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    The Impact of Emotions on the Well-Being of the English Preparatory Program Instructors
    (2018) Mede, Enisa; Aral, Buse
    The purpose of this research study is to find out the impact of emotions on the well-being of the English Language Preparatory Programinstructors working in private (non-profit, foundation) universities in İstanbul, Turkey. Specifically, this mixed method study aims toinvestigate the emotional well-being (positive and negative emotions) of the instructors, to explore to what extent year of experienceaffects their emotions, and lastly, to find out the reflections of the participating instructors leading to change in their emotions. Thequantitative data were obtained through a Teacher Emotion Inventory (TEI) Scale (Chen, 2016) administered to 66 EFL instructorsfrom five different English Language Preparatory Programs (ELPPs) in İstanbul while the qualitative data including instructors’ opinionsabout their feelings were gathered from teachers’ reflections written by 28 participating instructors. The findings of the study showed thatparticipants mostly experience positive emotions. Moreover, it was also found that the years of experience had a positive impact onlyon the participants’ emotions of joy. However, there were also other remarkable factors affecting instructors’ emotions and emotionalwell-being regarding their students, personal life and institutions. Based on the findings, recommendations to foster positive emotions inpreparatory programs were provided in the study.
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    The impact of emotions on the well-being of the English Preparatory Program instructors
    (Yükseköğretim ve Bilim Dergisi, 2018) Aral, Buse
    ABSTRACT: The purpose of this research study is to find out the impact of emotions on the well-being of the English Language Preparatory Program instructors working in private (non-profit, foundation) universities in İstanbul, Turkey. Specifically, this mixed method study aims to investigate the emotional well-being (positive and negative emotions) of the instructors, to explore to what extent year of experience affects their emotions, and lastly, to find out the reflections of the participating instructors leading to change in their emotions. The quantitative data were obtained through a Teacher Emotion Inventory (TEI) Scale (Chen, 2016) administered to 66 EFL instructors from five different English Language Preparatory Programs (ELPPs) in İstanbul while the qualitative data including instructors’ opinions about their feelings were gathered from teachers’ reflections written by 28 participating instructors. The findings of the study showed that participants mostly experience positive emotions. Moreover, it was also found that the years of experience had a positive impact only on the participants’ emotions of joy. However, there were also other remarkable factors affecting instructors’ emotions and emotional well-being regarding their students, personal life and institutions. Based on the findings, recommendations to foster positive emotions in preparatory programs were provided in the study
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    To Be More Accurate: A Study to Investigate the Importance of Explicit Teaching in Monolingual Language Classroom Settings
    (Elsevier Science Bv, 2016) Aral, Buse; Dogan, Seval; Oliver, B. Warren
    The purpose of this experimental action research was to examine the effectiveness of explicit teaching in reducing the number of the mistakes made by Turkish foreign language learners at lower levels who have difficulty with the accurate use of to be in sentence structure. It was conducted by a team of 2 teachers on 40 students in two different classes at a private university in Istanbul, Turkey. Data was collected via the gross number of mistakes made on prompts given before and after the treatment and analyzed with the help of SPSS and G-Power software. While found to be statistically insignificant because of a small sample size, the results of this study found that both implicit and explicit teaching methods were effective in teaching students. At the same time, the results implied that implicit education is more advantageous to the student. In this way, this particular project should serve as a base for more statistically sound future research to explore the importance given to the usage of L1 and explicit teaching in monolingual language classroom settings. (C) 2016 The Authors. Published Elsevier Ltd.