Papers by Burcu Gokgoz-Kurt
Leaderful Classroom Pedagogy Through an Interdisciplinary Lens Merging Theory with Practice, 2023
The examination of teacher leadership within the context of language teaching and learning has be... more The examination of teacher leadership within the context of language teaching and learning has been mostly limited, despite growing interest in the concept of leadership, particularly in the previous decade. This is likely attributable to insufficient understanding and awareness of the potential benefits of teacher leadership practices in advancing language learning. Further investigation is warranted to examine the role of teacher leadership and its implications for shaping the language learning
environment. Thus, the current study aims to examine the perceptions of tertiary-level English as a foreign language (EFL) teachers regarding their self-efficacy and leadership roles in classroom management and discipline. The secondary aim of the research is to investigate the types of reflective practices language teachers utilize to foster better classroom management. To this end, EFL instructors employed at Turkish higher education institutions were invited to participate in a survey that
comprised an EFL teacher leadership self-efficacy scale, background questions, and two open-ended questions. The findings of the study revealed that Turkish EFL teachers generally reported high leadership self-efficacy, which was influenced by their teaching experience and prior institutional leadership/administrative positions. Furthermore, the qualitative analysis of the open-ended questions shed light on how
teachers perceived their leadership roles in managing classroom discipline and what reflective practices they employed in ensuring a leaderful EFL classroom climate.
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TOJET: The Turkish Online Journal of Educational Technology, 2023
Prior research has underscored the advantages of online peer feedback in language learning. Howev... more Prior research has underscored the advantages of online peer feedback in language learning. However, there is a paucity of research that specifically investigates the use of mobile technologies for providing peer feedback for English as a foreign language (EFL) speakers' oral presentation performances. The present study aims to examine the types and targets of peer feedback provided by EFL speakers, along with their views and experiences with mobile-assisted peer feedback. A total of thirty-two university students, enrolled in an upper-intermediate to advanced-level rhetoric and oral communication class, used an online platform to anonymously provide feedback on their classmates' oral presentations over a four-week period. Additionally, the participants completed a poststudy survey to assess their perspectives and experiences. The findings indicated that the students' feedback predominantly comprised positive remarks than negative critiques. The primary aspects covered by both forms of feedback comprised three major areas: presentation content, spoken performance, and oral presentation skills. Survey results also revealed that, despite expressing concerns about potential friendship bias, anonymity, and issues related to lack of proper attitude in the expression of feedback, EFL speakers generally viewed mobilebased peer feedback positively.
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Gazi University Journal of Gazi Education Faculty, 2023
The present study investigated tertiary-level English as a foreign language instructors’ beliefs ... more The present study investigated tertiary-level English as a foreign language instructors’ beliefs and perceptions regarding classroom management, discipline, and leadership in the classroom. In order to achieve this aim, EFL instructors completed the Teacher Self-efficacy in Classroom Management and Discipline Self-Efficacy Scale and two other open-ended questions asking them about their strengths and areas of improvement in classroom management and leadership. As revealed by the findings, EFL instructors reported their teaching and classroom management self-efficacy as somewhat high, while their view of external influences was neutral. As for the role of background variables, only the experience positively influenced self-reported measures of classroom management and discipline self-efficacy. Analysis of the qualitative data from the responses to open-ended questions further corroborated and expanded the quantitative data revealing diverse perspectives regarding EFL instructors’ strengths and areas of improvement in managing their classrooms more effectively.
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Journal of Language Education and Research, 2023
Despite the wide array of previous research in the area of interventional pragmatics studies, the... more Despite the wide array of previous research in the area of interventional pragmatics studies, the question of what type of instruction best promotes learners’ pragmatic interlanguage development has yet to be explored. With the aim of exploring L2 English learners’ speech act behavior in complimenting and compliment responding, the present study sought to determine the relative effects of inductive and deductive instruction using structured input activities within the framework of Processing Instruction. To accomplish this goal, three intact classes of the same proficiency level were randomly assigned to inductive instruction, deductive instruction, and a control group with no instruction. Data were collected through a written Discourse Completion Task followed by a Self-Assessment Questionnaire for Compliments and a multiple-choice Metapragmatic Assessment Questionnaire for compliment responses administered using a pre-, post-, and delayed post-test design. Findings revealed that both experimental groups showed improvement compared to the control group; however, the effects of instructional treatment varied across test types.
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Australian Journal of Applied Linguistics, 2023
The purpose of the present study was to examine (a) the effects of audiovisual information and (b... more The purpose of the present study was to examine (a) the effects of audiovisual information and (b) the role of temporal measurements associated with the perceptual ratings of fluency, accentedness, comprehensibility, pronunciation, and oral proficiency in second language (L2) speech samples of International Teaching Assistants (ITAs). American undergraduate students randomly assigned to audiovisual and audio-only (without seeing the speaker) conditions rated the two-minute speech samples of five ITAs on a seven-point scale. For acoustic analysis, several temporal measurements were used that were hypothesized to have an association with the ratings. Findings revealed that listeners without visual information judged L2 speech as less fluent and more accented although no significant difference in comprehensibility was found. L2 speakers were also judged to have better pronunciation and higher oral proficiency when the recordings were presented in video mode. The findings further indicated that among the acoustic measures examined, articulation rate was found to be associated with perceptual ratings. Implications for ITA training and language testing and assessment are discussed.
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Journal of Theoretical Educational Science, 2023
The global demand for teachers of English has led to an escalation in the number of non-native En... more The global demand for teachers of English has led to an escalation in the number of non-native English speakers traveling overseas to teach English. Although teaching English abroad is typically associated with native English-speaking teachers hailing from inner-circle countries, it has also become commonplace to see nonnative English-speaking expatriate teachers being hired. Yet, studies probing into expatriate non-native Englishspeaking teachers' experiences have been sparse, particularly in the context of Turkey. This study endeavors to explore the challenges and coping strategies of expatriate non-native English-speaking teachers who worked in private schools and language programs in Turkey. To collect data, semi-structured interviews were conducted, and the analysis revealed that teachers faced several obstacles, including linguistic, cultural, and pedagogical challenges. Nevertheless, they managed to surmount these obstacles by acquiring proficiency in the local language, fostering intercultural awareness, and acquainting themselves with the education system. In light of the findings and the relevant literature, suggestions and implications are discussed for potential expatriate teachers intending to work in Turkey and other stakeholders.
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The Reading Matrix: An International Online Journal, , 2023
Vocabulary learning constitutes an essential component of language learning and teaching. The typ... more Vocabulary learning constitutes an essential component of language learning and teaching. The type of input students receive is one of the factors that affect the pace and range of this learning. In the incidental vocabulary learning process, learners have been shown to benefit from exposure to a variety of input types to varying degrees. In this study, we examine the effects of three different input modes on learners' incidental vocabulary acquisition in a classroom setting. One hundred 5th-grade students in a state school in Turkey were assigned to one of the three experimental groups (reading, viewing, and viewing with the transcript) or a no-treatment control group. Learner gains were measured using a pretest, posttest, and delayed posttest design. Based on the results of the study, reading and viewing the transcript produced the same level of incidental vocabulary learning, while viewing alone did not yield significant results.
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Journal of Language Teaching and Learning , 2023
Learners of English as a foreign language (EFL) attach different values to learning EFL depending... more Learners of English as a foreign language (EFL) attach different values to learning EFL depending on their goals. Regardless of their perceived value, a multitude of studies have shown that learners tend to experience anxiety when learning EFL; however, little research has been conducted within the context of distance education. The purpose of the study is to examine the interplay between non-English major distance EFL learners' perceived value of learning English and their foreign language anxiety. A group of first-year undergraduate students (N = 383) who were enrolled in compulsory English classes from various departments completed a web-based questionnaire measuring their perceived value of learning English and distance foreign language anxiety. The findings indicated that first-year students valued learning English, and they were moderately anxious about distance language learning. Additionally, significant moderate to weak relationships were noted between perceived value and anxiety. Several sociodemographic and language background variables were also found to predict each construct.
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The purpose of the present study was to explore university students' views and perceptions of eme... more The purpose of the present study was to explore university students' views and perceptions of emergency remote learning (ERL), their self-reported degree of learner autonomy, and the use of the first language (L1) in asynchronous classes (i.e., pre-recorded video lectures) during their transition to ERL in Spring 2020. The participants were predominantly freshmen students studying English Language and Literature (ELL) at a public university in Turkey. The data was collected via a cross-sectional five-part web-based questionnaire using convenience sampling (n = 86). The study reveals interesting findings regarding (a) students' views about ERL, (b) their self-reported degree of learner autonomy, (c) their views about lecturers' L1 use in asynchronous video lectures, and (d) whether and how these variables are interrelated and can be predicted by background variables. The qualitative findings further suggest that students hold mixed opinions regarding their new learning experience and mention the technical issues, lack of contact, and psychological problems as the most urgent issues to be addressed. Students were also found to be quite autonomous, and this was correlated with ERL ratings. Additionally, a majority of the ELL students considered the use of L1 in video lectures acceptable as long as it was limited. The findings are likely to inform the academicians who teach English majors at higher education institutions as well as learning management system designers by providing them with various insights.
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Advances in Language and Literary Studies, Dec 25, 2017
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Considering the contradictory research on explicit teaching of suprasegmentals, the present study... more Considering the contradictory research on explicit teaching of suprasegmentals, the present study aims to investigate the effects of explicit instruction of L2 English learners’ perception of prosodically ambiguous intonation patterns, as well as the possible effects of reported musical familiarity on intonation acquisition. A control group and a treatment group of low‐intermediate international English students were asked to judge the meaning of three types of sentence‐final intonation patterns: declarative sentences, tag questions, and wh‐ questions. Overall, the group that received explicit instruction during the four‐week treatment phase scored higher on the perception post‐test than those who received no treatment, although the improvement was not found to be statistically significant. A small number of learners with self‐reported musical familiarity in the experimental group did not significantly improve in their perception of intonation patterns compared to their peers. Burcu...
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Journal of Language and Linguistic Studies, 2017
The current study provides a constraint-based analysis of L1 word-final consonant cluster acquisi... more The current study provides a constraint-based analysis of L1 word-final consonant cluster acquisition in Turkish child language using some of L1 data originally presented by Topbas and Kopkalli-Yavuz (2008). The present analysis was done using [ɾ]+obstruent consonant cluster acquisition. A comparison of Gradual Learning Algorithm (GLA) under Optimality Theory (OT) as opposed to Harmonic Grammar (HG) is made to see under which model GLA functions more efficiently and reaches the target adult form faster. This convergence was simulated using the simulation feature of Praat (Boersma and Weenik, 2012). Since child language is unmarked at the initial state, faithfulness constraints have been assigned lower ranking values than markedness constraints. The noise was set to 2.0 and the plasticity to 0.1. The findings of the simulations show that GLA is more compatible with Noisy HG in showing convergence properties with the target adult output forms more effectively than OT-GLA does. In othe...
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Book Chapter, 2018
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Gokgoz‐Kurt, B. and Holt, D. E. (2018). In The Handbook of Advanced Proficiency in Second Languag... more Gokgoz‐Kurt, B. and Holt, D. E. (2018). In The Handbook of Advanced Proficiency in Second Language Acquisition (eds P. A. Malovrh and A. G. Benati).
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Book Reviews by Burcu Gokgoz-Kurt
TESOL Journal , 2017
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Journal of English for Academic Purposes, 2021
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Papers by Burcu Gokgoz-Kurt
environment. Thus, the current study aims to examine the perceptions of tertiary-level English as a foreign language (EFL) teachers regarding their self-efficacy and leadership roles in classroom management and discipline. The secondary aim of the research is to investigate the types of reflective practices language teachers utilize to foster better classroom management. To this end, EFL instructors employed at Turkish higher education institutions were invited to participate in a survey that
comprised an EFL teacher leadership self-efficacy scale, background questions, and two open-ended questions. The findings of the study revealed that Turkish EFL teachers generally reported high leadership self-efficacy, which was influenced by their teaching experience and prior institutional leadership/administrative positions. Furthermore, the qualitative analysis of the open-ended questions shed light on how
teachers perceived their leadership roles in managing classroom discipline and what reflective practices they employed in ensuring a leaderful EFL classroom climate.
Book Reviews by Burcu Gokgoz-Kurt
environment. Thus, the current study aims to examine the perceptions of tertiary-level English as a foreign language (EFL) teachers regarding their self-efficacy and leadership roles in classroom management and discipline. The secondary aim of the research is to investigate the types of reflective practices language teachers utilize to foster better classroom management. To this end, EFL instructors employed at Turkish higher education institutions were invited to participate in a survey that
comprised an EFL teacher leadership self-efficacy scale, background questions, and two open-ended questions. The findings of the study revealed that Turkish EFL teachers generally reported high leadership self-efficacy, which was influenced by their teaching experience and prior institutional leadership/administrative positions. Furthermore, the qualitative analysis of the open-ended questions shed light on how
teachers perceived their leadership roles in managing classroom discipline and what reflective practices they employed in ensuring a leaderful EFL classroom climate.