A case study on the impacts of advising on EFL teacher development
DOI:
https://doi.org/10.12928/eltej.v3i2.2477Keywords:
advising in language learning, self-directed learning, learner autonomy, in-service teacher education, teacher development framework, continuous professional developmentAbstract
Advising in language learning is one of the new ways of creating aware, reflective, and autonomous learners in the area of Second Language Acquisition (SLA). Some language learning institutions help their learners with their learning issues through advising in Self-access Centres practices by advisors and teacher-advisors. This case study aimed at exploring the presence of advising in teacher development frameworks assessing various teacher skills and behaviours. The research also asked 12 teacher-advisors form Ankara Yıldırım Beyazıt University, School of Foreign Languages if they believed advising had an impact on their professional development. Both quantitative and qualitative data were collected from the participants through a 38-item questionnaire and a 10-question written interview. The analysis of the results suggested that teacher development frameworks directly or indirectly assessed some teacher behaviours that can also be attributed to a teacher, and teachers seemed to believe that the practice of advising had positive impact on their teaching skills.References
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Cooper, B. 2004. Empathy, interaction and caring: teachers’ roles in a constrained environment. Pastoral Care in Education, 4, 12–21.
Corbin, J. and A. Strauss. 2008. Basics of qualitative research: Techniques and procedures for developing grounded theory (Third edition). Thousand Oaks, CA: Sage Publications.
Crandall, J. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34-55.
Deng, L. (2004). Cultivating foreign language learners’ autonomous learning. Journal of Sichuan Foreign Language University, 2, 156-159.
Eaquals. (2013). The Eaquals Framework for Language Teacher Training and Development. Retrieved from https://www.eaquals.org/wp- content/uploads/Eaquals-Framework-Online-070216.pdf
Erdemir, N. & Ekşi-Yangın, G. (2019). The perceptions of student teachers about using an online learning environment ‘Edmodo’ in a ‘flipped classroom’. SDU International Journal of Educational Studies, 6(2), 174-186. Doi: 10.33710/sduijes.638795
Gardner, D. (2000). Self-assessment for autonomous language learners. Links & Letters, 7, 49-60.
Genç İlter, B. (2015). How does technology affect language learning process at an early age? Procedia - Social and Behavioural Sciences, 199 (2015), 311 – 316. doi: 10.1016/j.sbspro.2015.07.552
Godwin-Jones, R. (2011). Emerging technologies: Autonomous language learning. Language Learning & Technology, 15(3), (pp. 4-11). Retrieved from http://llt.msu.edu/issues/october2011/emerging.pdf
Harmer, J. (2007). The practice of English language teaching. England: Pearson.
Hemwall, M. K., & Trachte, K. C. (2005). Academic advising as learning: 10 organizing principles. NACADA Journal, 25(2), 74–83.
Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon.
Kahn, S., & Zeidler, D. L. (2017). A case for the use of conceptual analysis in science education research. Journal of Research in Science Teaching, 54(4).
Kato, S., & Mynard, J. (2015). Reflective dialogue: Advising in language learning. New York, NY: Routledge.
Kelch, K. & Malupa-Kim, M. (2014). Implementing case studies in language teacher education and professional development. ORTESOL Journal, 31, 10-18.
Kelly, R. (1996). Language counselling for learner autonomy: the skilled helper in self- access language learning. In R. Pemberton; E. S. L. Li; W.W. F. Or & H. D. Pierson (Eds.) Taking control: autonomy in language learning (pp. 93-113). Hong Kong: Hong Kong University Press.
Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin, Ireland: Authentik.
McLeod, S. A. (2019, Aug 03). Case study method. Simply Psychology. https://www.simplypsychology.org/case-study.html
Melander, E. R. (2005). Advising as educating: A framework for organizing advising systems. NACADA Journal, 25(2), 84–92.
Rawlins, W. K., & Rawlins, S. P. (2005). Academic advising as friendship. NACADA Journal, 25(2), 10–19.
Raya, M. J. & Fernandez, M. P. (2002). Learner autonomy and new technologies. Educational Media International, 39, 60-68. http://dx.doi.org/10.1080/09523980210131240
Taherdoost, H. (2016). Sampling methods in research methodology: How to choose a sampling technique for research. International Journal of Advance Research in Management, 5(2), 18-27.
Wenden, A. L. (1991). Learner strategies for learner autonomy: Planning and implementing learner training for language learners. Prentice-Hall International. Hertfordshire, UK.
Woods N.F., Calanzaro, M. (1980). Nursing research: theory and practice. St Louis: Mosby.
J. Mynard (Eds.). Autonomy in language learning: advising in action (pp. 154-163). Canterbury: IATEFL.
Batson, C. D. (2009). These things called empathy: Eight related but distinct phenomena. In J. Decety & W. Ickes (Eds.), The social neuroscience of empathy (pp. 3–15). Cambridge, MA: MIT Press.
Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching, 40(01), 21-40.
Blachowicz, C. L. Z., & Fisher, P. (2000). Vocabulary instruction. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.). Handbook of Reading Research Vol. 3 (pp. 503-523). Mahwah, NJ: Lawrence Erlbaum.
Brindley, G. (1994). The role of needs analysis in adult ESL programme design. In Johnson, R.K. (ed.) The second language curriculum. Cambridge: Cambridge University Press 63-78.
British Council. (2015). Continuing Professional Development (CPD) Framework. Retrieved from https://www.teachingenglish.org.uk/sites/teacheng/files/CPD_framework_for_teac hers_WEB.PDF
Cambridge Assessment English. (2014). Cambridge English Teaching Framework Competency Statements. Retrieved from https://www.cambridgeenglish.org/Images/172992-full-level-descriptors- cambridge-english-teaching-framework.pdf
Ciekanski, M. (2007). Fostering learner autonomy: Power and reciprocity in the relationship between language learner and language learning adviser. Cambridge Journal of Education 37(1), 111-127. doi:10.1080/03057640601179442
Cooper, B. 2004. Empathy, interaction and caring: teachers’ roles in a constrained environment. Pastoral Care in Education, 4, 12–21.
Corbin, J. and A. Strauss. 2008. Basics of qualitative research: Techniques and procedures for developing grounded theory (Third edition). Thousand Oaks, CA: Sage Publications.
Crandall, J. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34-55.
Deng, L. (2004). Cultivating foreign language learners’ autonomous learning. Journal of Sichuan Foreign Language University, 2, 156-159.
Eaquals. (2013). The Eaquals Framework for Language Teacher Training and Development. Retrieved from https://www.eaquals.org/wp- content/uploads/Eaquals-Framework-Online-070216.pdf
Erdemir, N. & Ekşi-Yangın, G. (2019). The perceptions of student teachers about using an online learning environment ‘Edmodo’ in a ‘flipped classroom’. SDU International Journal of Educational Studies, 6(2), 174-186. Doi: 10.33710/sduijes.638795
Gardner, D. (2000). Self-assessment for autonomous language learners. Links & Letters, 7, 49-60.
Genç İlter, B. (2015). How does technology affect language learning process at an early age? Procedia - Social and Behavioural Sciences, 199 (2015), 311 – 316. doi: 10.1016/j.sbspro.2015.07.552
Godwin-Jones, R. (2011). Emerging technologies: Autonomous language learning. Language Learning & Technology, 15(3), (pp. 4-11). Retrieved from http://llt.msu.edu/issues/october2011/emerging.pdf
Harmer, J. (2007). The practice of English language teaching. England: Pearson.
Hemwall, M. K., & Trachte, K. C. (2005). Academic advising as learning: 10 organizing principles. NACADA Journal, 25(2), 74–83.
Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon.
Kahn, S., & Zeidler, D. L. (2017). A case for the use of conceptual analysis in science education research. Journal of Research in Science Teaching, 54(4).
Kato, S., & Mynard, J. (2015). Reflective dialogue: Advising in language learning. New York, NY: Routledge.
Kelch, K. & Malupa-Kim, M. (2014). Implementing case studies in language teacher education and professional development. ORTESOL Journal, 31, 10-18.
Kelly, R. (1996). Language counselling for learner autonomy: the skilled helper in self- access language learning. In R. Pemberton; E. S. L. Li; W.W. F. Or & H. D. Pierson (Eds.) Taking control: autonomy in language learning (pp. 93-113). Hong Kong: Hong Kong University Press.
Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin, Ireland: Authentik.
McLeod, S. A. (2019, Aug 03). Case study method. Simply Psychology. https://www.simplypsychology.org/case-study.html
Melander, E. R. (2005). Advising as educating: A framework for organizing advising systems. NACADA Journal, 25(2), 84–92.
Rawlins, W. K., & Rawlins, S. P. (2005). Academic advising as friendship. NACADA Journal, 25(2), 10–19.
Raya, M. J. & Fernandez, M. P. (2002). Learner autonomy and new technologies. Educational Media International, 39, 60-68. http://dx.doi.org/10.1080/09523980210131240
Taherdoost, H. (2016). Sampling methods in research methodology: How to choose a sampling technique for research. International Journal of Advance Research in Management, 5(2), 18-27.
Wenden, A. L. (1991). Learner strategies for learner autonomy: Planning and implementing learner training for language learners. Prentice-Hall International. Hertfordshire, UK.
Woods N.F., Calanzaro, M. (1980). Nursing research: theory and practice. St Louis: Mosby.
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Published
2020-08-28
How to Cite
Esen, M. (2020). A case study on the impacts of advising on EFL teacher development. English Language Teaching Educational Journal, 3(2), 75–85. https://doi.org/10.12928/eltej.v3i2.2477
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