TY  - JOUR
TI  - English Language Teachers’ Cognition in Handling Learners’ Speaking Problems
AB  - This research was conducted at the Foreign Languages Department of Eskisehir Osmangazi University to explore English language teachers’ cognition and actions in handling learners’ speaking problems considering the background factors of schooling, professional coursework, context, and classroom practice. In line with this aim, a multiple case study was carried out. Data collection was implemented through open-ended questionnaires, observations, reflection reports, and interviews. Once overall perceptions of 28 teachers were gathered, indepth data obtained from 5 teachers in the same group provided further insight. According to the questionnaire's findings, most teachers perceived speaking as an important skill and made suggestions on improving this skill. In-depth data revealed that one of the teachers, contrary to her suggestions, applied a teacher-centred approach indicating contextual constraints as a reason. In contrast, another one preferred a learnercentred approach and did not complain about the contextual factors.
AU  - keçik, ilknur
AU  - GOKÇE, SEVGI
DO  - 10.14689/enad.26.14
PY  - 2021
JO  - Eğitimde Nitel Araştırmalar Dergisi
VL  - 2021
IS  - 26
SN  - 2148-2624
SP  - 315
EP  - 339
DB  - TRDizin
UR  - http://search/yayin/detay/473012
ER  -