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Identifying Motivational Factors of Pre-service EFL Teachers

Abstract

For over sixty years what motivates individuals to become teachers and how they perceive teaching as a career have been investigated through a growing body of research. The underlying reasons for the research are mostly the problems of teacher shortages and teacher quality. To maintain informed and intelligent generations, teacher quality and teaching cover an important ground in the development of many countries all around the world. The issue of teacher shortages and teacher quality not only differs from one country to another but also from one field to another. In this regard, English language teaching (ELT) is one of the fields that experience teacher shortage and teacher quality issues in Turkey than other teaching fields. Therefore, this study aimed to explore the motivations of pre-service EFL teachers for choosing ‘teaching as a profession and their perceptions about teaching career’. A total of 210 preservice EFL (English as a Foreign Language) teachers voluntarily participated in the study. The data was gathered by utilizing a motivation scale. The results revealed that prior experiences as a learner, social utility values were the most significant motivation factors for teacher trainees. The findings were discussed in relation to language teacher education.

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Growing Trends of Using Mobile in English Language Learning

., (2002), the role of mobile devices in e-learning first experience with e-learning environment. Wireless and Mobile Technologies in Education Proceedings. IEEE International Workshop , 103 – Nalliveettil, G.M. & Khaled-Alenazi, T.H (2016), the Impact of Mobile Phones on English Language Learning: Perceptions of EFL Undergraduates. Journal Of Language Teaching and Research. Vol. 7(2), 264-272. Saricaa, G.N. & Cavus, N. (2009), New trends in 21st Century English learning. North Cyprus Procedia Social and Behavioral Sciences . Vol .1, 439–445 Sarica, G

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European Union subsidies and bank credits as external sources of financing for small and medium enterprises in Poland

), Wspomaganie i finansowanie rozwoju małych i średnich przedsiębiorstw , Difin, Warszawa. 19. Matejun M., Szymańska K. (2012), Finansowanie i wspomaganie rozwoju firm sektora MSP, [in:] Matejun M. (ed.), Zarządzanie małą i średnią firmą w teorii i w ćwiczeniach , Difin, Warszawa. 20 . MŚP pod lupą (2011), Europejski Program Modernizacji Polskich Firm, Raport TNS Pentor dla EFL , http://efl.pl/finansowanie/EFL_Raport_MSP_pod_lup.pdf (12.03.2016 - access date). 21. Orechwa-Maliszewska E., Kopczyk A. (2003), Finansowe aspekty funkcjonowania małych i

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Testing trade-off theory and pecking order theory under managerial overconfidence

employed the following as independent variables: overconfidence, risk (standard deviation of ROA), effects of financial leverage (EFL; the difference between ROE and ROA as a measure of effect of financial leverage), tangibility (share of fixed assets in total assets), size (natural logarithm of Total Assets), and dividend ratio (the relation of dividend paid to net profit). In this part, we carried out the analysis only in relative terms (ratios). To identify the importance of the independent variables, we employed regression analysis for evaluating the relationships

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L2 Identity and Motivational Considerations in a Global Context

). The world’s most international universities 2017 . https://www.timeshighereducation.com/features/worlds-most-international-universities-2017 . Chen, J. F., Warden, C. A., & Chang, H. T. (2005). Motivators that do not motivate: The case of Chinese EFL learners and the influence of culture on motivation. TESOL Quarterly , 39 , 609–633. Clément, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, Self-Confidence, and Group Cohesion in the Foreign Language Classroom. Language Learning, 44 (3), 417–448. Clément, R., Baker, S. C., & Macintyre, P. D

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Mobile Learning Usage and Preferences of Vocational Secondary School Students: The cases of Austria, the Czech Republic, and Germany

, 18–26. https://doi.org/10.1016/j.iheduc.2013.06.002 Grant, P., & Basye, D. (2014). Personalized learning: A guide for engaging students with technology . Eugene: International Society for Technology in Education. Hsu, C. K., Hwang, G. J., & Chang, C. K. (2013). A personalized recommendation-based mobile learning approach to improving the reading performance of EFL students. Computers & Education, 63 , 327–336. https://doi.org/10.1016/j.compedu.2012.12.004 Hsu, Y. C., & Ching, Y. H. (2015). A review of models and frameworks for designing mobile

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Students’ Behavioral Intentions Regarding the Future Use of Quantitative Research Methods

acceptance of information technology: System characteristics, user perceptions and behavioral impacts. International Journal of Man-Machine Studies, 38 (3), 475-487. https://doi.org/10.1006/imms.1993.1022 Dizon, G. (2016). Measuring Japanese EFL student perceptions of Internet-based tests with the technology acceptance model. The Electronic Journal for English as a Second Language, 2 , 1-17. Emmioğlu, E., & Capa-Aydin, Y. (2012). Attitudes and achievement in statistics: a meta-analysis study. Statistics Education Research Journal, 11 (2), 95

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A Quest into Recasts as a Type of Corrective Feedback in Foreign Language Classrooms

Abstract

The present study was undertaken to investigate how EFL teachers utilise corrective feedback in their classrooms. To this end, an analytic model consisting of various corrective feedback moves was applied to a small amount of data consisting of 12 lesson-hour classroom interaction with a purpose of documenting the frequencies and distribution of corrective feedback, in particular, of recasts in relation to other corrective feedback types and of specific types of recasts. Data were gathered from first-year speaking classes at an ELT department in a large state university in Turkey. The findings indicated that recasts were the most frequently employed corrective feedback strategy by the teachers. A closer examination of those recasts further revealed incorporative declarative recasts as the most preferred type of recasting. Overall, what these findings suggest is that recasts might serve important communicative functions by helping EFL teachers provide input in an authentic and supportive manner and by building on learner output.

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A General Overview Of English As A Foreign Language In The Contemporary Romanian Higher Education

Abstract

It goes without saying that the lingua franca’s significance in our day and age is fundamental. International and European integration, as well as the modern process of globalization have lead to the incremented usage of the English language. As a result, English as a foreign language has become a relevant subject taught for a minimum of one year within almost all bachelor programs in the Romanian higher educational system. As an integrated part of the European Union, Romania is constantly undergoing a process of delivering higher education – services at European standards; thus, EFL courses, seminars and practical courses in Universities are becoming an important mile stone in the European development of students.

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The Factors that Affect Qatari College Students’ Motivation and Attitudes to Learn English

). Exploring the effects of learner training on motivation. Asian EFL Journal, 37, 1-40. Retrieved from http://www.asian-efl-journal.com/pta on 5 March, 2015. Barriball, L. and While, A. (1994). Collecting data using a semi-structured interview: a discussion paper. Journal of Advanced Nursing, 1994, 19, 328-335. Berg, B. (2001). Qualitative research methods for the social sciences. 4th edition, A Pearson Education Company, Long Beach, California, USA. Online book. Retrieved from https://mthoyibi.files.wordpress.com/2011/05/qualitative

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