Towards Safer Flight Operations: The Relationship Between L2 Motivation and L2 Achievement

The purpose of this paper was to identify the relationship between L2 motivation and L2 achievement, a pivotal topic in the aviation industry since it requires more and more proficient English-speaking pilots. Therefore, we aimed to find out the L2 motivational variables that affected L2 achievement in Aviation English courses. The sampling included 111 aviation students. L2 Motivational Self System Questionnaire and Achievement Motivation Measure were instrumented, and semi-structured interviews were conducted as part of our mixed-methods sequential explanatory research design. Our findings revealed a moderately positive correlation between ideal L2 self and L2 achievement; on the flip side, there was a weak negative correlation between ought-to L2 self and L2 achievement. What’s more, L2 achievement of aviation students was found to be predicted by ideal L2 self and ought-to L2 self; however, achievement motivation failed to account for L2 achievement of aviation students. The pedagogical implications were discussed in relevance of L2 motivational variables to aviation students’ L2 achievement for an improved learning experience

INVESTIGATING LANGUAGE LEARNERS’ EMOTION REGULATION STRATEGIES VIA ACHIEVEMENT EMOTIONS IN LANGUAGE LEARNING CONTEXTS

This study investigates the role of emotion regulation strategies on achievement emotions among tertiary-level English as a Foreign Language (EFL) students. It also explores the strategies employed by students to regulate these emotions. Employing a mixed-method sequential explanatory design, data was collected from forty-nine language learners attending prep-classes at the Department of Foreign Languages in a state university in Türkiye. The participants were categorized based on their utilization of cognitive reappraisal (CR), expressive suppression (ES), or a combination of both emotion regulation strategies (ERSs). They completed the Emotion Regulation Questionnaire and the Academic Emotions Questionnaire-Foreign Language Classroom to assess differences in achievement emotions among groups. Subsequently, the participants provided narratives regarding their perceptions and regulation of emotions. Thematic analysis using MAXQDA (Version 2020) was conducted. Results revealed significant variations in emotions among groups, with the ES group reporting lower levels of positive emotions and higher levels of negative emotions compared to others. The study underscores the importance of evaluating emotion regulation strategies to foster sustainable and enjoyable language learning environments

Cross linguistic influence in learning english as a third language: The case of L1 Arabic, L2 Turkish learners and their attitudes towards learning foreign languages

The study aims to reveal the attitudes of the participants (from L1 dominant setting and L2 dominant setting) towards learning foreign languages. After revealing the attitudes of the L3 learners, the study also aims at investigating the source of syntactic and lexical transfer: whether L1 or L2 in their writing assignments. The study also aims at investigating the source of syntactic and lexical transfer: whether L1 or L2 in their writing assignments. A mixed research approach was used in the current study to explore attitudes and origins of the syntactic and lexical transition of L1 Arabic L2 Turkish L3 to English language learners at the Uludağ University School of Foreign Languages. An attitude questionnaire was implemented to get the quantitative data concerning the behavioural, cognitive, and emotional aspects of attitude of the learners towards foreign language learning. In addition to the attitude questionnaire, Think Aloud Protocols (TAPs) was administered in order to make the cognitive process observable. The participants of the current study consist of 23 L3 learners of English. The findings of the quantitative analyses showed statistically significant differences between the two groups attitudes. The students who are living in the dormitories of the university with their friends and using L2 dominantly in their daily lives showed significantly more positive attitudes than the other group. As for the source of transfer, the results showed that the participants displayed some syntactic transfers in their writing productions, but they could not be clearly defined as resulting from Turkish or Arabic because the transferred forms (for example absence of verb to be) were similar in both L1 and L2 of the participants

Is tutoring a benefit for tutees only, or is it a mutual benefit?

This study was conducted to investigate the opinions of the ELT (English Language Teaching) pre-service teachers who attended a tutoring program as tutors and the opinions of the EFL learners who were the tutees of this program. Thirteen pre-service teachers provided tutoring to thirty EFL learners in the spring semester at one of the private universities in Turkey. Out of thirty, 22 EFL learners were volunteers to participate in this study. Data from the tutors (pre-service teachers) were collected through face-to-face interviews, and from the tutees through a questionnaire sent as an e-mail. As there were pre-existing themes in the interview questions and the questionnaire, data were analysed and coded deductively. These themes were: advantages of the tutoring program, challenges of the program, self-efficacy evaluation, communication between tutors and tutees, perceptions, and suggestions of both parties. The findings of the study revealed that not only tutees but also tutors had many gains during this program. In other words, while the tutees learnt the structures they did not understand very well in class and increased their exam scores, the tutors had a chance to study with different age group (adults), practice the theories they were taught in their departments, and they could test their content and pedagogy knowledge efficacy. Despite the abundance of studies carried out to examine the effects of tutoring programs on tutors and tutees in the literature (Cohen et al., 1982; Elbaum et al., 2000), the studies conducted to investigate the tutoring programs on both parties (tutors and tutees) in English language education at tertiary level is rare. This study aimed to contribute to the relevant literature with its findings and implications by taking this scarcity into account

The Effects of Extensive Reading on Turkish Learners’ L2 Reading/Writing Performance and Foreign Language Self-concept

This study investigates the impact of extensive reading (ER) program, which integrates extensive reading with in-class follow-up writing activities, on Turkish EFL learners’ L2 reading/writing and foreign language self-concept (FLSC). In this research, conducted in a Turkish university, experimental design was used and the experimental group was exposed to ER for six weeks different from the control group. Data was collected by means of L2 reading and writing tests and Foreign Language Self-concept Scale (FLSCS) (Er, 2007) given at the beginning and at the end of the intervention, and by means of focus group interviews carried out with 10 randomly chosen experimental group students. Analyses of the data showed a significant difference between control and experimental groups regarding their L2 reading and writing performance. The difference between the groups’ FLSC was found to be insignificant, though within group analyses indicated that ER affected the students’ FLSC positively. Qualitative data, interviews, supported the quantitative data and revealed that the project also improved students’ motivation and self-confidence as well as various aspects of L2 language ability and fostered their positive self images as EFL learners. The insights gained from the study provide important implications for English language teaching programmes in EFL context

El bienestar y la regulación emocional predicen la tenacidad del profesor de L2?

This study probed the association between second or foreign language (L2) teacher well-being, emotion regulation, and L2 grit with a cohort of 172 (120 female and 52 male) EFL (English as a foreign language) university instructors. The results of multiple regression revealed that well-being and emotional regulation were significant predictors of L2 grit among EFL instructors in the context of Turkey. Moreover, the findings indicated that teachers’ well-being was a better predictor of domain-specific grit than emotion regulation. The findings suggest that L2 teachers’ perseverance and passion for L2 teaching might hinge upon their well-being and the ability to sustain positive emotions. The implications are further discussed in the context of teacher education.Este estudio exploró la asociación entre el bienestar, la regulación emocional y la tenacidad en profesores de segunda o lengua extranjera (L2) con una cohorte de 172 instructores universitarios de inglés como lengua extranjera (120 mujeres y 52 hombres). Los resultados de la regresión múltiple revelaron que el bienestar y la regulación emocional fueron predictores significativos de la tenacidad en L2 entre los instructores de en el contexto de Turquía. Además, los hallazgos indicaron que el bienestar de los profesores fue un mejor predictor de la tenacidad específica del dominio que la regulación emocional. Los resultados sugieren que la perseverancia y pasión de los profesores de L2 para la enseñanza podrían depender de su bienestar y de su habilidad para mantener emociones positivas. Se discuten las implicaciones en el contexto de la educación de profesores

El bienestar y la regulación emocional predicen la tenacidad del profesor de L2?

This study probed the association between second or foreign language (L2) teacher well-being, emotion regulation, and L2 grit with a cohort of 172 (120 female and 52 male) EFL (English as a foreign language) university instructors. The results of multiple regression revealed that well-being and emotional regulation were significant predictors of L2 grit among EFL instructors in the context of Turkey. Moreover, the findings indicated that teachers’ well-being was a better predictor of domain-specific grit than emotion regulation. The findings suggest that L2 teachers’ perseverance and passion for L2 teaching might hinge upon their well-being and the ability to sustain positive emotions. The implications are further discussed in the context of teacher education.Este estudio exploró la asociación entre el bienestar, la regulación emocional y la tenacidad en profesores de segunda o lengua extranjera (L2) con una cohorte de 172 instructores universitarios de inglés como lengua extranjera (120 mujeres y 52 hombres). Los resultados de la regresión múltiple revelaron que el bienestar y la regulación emocional fueron predictores significativos de la tenacidad en L2 entre los instructores de en el contexto de Turquía. Además, los hallazgos indicaron que el bienestar de los profesores fue un mejor predictor de la tenacidad específica del dominio que la regulación emocional. Los resultados sugieren que la perseverancia y pasión de los profesores de L2 para la enseñanza podrían depender de su bienestar y de su habilidad para mantener emociones positivas. Se discuten las implicaciones en el contexto de la educación de profesores

The use of speaking techniques by native and non-native English instructors: a case in Turkey

Although the primary goal of English language instruction is to assist students in acquiring communicative competence in l, developing this ability might be very challenging for teachers since not all language learners of English are willing to communicate in the target language. In order to develop their learners’ communication skills and increase their students’ willingness to speak, teachers utilize different techniques. The aim of this qualitative study is to find out and compare the speaking techniques that are used by native (NESTs) and non-native (NNESTs) instructors of English Preparatory Programs at universities around Turkey. Data gathered from the open-ended questionnaire revealed both similarities and differences among NESTs and NNESTs about implementing various techniques in EFL speaking classes. The findings of the study suggested some pedagogical implications both for instructors and students in relation to the improvement of the students’ oral performance in language preparatory programs.Publisher versio

MOTIVATION TO BECOME A TEACHER: PERSPECTIVES OF TURKISH PROSPECTIVE TEACHERS OF ENGLISH*

ABSTRACT Teachers affect their students" lives, worldviews and the way they learn to a great extent and play a very significant role in their academic lives. They also have a fundamental responsibility in transmitting a society"s culture and values to younger generations. Considering the role of the teachers in shaping students" lives and their contribution to societies, it is critical that we develop an understanding of the reasons affecting individuals" decisions to become a teacher. The aim of the present study is to profile and compare the background characteristics and teaching motivations of Turkish prospective teachers (PTs) of English enrolled in a four-year teacher education program of a state university in Turkey and in a one-year certificate program of the same university