisticsStimulated Recall Methodology in Applied Linguistics and L2 ResearchDoing Applied LinguisticsAn A–Z of Applied Linguistics Research MethodsQualitative Research in Applied LinguisticsCase Study Research in Applied LinguisticsWriting about Quantitative Research in Applied LinguisticsResearch Methods for Language TeachingData Collection Research Methods in Applied LinguisticsContinuum Companion to Research Methods in Applied LinguisticsApplied Communication Research MethodsResearch Methods in LinguisticsResearch Methods in Applied SettingsGrounded Theory in Applied Linguistics ResearchSecond Language Research MethodsResearch Methods for Applied Language StudiesExperimental Research Methods in Language LearningThe Routledge Handbook of Research Methods in Applied LinguisticsDoing Research in Applied LinguisticsA Dictionary of Research Methodology and Statistics in Applied LinguisticsResearch Methods for English Language TeachersResearching Second Language ClassroomsCritical Sociolinguistic Research MethodsResearch Methods in Second Language PsycholinguisticsSecond Language Research Methods Oxford Applied Linguistics:Quantitative Methods for Second Language ResearchResearch Methods in Second Language AcquisitionResearch Methods in Applied LinguisticsResearch Methods in Applied LinguisticsLanguage, Literacy, and Learning in STEM EducationQuantitative Research in LinguisticsEthics in Applied Linguistics ResearchResearch Methods in LinguisticsThe Palgrave Handbook of Applied Linguistics Research MethodologyResearch Methods for Complexity Theory in Applied LinguisticsResearch in Applied LinguisticsThe Psychology of Second Language Acquisition Oxford Applied LinguisticsThe Routledge Encyclopedia of Research Methods in Applied Linguistics

965 citations

Journal Article
TL;DR: Dornyei, Zoltan (2007)Research Methods in Applied LinguisticsOxford: Oxford University Press; as discussed by the authors 978-0-19-442258-1.336 paginas
Abstract: Dornyei, Zoltan (2007) Research Methods in Applied Linguistics Oxford: Oxford University Press ISBN-13: 978-0-19-442258-1 336 paginas Edicion en ingles

532 citations

Book
01 Jan 2002
TL;DR: In this paper, the authors present a case study of teachers in the RSA Cert. Learning How to Teach, a case studies of training ESL teachers through structural reflection, and the role of collaborative dialogue in teacher education.
Abstract: Part I. Research Issues in Second Language Teacher Education: 1. The Unstudied Problem: Research in learning to teach second languages Part II. Studies of Teacher Decision-Making: 2. Teacher decision-making in the adult ESL classroom 3. Starting all over again: From teaching adults to teaching beginners Part III. Narrative Studies: 4. I'm not typical: Stories of becoming a Spanish teacher 5. Learning to teach together teaching to learn together 6. The language learner's autobiography: Examining the apprenticeship of observation Part IV. Language and Discourse-Based Studies: 7. What's in a Methodology? 8. The role of collaborative dialogue in teacher education 9. Renaming experience/reconstructing practice: Developing new understandings of teaching Part V. Teacher Learning: The Preservice Experience: 10. Learning How to Teach: a case study of teachers in the RSA Cert. 11. Student foreign language teachers' knowledge growth 12. multicultural Classrooms and cultural communities of teachers Part VI. Teacher Learning: In-School Practice: 13. The vision vs. the reality: the tensions of the TESOL practicum 14. Towards reflective teaching: curriculum development and action research Part VII. Teacher Learning: Specific Teacher Education Interventions: 15. Learning how to teach ESL writing 16. When input becomes intake: tracing the sources of teachers' attitude change 17. Theorizing from practice: case studies of training ESL teachers through structural reflection.

461 citations