TY  - JOUR
TI  - EFL TEACHER TRAINEES’ REFLECTIVE LENSES ON IMMEDIACY BEHAVIORS: LEARNING GAINS, PERCEPTIONS AND SELF-EVALUATIONS
AB  - This study is an investigation of EFL teacher trainees’ learning gains, perceptions and self-evaluations regarding immediacy behaviors resulting from a 14-week Teacher Immediacy course. Approximately four months later, the trainees were invited to write four successive reflections by re-thinking their experiences throughout the course. In total, 61 trainees attended the course; and out of them, six trainees were selected based on the maximal variation sampling method and wrote individual reflection reports. The ultimate aim of these reflective writings was to gather opinions about the outcomes and influences of the course on the trainees’ evolving knowledge of immediacy. Inductive content analysis of the reflections demonstrated that the trainees gained awareness of and expanded theoretical knowledge of teacher immediacy. Besides, they reflectively andcritically looked back on the process of their familiarization with the concept of teacher immediacy and looked beyond their future identity as an immediate EFL teacher.
AU  - TURHAN, Burcu
AU  - Kirkgoz, Yasemin
DO  - 10.35379/cusosbil.1200375
PY  - 2023
JO  - Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
VL  - 32
IS  - 2
SN  - 1304-8880
SP  - 661
EP  - 673
DB  - TRDizin
UR  - http://search/yayin/detay/1205528
ER  -