Nurdan Gürbüz

Bio: Nurdan Gürbüz is an academic researcher from Middle East Technical University. The author has contributed to research in topics: Turkish & Study abroad. The author has an hindex of 3, co-authored 7 publications receiving 166 citations.

Speaking anxiety among Turkish EFL learners: The case at a state university

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.

Re-defining language teacher cognition through a data-driven model: The case of three EFL teachers

Abstract: This study examined the main sources of the participant English as a foreign language (EFL) teachers’ cognitions, their classroom practices and the impact of institutional context on these practices. The participants included three Turkish EFL instructors working at English preparatory programs at university level. The data were collected through three semi-structured interviews, twelve hours of classroom observations with follow-up stimulated recall interviews, and reflective journal entries. To analyse the data, grounded theory design was used as a systematic data analysis process. The findings showed that prior language learning experiences, the pre-service education, the years spent as a novice teacher, institutional atmosphere, experienced colleagues in the past and all teaching experiences were the main sources of their cognition on language teaching and their cognitions were also the origin of their classroom practices. The learner profile, institutional factors including the organizational...

The impact of early language learning experiences on EFL teachers’ language teaching beliefs and practices

Abstract: Based on a multiple qualitative case study design, this study investigated the impact of early language learning experiences on language teaching beliefs of Turkish in-service EFL teachers and aimed to find out how these experiences influenced their current practices. The participants included three Turkish EFL teachers working in English preparatory programs of different state universities. They were determined through purposive sampling so that they could provide rich and in-depth data for the study. The data were collected in the spring semester of 2014-2015 academic year through semi-structured interviews, classroom observations, stimulated recalls and reflection reports. As for the data analysis, qualitative content analysis scheme of Creswell (2012) and the constant comparison method of Strauss and Corbin (1998) were used. The results revealed that the influence of prior language learning experiences was quite noticeable on the participant teachers’ language teaching beliefs and practices. It was also demonstrated that the participants had very initial conceptualizations on how languages were learnt and taught based on their language learning experiences in the past which included their teachers, language learning habits and language learning aptitude. Based on these findings, this study calls for further research that will focus on the notion of apprenticeship of observation among EFL teachers. Keywords: Apprenticeship of observation, EFL teachers, Language teacher cognition The impact of early language learning experiences on EFL teachers’ language teaching beliefs and practices Based on a multiple qualitative case study design, this study investigated the impact of early language learning experiences on language teaching beliefs of Turkish in-service EFL teachers and aimed to find out how these experiences influenced their current practices. The participants included three Turkish EFL teachers working in English preparatory programs of different state universities. They were determined through purposive sampling so that they could provide rich and in-depth data for the study. The data were collected in the spring semester of 2014-2015 academic year through semi-structured interviews, classroom observations, stimulated recalls and reflection reports. As for the data analysis, qualitative content analysis scheme of Creswell (2012) and the constant comparison method of Strauss and Corbin (1998) were used. The results revealed that the influence of prior language learning experiences was quite noticeable on the participant teachers’ language teaching beliefs and practices. It was also demonstrated that the participants had very initial conceptualizations on how languages were learnt and taught based on their language learning experiences in the past which included their teachers, language learning habits and language learning aptitude. Based on these findings, this study calls for further research that will focus on the notion of apprenticeship of observation among EFL teachers. Keywords: Apprenticeship of observation, EFL teachers, Language teacher cognition

An Investigation into the Cultural Dimension in EFL Classes: Turkish Instructors' Views and Practices.

Abstract: The current study aims to investigate how Turkish English as a foreign language (EFL) teachers understand the cultural component in language classes and the extent to which they feel to have opportunities to raise cultural awareness. The views on and approaches to cultural issues of ten English language instructors teaching at the tertiary level across state and private universities in Turkey have been examined in this regard. A qualitative-quantitative mixed-method design using a questionnaire and semi-structured individual interviews has been adopted. The findings revealed that the teachers' opportunities to raise their students' cultural awareness were not satisfactory, and there was a mismatch between their wishes and practices. They felt ill-prepared to include culture and tackle cultural controversies in class. Their conceptualization of culture in English language classes was predominantly modern from a received view of culture yet included elements from which interculturality may develop.

Research methods in applied linguistics

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

Teacher learning in language teaching=语言教学中的教师进修

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.