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Öğe Academic self-efficacy and academic procrastination: Exploring the mediating role of academic motivation in Turkish university students(Horizon Research Publishing, 2018) Malkoç, Asude; Kesen Mutlu, AynurThe aim of this study has been to investigate the relationships among academic self-efficacy, academic motivation, and academic procrastination. The study has further delved into the question of whether academic motivation mediates the relationship between self-efficacy and academic procrastination. In order to investigate such links, three hundred and nineteen university students (218 females and 101 males) enrolled in the education faculty of a private university in Istanbul, Turkey, offered data. For data collection, the Aitken Procrastination Inventory, Academic Self-Efficacy Scale, and Academic Motivation Scale have been used. The results of the study indicate that academic motivation partially mediate the relationship between academic self-efficacy and academic procrastination.Öğe Exploring pre-service efl teachers’ intercultural competence progression through an international virtual exchange program: a study on the iceberg model of culture(Nova Science Publishers, Inc., 2024) Tuncer, Hülya; Kesen Mutlu, AynurThere has been a growing interest in the cultural dimension of foreign language teaching and the promotion of intercultural competence among teachers and learners; thus, research on integrating virtual contexts with the aim of developing interculturally competent teachers has been on the rise. Within this frame, this research aims to explore pre-service EFL teachers’ intercultural competence progression through participation in an 8-week international virtual exchange program (the IVEProject). The participants selected via convenience sampling were 23 Turkish preservice teachers of English from two universities. In order to describe the virtual exchange experiences regarding intercultural competence progression of Turkish pre-service EFL teachers, a descriptive qualitative study design was adopted in the current study, and qualitative data collected by means of open-ended questions were analyzed using Thematic Analysis. The themes that emerged from the analysis were also categorized according to the Iceberg Model of Culture. The results revealed that participants learned new information each week that can be included on the surface and deep levels of the model, with the majority falling into the surface level of the model. The current study demonstrates that participation in such international exchanges helps to improve the intercultural competence of pre-service EFL teachers.Öğe Exploring the role of an IBT-based Informal teaching practice at an edutainment centre on pre-service English language teachers(Springer, 2023) Karacan, Cemil Gökhan; Kesen Mutlu, AynurThe field experience in teacher education programs is limited to the formal teaching at assigned schools. However, there is a need for opportunities for pre-service teachers to practice teaching in other learning contexts. This multiple instrumental case study explored the role of an Inquiry-based Teaching-based informal teaching practice at an edutainment center on a group of 23 pre-service English language teachers. The data were collected through one-on-one semi-structured interviews, retrospective reflection papers and focus group interview. Findings showed that pre-service English language teachers gained valuable insights into different ways of managing the classroom and sustaining interaction with children. Furthermore, they increased their teacher awareness and became more autonomous teachers. The findings of this study have implications for teacher education program designers and teacher educators seeking to enhance the field experience of pre-service teachers.Öğe Mediating the effect of cognitive flexibility in the relationship between psychological well-being and self-confidence: A study on Turkish university students(Sciedu Press, 2019) Malkoç, Asude; Kesen Mutlu, AynurThis study examined the role of self-confidence and cognitive flexibility in psychological well-being. The study looked into whether cognitive flexibility mediates the relationship between self-confidence and psychological well-being. The study involved the participation of 284 university students (192 female and 92 male) enrolled in the Faculty of Education at a private university in Istanbul, Turkey. Data was collected via the Self-Confidence Scale, Flourishing Scale and Cognitive Flexibility Scale. The results of our multiple regression analysis revealed that self-confidence and cognitive flexibility statistically predict psychological well-being. Self-confidence and cognitive flexibility were found to explain 38% of the variance in psychological well-being. Furthermore, cognitive flexibility served as a mediator in the relationship between self-confidence and psychological well-being.Öğe Modeling the association between EFL students’ boredom and enjoyment: The mediating role of teacher humor style(Tarbiat Modares University, 2023) Solhi, Mehdi; Kesen Mutlu, Aynur; Shirvan, Majid Elahi; Taherian, TaherehThis study sought to explore the association between English as a foreign language (EFL) students? foreign language learning boredom (FLB) and foreign language enjoyment (FLE) (i.e., personal enjoyment, teacher appreciation, and social enjoyment) as well as the mediating role of student-perceived teacher humor styles (i.e., affiliative, self-enhancing, aggressive, and self-defeating). In doing so, we firstly investigated the relationship between 229 (67 male and 162 female) Turkish EFL university students? FLB, FLE, and perceived teacher humor styles. We then probed to determine whether perceived teacher humor styles predict their FLB and FLE. The results indicated that all three indices of FLE had significant negative correlations with FLB. While affiliative and self-enhancing humor styles were significantly and positively correlated with FLE, they were negatively associated with FLB. Aggressive humor had only a significant negative correlation with the teacher appreciation subscale of FLE whereas self-defeating humor indicated a significant positive correlation with FLB. The results also showed that FLE could negatively predict FLB. Finally, the results of the mediation analysis indicated two significant mediation relationships which were significantly related to FLB through affiliative and self-enhancing humor. Implications are discussed in the context of teacher education.Öğe Pre-service english language teachers' views of the effective teacher and teaching(2017) Kesen Mutlu, Aynur; Özkan, YoncaResearchers in the field of foreign language teaching and learning have for a long time conducted studies of learners' perceptions regarding their perspectives, beliefs, thoughts, and values about language learning, the language teacher and language learners. The present study focused on Turkish preservice English language teachers' views regarding the characteristics required for an effective language teacher. The participants in the study were a total of 220 freshman students, aged between 18-20 years old, enrolled in an English teaching program. Data for this study was collected through student paragraphs and interviews and were analyzed by means of thematic analysis. The results suggest that language learners are mostly affected by both cultural and personal factors.Öğe Public speaking class anxiety and fear of negative evaluation: A study on EFL learners(Peter Lang AG, 2020) Kesen Mutlu, Aynur; Keşli Dollar, Yeşim[Abstract Not Available]Öğe Self-efficacy and the use of compensatory strategies: A study on EFL learners(Eurasian Society of Educational Research, 2019) Kesen Mutlu, Aynur; Andarab, Mehdi Solhi; Karacan, Cemil GökhanThis study aimed to explore the relationship between Turkish English as a Foreign Language (EFL) learners’ self-efficacy level and their opinion regarding their use of compensatory strategies (CSs). The study further searched into the most and the least frequently used CSs by Turkish EFL learners. The participants of the study were fifty university students enrolled in the department of English Language Teaching at a private university in Istanbul, Turkey. Results indicated that the level of self-efficacy among Turkish learners of EFL was high. The top two most frequently used CSs by the learners were concluded to be the use of non-verbal signals (i.e., mime, gesture, facial expression) and circumlocution (i.e., describing an object or idea with a definition). In addition, the two least frequently used strategies were word coinage (i.e., creating a non-existent second language word based on a supposed rule) and avoidance (i.e., avoiding a topic, concept, grammatical construction, or phonological element that poses difficulty). The findings also revealed that the participants’ strategy use was not related to their degree of self-efficacy.Öğe Student questioning in literature circles: an investigation of forms of questioning among ELT students(Selcuk University, 2019) Andarab, Mehdi Solhi; Kesen Mutlu, AynurIn this study, different types of questions (i.e., choice, product, process, metaproces) being asked by two groups of ELT freshmen while conducting literature circles, one of the most useful ways to activate cooperative learning among the students, were put under a close scrutiny. The first group comprised of thirty-seven students who had directly passed the proficiency exam of the university, while the latter consisted of the thirty-five students who studied at the preparatory school for a year. The different types of questions posed by the questioners in each circle were analyzed. According to the findings, there was no significant difference between the students who studied at the English preparatory school for a year, and the ones who directly passed the proficiency exam of the university. Nor did gender play a significant role in the participants’ preference for questioning types. In both groups, product questions were the most frequent type of questioning, while metaprocess questions remained the least used types in both literature circles.Öğe Unveiling the interplay between EFL teachers’ cognitive flexibility, emotion regulation, and foreign language teaching anxiety: a structural equation modeling approach(2024) Kesen Mutlu, Aynur; Solhi, MehdiThe current study explored the association between EFL instructors’ cognitive flexibility (CF) and foreign language teaching anxiety (FLTA), with the mediating impact of emotion regulation strategies. In doing so, 330 participants (196 males and 134 females) voluntarily filled in a battery of scales. Results of a structural equation modeling analysis indicated that all facets of FLTA were negatively correlated with CF. Furthermore, the first component of emotion regulation, i.e., cognitive reappraisal, had a strong negative association with all facets of FLTA except time management challenges. The other component of emotion regulation, expressive suppression, exhibited significant positive correlations with all components of FLTA, except difficulties with time management. Next, we investigated how two components of emotion regulation strategies could potentially mediate the association between CF and L2 teaching anxiety. Results indicated that cognitive reappraisal mediates the relationship between CF and four sub-components of FLTA, viz., fear of negative evaluation, lack of student interest, teaching inexperience, and self-perception of language proficiency. Additionally, expressive suppression mediated the relationship between CF and the four components of FLTA. The findings are discussed in the context of educational theories, and implications are provided to enhance EFL instructors’ flexible cognition.Öğe Using humor in language classrooms: Greasing the wheels or putting a spanner in the works? A study on humor styles of Turkish EFL instructors(Hacettepe University, 2019) Andarab, Mehdi Solhi; Kesen Mutlu, AynurHumor has often been seen as an important element in the learning process, facilitating both teaching and learning. Nevertheless, the utilization of humor in the educational setting has had its opponents. In recent years, many attempts have been made to conceptualize the various forms of humor implemented in the practice of education. Despite a myriad of studies aimed at linking humor with personality traits, there seem a dearth number of research studies addressing the multifaceted humor styles of EFL instructors while interacting with the students in the classroom. There have been a number of scales thought-up in order to best assess the humor styles of the individual. However, the one identified by Martin et al. (2003) attempts to deal with the functions of humor, rather than particular personalities it may or may not represent. The four specific humor styles identified in this scale encompass two benign (affiliative and self-enhancing), and two injurious (aggressive and self-defeating) humor styles. The present study seeks to examine the humor styles adopted by English language instructors in Turkey by investigating (1) whether there is a difference between male and female instructors with regard to employing humor, (2) whether the educational level of the participants influences their tendency to use humor while interacting with the students in the classroom, and (3) whether the age of the instructors is an influential factor in adopting various styles of humor. A total of 64 English language instructors working at private and state universities in Turkey completed a standardized form of the Humor Styles Questionnaire (HSQ) online. Results indicated no significant difference between male and female instructors with regard to adopting humor styles in the classroom. Nor were there any differences between instructors of varying educational level in terms of the use of humor styles. In addition, no differences were seen according to age.
