Original article | International Journal of Educational Researchers 2024, Vol. 15(3) 21-29
English Teachers’ Perception of Mediation in Language Classrooms and Their Teaching Practices as Mediators
Nuray Öztürk & Ayhan Kahraman
pp. 21 - 29 | DOI: https://doi.org/10.29329/ijer.2024.1061.2 | Manu. Number: MANU-2406-06-0006.R2
Published online: September 30, 2024 | Number of Views: 6 | Number of Download: 14
Abstract
There is a growing emphasis on acknowledging the significance of mediation within English language classrooms, reflecting an increased interest in recognizing its importance as one of the teachers’ new roles (Rezaeian, 2022). According to mediation theory, “helping learners to find ways of moving into their next level of understanding of the language” is the teachers’ role (Williams & Burden, 1997, p. 66). This paper aims to investigate English teachers’ perception of mediation and their teaching practices as mediators and raise an awareness about mediated learning among English teachers. Data for this study was collected from Mediation Questionnaire for Language Teachers designed by Williams and Burden (1997). The questionnaire includes two sections each containing 12 individual questions. First section focuses on teachers' perspectives on the significance of mediation. In the second section, teachers are asked to evaluate the frequency with which they believe they perform practices of mediation. The questionnaire was applied to 45 Turkish EFL teachers working at Ministry of National Education in Kütahya province. Results of the questionnaire survey suggest that to some extent, EFL teachers have capability to facilitate students' learning. They believe that mediation is important to some extent in language classrooms. However, their implementation is lower compared to what they think. Although we as English teachers are trying to facilitate our students’ learning, we may need to have a deeper understanding of mediation theory to improve ourselves as mediators. Findings of this study are expected to contribute to field of Foreign Language Education.
Keywords: mediation, English teaching, mediator, EFL teacher
How to Cite this Article? |
APA 6th edition
Ozturk, N. & Kahraman, A. (2024). English Teachers’ Perception of Mediation in Language Classrooms and Their Teaching Practices as Mediators
. International Journal of Educational Researchers, 15(3), 21-29. doi: 10.29329/ijer.2024.1061.2
Harvard
Ozturk, N. and Kahraman, A. (2024). English Teachers’ Perception of Mediation in Language Classrooms and Their Teaching Practices as Mediators
. International Journal of Educational Researchers, 15(3), pp. 21-29.
Chicago 16th edition
Ozturk, Nuray and Ayhan Kahraman (2024). "English Teachers’ Perception of Mediation in Language Classrooms and Their Teaching Practices as Mediators
". International Journal of Educational Researchers 15 (3):21-29. doi:10.29329/ijer.2024.1061.2.
|
References |
- Asmalı, M. (2016). Perspectives and practices of teacher educators and students of English language teaching post-graduate programs within the Mediation Theory [Unpublished doctorate thesis]. Çanakkale Onsekiz Mart University. [Google Scholar]
- Haywood, H. C., & Lidz, C. S. (2007). Dynamic assessment in practice: Clinical and educational applications. Cambridge University Press. [Google Scholar]
- Lantolf, J., & Thorne, S. L. (2007). Sociocultural Theory and Second Language Learning. New Oxford University Press, 2, 29-63.. [Google Scholar]
- Presseisen, B.Z., & Kozulin, A. (1992). Mediated Learning--The Contributions of Vygotsky and Feuerstein in Theory and Practice. Research for Better Schools, Inc. [Google Scholar]
- Rezaeian, M. (2022). Iranian EFL Teachers' Perceptions of the Different Features of Mediation. Applied Linguistic Studies, 1(1), 48-57 [Google Scholar]
- Sıvacı, S. (2017). An Investigation into the Knowledge of Mediation with English-Teachers. International Journal of Languages' Education 5(3), 744-753. [Google Scholar]
- Vygotsky, L. (1978). Mind in society: The development of higher psychological process. Cambridge, MA: Harvard University Press [Google Scholar]
- Williams, M., & Burden, R. L. (1997). Psychology for Language Teachers: A Social Constructivist Approach. Cambridge University Press. [Google Scholar]
- Xiongyong, C. (2011). Knowledge of Mediation and Its Implementation among Secondary School EFL Teachers in China. Theory and Practice in Language Studies, 1(9). DOI:10.4304/tpls.1.9.1111-1121 [Google Scholar]
- Samuel, M. (2012). Evaluation on EFL teacher roles from the perspective of mediation: Case studies of China’s secondary school classroom practices. International Review of Social Sciences and Humanities [Google Scholar]
|