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    A Critical Look at a Blended English Language Teacher Education Program with an Emphasis on the Practicum
    (Athabasca Univ Press, 2016) Koc, Ebru Melek
    The aim of the present study was to explore what types of difficulties student teachers enrolled in a Bachelor of Arts (B.A.) in English Language Teacher Education program offered in a blended format and their cooperating teachers encountered during the student teacher practicum. The participants were 21 fourth grade student teachers and 12 cooperating teachers. Semi-structured interview questions were used to collect data. The interviews were tape-recorded and then transcribed to be analyzed. According to the findings, the problems student teachers faced were grouped into four areas: assessment systems, computer-assisted communication, challenges with mentors, and psychological issues. Cooperating teachers' problems were categorized as problems associated with the program and problems associated with the student teachers. The results of this study contribute to an increased understanding of the problems that student teachers and their cooperating teachers face during field experience at an English language teacher education program offered in a distance format. This study provides suggestions for establishing more effective mentorship during the field experience.
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    Development of Teacher Efficacy Scale for Language Teachers (T-eSLT) in German Higher Education Context
    (Journal Language Teaching & Learning, 2020) Koc, Ebru Melek; Breidbach, Stephan
    Teaching a language requires specific pedagogical knowledge and skills such as teaching grammar; designing appropriate activities and materials to enhance learners' listening, reading, writing, and speaking skills; assessment of language proficiency; etc. However, none of the self-efficacy scales existing in the related literature reflect dimensions unique to language teaching. To fill this gap, the present study aims to construct and develop a teacher efficacy scale for language teachers. .In the first phase of the study, an instrument with 81 items designed using 5-point Likert scales was developed. In the second phase, the instrument (scale) was administered to 119 student teachers who had experience teaching English as a foreign language. Data were collected from three German universities. The seven-component solution explained 65.725% of the total variance and included 36 items. The analysis indicated that the Cronbach's alpha value of the scale was 0.952, which shows that the Teacher Efficacy Scale for Language Teachers (T-eSLT) is a very valid and reliable instrument. The scale can be used as a tool for reflection and/or needs analysis in both pre- and in-service language teacher training contexts. The mentors can use the T-eSLT during student teacher observations to detect the skills that student teachers lack and provide constructive feedback accordingly. (C) Association of Applied Linguistics. All rights reserved