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Publication Metadata only Perceptions of Students, Teachers and Graduates About Civil Aviation Cabin Services ESP Program: An Exploratory Study in Turkey(SPRINGER INTERNATIONAL PUBLISHING AG, 2018) Mede, Enisa; Koparan, Nergis; Atay, Derin; Kirkgoz, Y; Dikilitas, K; Bahcesehir University; Fatih Sultan Mehmet Vakif UniversityEnglish for Specific Purposes (ESP) is a movement based on the proposition that language teaching should be tailored to the specific learning and language needs of particular groups of students. In Turkey, the growth of English is striking as it is cultivating students' English proficiency along with their English competence in specific areas to meet their future needs is given great importance. However, research done for ESP has been limited so far. The present study, therefore, aims to investigate the perceptions of Turkish ESP students, teachers and graduates regarding the English course designed for Aviation Cabin Crew Members. The data were collected by means of semi-structured interviews and analyzed through pattern coding. The results revealed similar perceptions including the three groups of participants' expectations, experiences, challenges and respective solutions about the development of the existing ESP course which will serve as a reference in designing similar programs to facilitate learning English for specific disciplines.Publication Metadata only Evaluation and Facilitation of an In-Service Teacher Training Program: Impact on English Primary Teachers' Classroom Practices(IGI GLOBAL, 2017) Mede, Enisa; Dollar, Yesim Kesli; Bahcesehir University; Bahcesehir UniversityThis study aims to evaluate and facilitate a two-week INSET program designed for the primary English teachers working at private schools in Istanbul, Turkey. Specifically, this chapter not just focuses on the perceptions of the participating teachers regarding whether the program was planned and implemented parallel to the determinants of effective INSETs suggested in literature, but also, investigates the impact of such a training program on teachers' class practices. Additionally, the challenges the participating teachers went through while implementing what they learned into their teaching contexts were examined as well. In an attempt to facilitate follow-up, the findings of this study are hope to serve basis by providing suggestions for the development, improvement and implementation of new in-service teacher education programs, in return, it will also increase the quality of teaching and learning both in pre- and in-service teacher education.Publication Metadata only The impact of pre-service teachers' reflection on their instructional practices(IGI Global, 2015) Dollar, Yeşim Keşli; Mede, Enisa; Dollar, Yeşim Keşli, Department of Foreign Language Education, Bahçeşehir Üniversitesi, Istanbul, Turkey; Mede, Enisa, Department of Foreign Language Education, Bahçeşehir Üniversitesi, Istanbul, TurkeyThis chapter aims to investigate the impact of reflection on freshmen pre-service English teachers' classroom practices. Specifically, it explores how the participating student teachers' perceptions influenced their instructional practices as a result of participation in reflection activities. The participants of the study were ten freshmen student teachers enrolled in the English Language Teaching undergraduate program at a foundation (non-profit private) university in Turkey. Data came from the reflections of the participating student teachers about their recently-completed 15-hour field-based experience at the preschool level. As a part of this class reflection activity, the participants were prompted to keep a diary in one of their undergraduate courses and respond to a series of statements or questions related to their classroom observation tasks. They were also engaged in class discussions and were required to write their overall feedback based on their field-based experience. The findings of the study revealed that reflective activities helped the prospective student teachers identify their strengths and weaknesses related to classroom activities, use of materials (use of technology and visuals) and classroom management, leading to self-awareness about their understanding and application of teaching skills and strategies. © 2016 Elsevier B.V., All rights reserved.Publication Metadata only Evaluation of master's programs in English Language Teaching (ELT): A Turkish case of professional development(IGI Global, 2016) Ozturk, Rukiye Ozlem; Mede, Enisa; Ozturk, Rukiye Ozlem, Bahçeşehir Üniversitesi, Istanbul, Turkey; Mede, Enisa, Bahçeşehir Üniversitesi, Istanbul, TurkeyThis chapter aims to evaluate the English Language Teaching (ELT) master program offered by the Graduate School of Educational Sciences at a foundation (non-profit, private) university in Istanbul, Turkey. Specifically, it investigates the preferences of the students about joining this particular program as well as analyzes their perceptions along with the ones shared by the course instructors and program coordinator. The sample population comprised fifty students, five instructors and one program coordinator. Data were obtained through a questionnaire and reflective essays. The findings revealed that the master program was effective regarding the content of the program as well as the role of instructors which contributed to the professional development. However, the range of elective courses and balance between course loads needed more consideration for the redesign of the existing program. Findings are discussed in relation to program design and evaluation in English language teaching master's programs. © 2017 Elsevier B.V., All rights reserved.Publication Metadata only Integrating culture in language preparatory programs: From the perspectives of native and nonnative english instructors in Turkey(IGI Global, 2016) Mede, Enisa; Cansever, Zeynep Mutlu; Mede, Enisa, Bahçeşehir Üniversitesi, Istanbul, Turkey; Cansever, Zeynep Mutlu, Bahçeşehir Üniversitesi, Istanbul, TurkeyThis chapter aims to investigate the role of culture in English Language Preparatory Programs in Turkey. Specifically, the chapter attempts to gain insights on what types of culture teaching activities native and non-native English instructors use in their classroom, find out if there is any difference between the two groups of participants and lastly, identify to what extent they implement culture in their teaching practices.. The sample population of this study were 95 (44 native and 51 non-native) EFL instructors working in the preparatory program. Data were collected from a questionnaire, semi-structured interviews and classroom observations. The findings revealed that both groups of instructors agreed that language and culture are closely related and that culture should be integrated in classrooms frequently to help students to become intercultural speakers as well as become more competent in how to develop a relationship with people of other languages and cultures. © 2020 Elsevier B.V., All rights reserved.Publication Open Access The Impact of Pre-Service Teachers’ Reflection on Their Instructional Practices(IGI Global, 2018) Keşli Dollar, Yeşim; Mede, Enisa; Dollar, Yeşim Keşli, Bahçeşehir Üniversitesi, Istanbul, Turkey; Mede, Enisa, Bahçeşehir Üniversitesi, Istanbul, TurkeyThis chapter aims to investigate the impact of reflection on freshmen pre-service English teachers’ classroom practices. Specifically, it explores how the participating student teachers’ perceptions influenced their instructional practices as a result of participation in reflection activities. The participants of the study were ten freshmen student teachers enrolled in the English Language Teaching undergraduate program at a foundation (non-profit private) university in Turkey. Data came from the reflections of the participating student teachers about their recently-completed 15-hour field-based experience at the preschool level. As a part of this class reflection activity, the participants were prompted to keep a diary in one of their undergraduate courses and respond to a series of statements or questions related to their classroom observation tasks. They were also engaged in class discussions and were required to write their overall feedback based on their field-based experience. The findings of the study revealed that reflective activities helped the prospective student teachers identify their strengths and weaknesses related to classroom activities, use of materials (use of technology and visuals) and classroom management, leading to self-awareness about their understanding and application of teaching skills and strategies. © 2025 Elsevier B.V., All rights reserved.Publication Metadata only Perceptions of Students, Teachers and Graduates About Civil Aviation Cabin Services ESP Program: An Exploratory Study in Turkey(Springer Science and Business Media B.V., 2018) Mede, Enisa; Koparan, Nergis; Atay, Derin; Mede, Enisa, Bahçeşehir Üniversitesi, Istanbul, Turkey; Koparan, Nergis, Fatih Sultan Mehmet Vakıf Üniversitesi, Istanbul, Turkey; Atay, Derin, Bahçeşehir Üniversitesi, Istanbul, TurkeyEnglish for Specific Purposes (ESP) is a movement based on the proposition that language teaching should be tailored to the specific learning and language needs of particular groups of students. In Turkey, the growth of English is striking as it is cultivating students’ English proficiency along with their English competence in specific areas to meet their future needs is given great importance. However, research done for ESP has been limited so far. The present study, therefore, aims to investigate the perceptions of Turkish ESP students, teachers and graduates regarding the English course designed for Aviation Cabin Crew Members. The data were collected by means of semi-structured interviews and analyzed through pattern coding. The results revealed similar perceptions including the three groups of participants’ expectations, experiences, challenges and respective solutions about the development of the existing ESP course which will serve as a reference in designing similar programs to facilitate learning English for specific disciplines. © 2023 Elsevier B.V., All rights reserved.Publication Metadata only Mentoring University preparatory students through World Englishes (WEs)-integrated courses(IGI Global, 2018) Kapçik, Ahmet Cihat; Öztüfekçi, Ali; Ören, Aybüke Demet; Kaplan, Ayten; Uzunkaya, Çiğdem Yilmaz; Mede, Enisa; Kapçik, Ahmet Cihat, Ihlas Educational Institution, Bahçeşehir Üniversitesi, Istanbul, Turkey; Öztüfekçi, Ali, Bahçeşehir Üniversitesi, Istanbul, Turkey; Ören, Aybüke Demet, Vocational High School, Agri, Turkey; Kaplan, Ayten, State High School, Turkey; Uzunkaya, Çiğdem Yilmaz, Bahçeçehir University, Turkey, İstanbul Şehir Üniversitesi, Istanbul, Turkey; Mede, Enisa, Department of English Language Teaching, Bahçeşehir Üniversitesi, Istanbul, TurkeyThe increasing number of non-native English speakers in the world has led to the use of varieties of English. Nowadays, the number of speakers of English in the expanding circle has exceeded the number of speakers in the outer and inner circles. This has given rise to the scrutiny of English as a Lingua Franca (ELF). With this regard, the research on World Englishes (WEs) has increased over the last few decades. In light of these observations, the purpose of this chapter is to raise awareness of World Englishes (WEs) among preparatory students at private universities in Turkey. Specifically, the study is concerned with mentoring preparatory students through Wes-integrated courses. The participants of this study were 20 preparatory students at A2-level English proficiency. As data collection procedure, the mentor teacher of the existing program adapted EFL materials including videos, dialogues, and integrated four language skills. The data were collected through questionnaires and reflective essays. With regard to the results, the students had an idea about the concept of Wes, and they became aware of the varieties of English to some extent, specifically, they displayed consciousness about the status of English across the world and sympathy toward WEs. © 2018 Elsevier B.V., All rights reserved.Publication Metadata only Integrating Culture in Language Preparatory Programs: From the Perspectives of Native and Non-Native English Instructors in Turkey(IGI Global, 2019) Mede, Enisa; Cansever, Zeynep Mutlu; Mede, Enisa, Bahçeşehir Üniversitesi, Istanbul, Turkey; Cansever, Zeynep Mutlu, Bahçeşehir Üniversitesi, Istanbul, TurkeyThis chapter aims to investigate the role of culture in English Language Preparatory Programs in Turkey. Specifically, the chapter attempts to gain insights on what types of culture teaching activities native and non-native English instructors use in their classroom, find out if there is any difference between the two groups of participants and lastly, identify to what extent they implement culture in their teaching practices.. The sample population of this study were 95 (44 native and 51 non-native) EFL instructors working in the preparatory program. Data were collected from a questionnaire, semi-structured interviews and classroom observations. The findings revealed that both groups of instructors agreed that language and culture are closely related and that culture should be integrated in classrooms frequently to help students to become intercultural speakers as well as become more competent in how to develop a relationship with people of other languages and cultures. © 2025 Elsevier B.V., All rights reserved.Publication Metadata only Integrating Culture in Language Preparatory Programs: From the Perspectives of Native and Non Native English Instructors in Turkey(IGI Global, 2019) Mede, Enisa; Cansever, Zeynep Mutlu; Mede, Enisa, Bahçeşehir Üniversitesi, Istanbul, Turkey; Cansever, Zeynep Mutlu, Bahçeşehir Üniversitesi, Istanbul, TurkeyThis chapter aims to investigate the role of culture in English Language Preparatory Programs in Turkey. Specifically, the chapter attempts to gain insights on what types of culture teaching activities native and non-native English instructors use in their classroom, find out if there is any difference between the two groups of participants and lastly, identify to what extent they implement culture in their teaching practices.. The sample population of this study were 95 (44 native and 51 non-native) EFL instructors working in the preparatory program. Data were collected from a questionnaire, semi-structured interviews and classroom observations. The findings revealed that both groups of instructors agreed that language and culture are closely related and that culture should be integrated in classrooms frequently to help students to become intercultural speakers as well as become more competent in how to develop a relationship with people of other languages and cultures. © 2025 Elsevier B.V., All rights reserved.