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    Emotions related to identifiable/anonymous peer feedback: A case study with Turkish pre-service English teachers
    (Western Australian Institution Educational Research Inc., 2021) Kaya, Fatma
    Although peer-feedback has been extensively studied in the field of foreign language pedagogy, research related to how students are involved in the process emotionally is limited. The purpose of the present study was to investigate emotions experienced by undergraduate students enrolled in ELT (English language teaching) at a state university as peer-feedback givers, while providing identifiable and anonymous peer-feedback. A qualitative case study method was adopted, with participants interviewed twice, once after providing peer-feedback on an identifiable paper, and again after providing peer feedback on an anonymous paper. Both positive and negative emotions were reported by the participants, and to analyse the qualitative data, thematic analysis was employed. While they had various emotions related to the self and the peer, they reported mainly negative emotions related to identifiable peer-feedback. Lastly, they experienced positive emotions related to anonymous peer feedback.
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    Öğe
    Transition to Distance Education during Covid-19 Pandemic: Opinions of Faculty Members and Pre-service Teachers in an English Language Teaching Department in Turkey
    (2022) Güneş, Sevim; Kaya, Fatma
    The purpose of the present study was to investigate the views of instructors and teacher candidates related to synchronous education during the pandemic at a state university in the department of English Language Teaching. The participants included 9 instructors, and 22 pre-service English teachers. Qualitative methods were adopted in this study: semi-structured interviews and an open-ended survey were used to collect data. Interviews with instructors revealed that drawbacks to synchronous distance education were more prevalent. Similarly, open-ended surveys administered to teacher candidates demonstrated that the participants were not satisfied with synchronous distance education even though they reported several advantages of it. Finally, implications were mentioned based on the results.