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This study aims to portray how Turkish EFL instructors perceive social and emotional learning in their own contexts. The study was primarily based on a mixed-methods research design involving a total of 238 Turkish EFL teachers. The study relied mainly on two distinct sources of data, including a Likert-style questionnaire and a semi-structured interview. The data analysis procedure was separated into three stages. First, the quantitative phase of the investigation was analyzed using descriptive statistical analyses on SPSS. As for the second stage, the inferential analysis was carried out using MANOVA. Finally, the focus of the third stage of the data analysis process was centered on qualitative data analysis, which was conducted through content analysis. According to descriptive findings, while teachers' views about their self-efficacy and school culture were moderate, their views regarding their commitment to SEL were at a high level. According to MANOVA results, statistically significant differences existed in how teachers perceived SEL among all other independent variables except age. Lastly, two major categories emerged from qualitative data analysis, including teachers' views about the importance of SEL and factors preventing them from integrating SEL instruction into their curriculum.

1-2 Not happy. If you answered honestly and got a very low score, you’re probably seeing yourself and your situation as worse than it really is. 2-3 Somewhat unhappy. 3-4 Not particularly happy or unhappy. A score of 3.5 would be an exact numerical average of happy and unhappy responses. 4 Somewhat happy or moderately happy, satisfied. This is what the average person scores. 4-5 Rather happy; pretty happy. 5-6 Very happy. Being happy has more benefits than just feeling good. It’s correlated with benefits like health, better marriages, and attaining your goals. 6 Too happy. Recent research seems to show that there’s an optimal level of happiness for things like doing well at work or school, or for being healthy, and that being “too happy” may be associated with lower levels of such things.

This study reports on the results of a research conducted at Çukurova University, The School of Foreign Languages in Turkey. The research involves 9 teachers and 209 students to investigate teacher–student relationships in language classes where English is taught. Questionnaire on Teacher Interaction, Australian 48-item version (Fisher, Fraser, & Wubbels, 1993), is used as a tool to collect data on students’ and teachers’ perceptions of the teacher–student relationship, as it can be used as a feedback instrument for teachers and it can be useful to compare student and teacher self and ideal perceptions. Comparison of the students and teacher perceptions in different classes may be helpful and teachers might learn from their perceptions of good classes and for classes where relationships with student are not positive. For this purpose, the teachers are interviewed based on the data gathered with the questionnaire.

Son 20 yılın en çok konuşulan ve araştırılan konulardan biri olan "Duygusal Zekâ (EQ)", bir çok alanda olduğu gibi eğitim-öğretim alanında da önemle dikkate alınması gereken kavramlardan biridir. Eğitim girdisi ve çıktısı insan olan tek alandır ve bu alanda ülkelerin geleceği olan çocuklar yetiştirilmektedir. Bu sebeple, hedef her yönden sağlıklı bir eğitim sistemi oluşturmak iken, hazırlanan müfredat programlarının eğitim ve öğretim konusunda öğrenmenin sadece bilişsel yönüne (salt zeka-IQ) odaklı olması ve bu arada duygu, düşünce ve davranış ilişkisinin (kısaca EQ becerilerinin)hayat başarısına olan önemli katkılarının göz ardı edilmesi eğitim alanında verimsiz sonuçlar elde edilmesine sebep olmaktadır. Bu bakış açısıyla, öncelikle, IQ odaklı müfredat programları tekrar gözden geçirilmeli, duygusal beceri ve yetkinlikleri geliştirmeye yönelik eksiklikler belirlenmeli ve etkili bir şekilde kullanılmak üzere programa dahil edilmelidir. Diğer taraftan, başarılı bir eğitim sistemi geliştirebilmek konusunda son yıllarda yapılan ve yayınlanan çalışmalar gözden geçirildiğinde, öğretmenlerin de kendi sosyal ve duygusal becerilerini uygun bir şekilde kullanabilmelerinin ne kadar önemli olduğu, özellikle kendi duygularının farkında olan, olumsuz duygu ve dürtüleri kontrol edebilmeyi başaran, öğrencileriyle etkili. İletişim kurabilen ve düşünce ve eylemlerinde bu bilgileri kullanabilen öğretmenlerin başarılı bir eğitim sistemindeki vazgeçilmez rolü önemle ortaya çıkmaktadır. Bu bağlamda, duygusal okuryazarlığını geliştirebilen öğretmenler sınıf yönetiminde uyguladıkları yöntemleri ve çağdaş eğitim anlayışına olan bakış açılarıyla diğer öğretmenlerden her zaman bir adım önde olacaklardır. Sonuç olarak, insan nitelikleri ve örgütsel yapılar açısından yetersiz kalması karşısında, bilişsel düşünce süreçleriyle birlikte duyguların ve sezgilerin önemini vurgulayan, rekabet gücünü artırma ve yaratıcı güdüleri geliştirme gereğini ileri süren duygusal ve sosyal becerilerin geliştirilmesi (duygusal zekâ ) yaklaşımı, yeni yüzyılda da üzerinde önemle durulması gereken konulardan biri olacaktır.In the last twenty years, Emotional Intelligence (EQ) has been widely researched and discussed, and specifically considered to be one of the most important concepts in the field of education as well as in other subjects of study. It is clear that the quality of education in a country has the power to change its future. Therefore, it can't be fruitful for a healthy educational system to focus so intensely on the cognitive side of learning and ignoring the fact that there are essential interrelations among our emotions, thinking and actions. In this respect, firstly, it is suggested that the needed changes in curricula based on actual intelligence (IQ) should be identified and effective use of EQ skills and competencies should be integrated into the existing ones. Secondly, good teaching requires teachers to monitor, channel and regulate their emotions in specific ways to achieve success in their teaching. Consequently, the teachers who have improved their emotional literacy are always one step ahead of the others concerning their classroom management strategies and understanding of modern educational standards. As EQ requires the integration of complex sets of social, emotional and academic skills essential for life, the growing concern for a better life will be the ultimate purpose of EQ researchers to continue their studies in the new century

Introduction. The education sector has been severely affected by the pandemic caused by the sudden outbreak of coronavirus disease (COVID-19), despite the preventive measures taken and innovations brought to mitigate its effects. Purpose. This study investigated the impact of alienation experienced by EFL teachers as a result of obligatory social distancing that has become the new normal because of the COVID-19 pandemic. Further, it was determined whether gender, educational level, institution type, and years of experience in the profession were among the active determinants of work alienation. Methods. A mixed-method approach was adopted for this study. Quantitative data were collected using the Work Alienation scale, completed by 160 EFL teachers working at public and private schools in Mersin, Turkey. Qualitative data were gathered from the responses of 18 teachers within the survey group. The data collected from the scale were analysed, and the data from the open-ended survey we...

PurposeThis paper presents the results of my learning using my expertise in teacher-research mentoring to address the needs of pre-service teachers and the requirements of the action research course in English language teaching. It reflects on the different procedures of my mentoring model, enriched by the dialogic research mentoring strategies informed by Freire's dialogic pedagogy.Design/methodology/approachThrough this first-person action research, the author aims to improve her teacher-research mentoring practice. As an inquiry into her own actions, the author examines her experiences, her understanding of them, and the potential meaning for her work as a teacher-research mentor during the two years she tutored the action research course. The author explores the procedures of the mentoring model she developed and the effectiveness of dialogic research mentoring in promoting critical consciousness and taking positive action in pre-service English language teachers.FindingsEff...

Purpose-This paper presents the results of my learning using my expertise in teacher-research mentoring to address the needs of pre-service teachers and the requirements of the action research course in English language teaching. It reflects on the different procedures of my mentoring model, enriched by the dialogic research mentoring strategies informed by Freire's dialogic pedagogy. Design/methodology/approach-Through this first-person action research, the author aims to improve her teacher-research mentoring practice. As an inquiry into her own actions, the author examines her experiences, her understanding of them, and the potential meaning for her work as a teacher-research mentor during the two years she tutored the action research course. The author explores the procedures of the mentoring model she developed and the effectiveness of dialogic research mentoring in promoting critical consciousness and taking positive action in pre-service English language teachers. Findings-Effective actualization of the teacher-research mentoring process facilitates mentors' refinement and understanding of their roles during teacher-research mentoring. Perceived barriers can be overcome by adopting nine relevant strategies, which can be grouped into three themes: community-building, nurturing competencies, and fostering growth. Accordingly, the research mentoring model incorporates these strategies. Originality/value-The insights enriched the existing knowledge of the dynamics of mentoring in general and of teacher-research in particular. Additionally, the study offers strategies developed based on my informed actions as the researcher to attain more effective outcomes during the research mentoring process.

Duygusal Zeka (EI) teorisine gore, hayat sosyal, duygusal ve akademik becerilerin birlikte kullanimini gerektirmektedir. Bu nedenle ozbilinc, motivasyon, kendine cekiduzen verme,empati kurma ve iliskilerde ustalik gibi one cikan bes temel unsuruyla duygusal zeka ogrenme potansiyelini belirleyen onemli bir zeka turudur. YADIM ogretmenleriyle yapilan gorusmelerde bazi ogrencilerin Ingilizce derslerine karsi ilgisizlik (dersi ilgiyle takip edememe, ogrendiklerini tekrar etme ve odev yapma konusunda isteksizlik, derse devamsizlik) egilimlerinin oldugu gundeme gelmistir. Ayrica ogrencilerin ogrendikleri yabanci dili kullanacaklari fakultelerdeki bolum hocalariyla yapilan ihtiyac analiz gorusmelerinde de ogrencilerin daha basarili olabilmeleri icin bazi ekstra becerilere (ozguven, sosyal beceriler, kisisel farkindalik, motivasyon) sahip olmalari gerektigi vurgulanmistir. Bu gerekceler dogrultusunda YADIM ogrencilerinin daha otonom dil ogrencileri olabilmeleri amacina yonelik, onlari duygusal zeka ile tanistiran bir pilot calisma yapmaya gereksinim duyulmustur. Bu pilot calismada YADIM Hizmetici Egitim Birimi (SDU) ve Program Hazirlama Birimi isbirligi yapmis ve duygusal zeka teorisinim bazi yaklasimlarini, merkezde uygulanmakta olan Ingilizce Hazirlik programina entegre edebilmek icin “Duygularla El Ele” egitim programi gelistirilmistir. Oncelikle program ogrencilere tanitilmis ve cesitli aktivilerle sekiz hafta (bir blok) sureyle uygulanmistir. Calisma sonucunda elde edilen bulgular, ogrencilerin okul ve is hayatindaki basarida duygusal zekanin gerekliligi ile ilgili kisisel farkindaliklarinin yukseldigini gostermistir

English teachers had to retrain and build a new normal in order to prepare for an online classroom while keeping their teaching pedagogy and professional identity as a result of the sudden changes brought by the Coronavirus disease (COVID-19) pandemic in education. In this study, the effect of English teachers' professional identity transformations, attitudes toward online teaching was explored. The study's sample comprises 130 English as a foreign language (EFL) lecturers from a state and a foundation university in Turkey. The research data was gathered from a questionnaire, the Teacher Professional Identity scale, and a semi-structured interview with 12 volunteers. Qualitative data collected via semi-structured interviews were apportioned into pattern coding and analyzed through content analysis. EFL lecturers did not appear to be properly prepared for their online pedagogical and technological difficulties, which had a deeply corrosive effect on teachers' professional identities as they shift away from face-to-face education. The results showed that participants who were educated on EduTech during their undergraduate education or as professional development affected their perceptions of professional identity throughout the transition to online language teaching. Future studies can broaden the field of study by making use of exploratory action research, awareness of the teaching community, and continued professional development.

The aim of this study is to analyze and determine the various socio-psychological orientations of undergraduate students in learning English as a Foreign Language (EFL) to have a comprehensive overview. The study was originally intended by the school administration to improve the quality of instruction and promote positive attitudes by understanding individual students, mainly in terms of their language learning motivation and attitudes towards learning English. The participants were 793 university prep-year students studying a one-year EFL program to complete their postsecondary education in an English-medium state university in Turkey. The data were collected using Attitude-Motivation Test Battery (AMTB) (adapted Turkish version, Gardner, 2004). The collected data were analyzed using SPSS 23 software firstly to be able to display the current situation regarding the 6 constructs measured by AMTB, mainly; integrativeness, attitudes toward the learning situation, motivation, language anxiety, instrumental orientation and parental encouragement levels of Turkish tertiary students in EFL learning by gender and level of proficiency. The results of this study identified that Turkish EFL learners at tertiary level showed relatively high levels of the qualities measured by the AMTB constructs and their sub-scales, except in attitudes toward English speaking people and anxiety. As an interesting finding, the participating students of the study were found to be often anxious in participating the English classes and using English, while female students felt more discomfort concerning these issues.

This study is about the certain aspects of an action research group project conducted at the School of Foreign Languages, Çukurova University. The project served as a journey of enquiry both to the leader herself and the eight EFL teachers who voluntarily took part. This enthusiastic group of teacher researchers differing in age, teaching experience and academic rank wanted to further their professional development by doing action research studies in their own classrooms and soon became a community of critical colleagues. They investigated what they were doing in their classes and supported one another in exploring challenges and/or situations with a view to improve their teaching and students’ learning. In this presentation, the team leader aims to report her findings of the study including some information on how the model was formed and developed, the supporting process from the leader’s and the teachers’ perspectives based on their reflections, the problems that emerged and how they were dealt with. To conclude, teacher researchers’ perceptions regarding their expectations and learnings from this group project as a whole will also be interpreted and discussed by means of the individual metaphorical names they gave to the group.

This action research study aimed to investigate and evaluate the implementation of a peer-based collaborative learning tool “The Guy next to me” in a higher education EFL classroom to help students change their negative attitudes towards learning English. Participants were 16 EFL students at School of Foreign Languages (SFL), Çukurova University in Turkey. The data was collected through Language Learning Attitudes Questionnaire, the teacher’s journal entries, students’ learning logs, individual interviews with students and records of students’ attendance and the teacher’s assessments. The study found that there was a promising change in the negative attitudes of the students towards learning English after the eight weeks of implementation of the tool. Students’ and the teacher’s reflections also confirmed that the students benefited from “the Guy next to me” in terms of improving their English, self- esteem, interpersonal skills, reflection, collaboration, trust and taking responsibility for their own learning. Based on the research findings some reflections were finally presented.

Key Words: Language learning attitudes, peer-based collaborative learning, teaching EFL in higher education

ABSTRACT

if the contribution of the quality, commitment and expertise of a teacher is consİdered in relation to the success of any educational process, it can be concluded that, in-service teacher development plays İts key role in terms of enhancing the teaching qualİty. However, the educational systems allover the world have been undergoing profound changes bringing about new tasks and challenges for schools,
teachers, and administrators. Consequently, there is an increasing need for improving the teachers' competencies along with the changing role of schooling influence and correspondİngly, determining the contents of the in-service programmes.
The primary aim of thİs action research study is to develop in the researcher an understanding of how to design and conduct emotional literacy improvement courses for teachers of English as a foreign language (EFL) for future use. As a secondary aim, the participant teachers of this study are expected to raise their awareness on the emotional basis of leaming in self and in others and accordingly identify behaviours that will result from learning about emotional intelligence. Thus, in this study we hope to determine a framework of a teacher development programme within which the teachers at Y ADIM/ Çukurova University, Turkey improve theİr emotional Iİteracy wİth İts underlying skills, traits and behavİours and/or feel the need to consider these constructs both İn theİr classroom settings and in their personal Iives as human beings.
The assessment of the effects of this study can be interpreted in terms of change in participant teachers. However, this study aimed to combine professİonal development as a form of in-service teacher development and maturation of the framework of an emotional literacy improvement programme for EFL teachers for future use. Seventeen volunteer participant teachers who teach at Y ADIM, Çukurova University (seven teachers in the piloting and ten teachers in the main study) participated in the Emotional Literacy Improvement (ELI) Programme since the programme aimed to integrate both the teachers' immediate needs and the requirements of the study. Therefore, regarding the design of the study, the frame of reference of this study is mainly related to the tools of data collection, particularly EQ Map-An Integrated EQ Assessment and Individual Profile, Version 4.5, EQ Map Interpretation Guide, The EQ Map Scoring Grid, EQ Map Results EvaIuation Document, All about me Participant Profile Cheeklist, researcher's footnotes, researcher's diary, participant teachers' learning logs and Course EvaIuation Questionnaire. These instruments are chosen to be employed due to the fact that their rationale is based on both the theoretical and the methodological framework of this
study.