İngilizce Dil Öğretimi Araştırmalarında Öğretmen İş birliği: Bir Sistematik Derlem

İngilizce öğretiminde (ELT) yeni bir çalışma alanı, dil öğretim sürecini kolaylaştırmak için diğer paydaşlarla işbirliği yapmaktır. Bu doğrultuda, bu sistematik derlem, ELT alanında işbirliği konusuna odaklanan en son ulusal ve uluslararası araştırmaları ortaya çıkarmaya çalışmıştır. Bu konudaki toplam 40 çalışma, araştırma deseni, ortam ve evren, işbirliği türü, bulgular ve çıkarımlar açısından incelenmiştir. Çalışmaların 26'sı nitel, sekizi nicel ve altısı karma çalışmalardır. Araştırmaların çoğunluğu EFL bağlamlarında yapılmış ve sırasıyla evren ve örneklem olarak EFL öğretmenleri ve öğrencilerine odaklanmıştır. İşbirliği, dil öğretmenleri, içerik öğretmenleri, diğer okul personeli ve araştırmacılar da dahil olmak üzere çeşitli paydaşların ELT sürecini teşvik etmeye çalıştığı ortak çalışma olarak kabul edilmiştir. Ayrıca, bu ortak girişim koçluk, birlikte öğretim ve takım öğretimi gibi farklı şekillerde görülmüştür. MaxQda (2022) yazılımı aracılığıyla yapılan içerik analizi sonucunda, işbirliğinin ELT'nin doğasını ve kapsamını, perspektifleri genişletmek, daha fazla bilgiye ulaşmak, sosyal ve etkileşimli bir arabulucu olarak işlev görmek ve dille ilgili süreçleri tasarlamak, uygulamak ve gözden geçirmek için destek almak gibi çok çeşitli olumlu yollarla etkileyebileceği sonucuna varılmıştır. Bununla birlikte, idari destek ve hazırlık eksikliği, zaman ve maddi sınırlamalar ve katılım konusundaki isteksizlik, ELT işbirliğinin başlıca sorunları olarak belirlenmiştir. Son olarak, bu derlem çalışması, gelecekteki araştırmaları teşvik etmek için özellikle teknolojinin işbirliğine dayalı ELT uygulamaları üzerindeki artan etkisine odaklanarak daha fazla sonuç içermektedir.

Anahtar Kelimeler:

İş birliği, İngilizce Dil Öğretimi, Sistematik Derlem, Mesleki Gelişim

Teacher Collaboration in English Language Teaching (ELT) Research: A Systematic Review

One of the recent concerns in English language teaching (ELT) is collaborating with other stakeholders to facilitate the language teaching process. With this in mind, this systematic review attempted to uncover the most recent national and international research focusing on the issue of collaboration in the area of ELT. A total of 40 studies on this issue were reviewed in terms of design, setting and population, type of collaboration, findings, and implications. Most of the studies, 26 of them, were qualitative-based studies, while eight were quantitative, and six were mixed. The majority of the research was done in EFL contexts and primarily focused on EFL teachers and students as the population and sample, respectively. Collaboration was regarded as joint work in which various stakeholders, including language teachers, content teachers, other school staff, and researchers, tried to promote the ELT process. Further, this joint initiative was seen in different forms, such as coaching, co-teaching, and team teaching. At the end of the content analysis made via MaxQda (2022) software, the review concluded that collaboration can influence the nature and scope of ELT in a wide range of positive ways, including extending perspectives, reaching more knowledge, functioning as a social and interactive mediator, and getting support to devise, practice, and revise language-related processes. However, lack of administrative support and preparation, time and material limits, and unwillingness to participate were identified as the major ELT collaboration problems. Finally, the review included further implications, especially focusing on the growing impact of technology on collaborative ELT practices to foster future research.

Keywords:

Collaboration, ELT, Systematic Review, Professional Development,

PDF

___

Acar, S., & Peker, B. (2021). What are the purposes of teachers for using the Etwinning platform and the effects of the platform on teachers? Acta Didactica Napocensia, 14(1), 91-103. https://doi.org/10.24193/adn.14.1.7
Aimin, L. (2013). The study of second language acquisition under socio-cultural theory. American Journal of Educational Research, 1.5 (2013), 162-167. https://doi:10.12691/education-1-5-3
Aktekin, N. C. (2019). Critical friends group (CFG): Inquiry-based professional development model for Turkish EFL teachers. Eurasian Journal of Educational Research, 2019(81), 1-20. https://doi.org/10.14689/ejer.2019.81.1
Alhassan, A., Bora, S. F., & Abdalla, Y. A. (2022). Collaboration with EAP teachers in English-medium instruction contexts in higher education: Content lecturer perspectives. TESOL Journal, 13(1), 1-15. https://doi.org/10.1002/tesj.610
Álvarez, L. F. C. (2020). Intercultural communicative competence: In-service EFL teachers building understanding through study groups. Profile: Issues in Teachers' Professional Development, 22(1), 75-92. https://doi.org/10.15446/profile.v22n1.76796
Asaoka, C., Miura, D. & Okubo, T. (2020). Forming a collaborative community of practice of EFL teachers through self-study research. Universal Journal of Educational Research, 8(9), 3799 - 3806. Retrieved from https://www.hrpub.org/download/20200830/UJER2-19515786.pdf
Barahona, M., & Davin, K. J. (2021). A practice-based approach to foreign language teacher preparation: A cross-continental collaboration. Profile: Issues in Teachers' Professional Development, 23(1), 181-196. https://doi.org/10.15446/profile.v23n1.85326
Bauler, C. V., Kang, E., Afanador-Vega, A., & Stevenson, A. (2019). "My partner always helps me": Exploring two co-teachers’ practices to support writing in a first-grade linguistically diverse elementary class. The Electronic Journal for English as a Second Language, 24(2), 1-18.
Bayram, İ. & Bıkmaz, F. (2021). Implications of lesson study for tertiary-level EFL teachers’ professional development: a case study from Turkey. SAGE Open, 1-15. https://doi.org/10.1177/21582440211023771
Boland, D. E., Alkhalifa, K. B., & Al-Mutairi, M. A. (2019). Co-Teaching in EFL Classroom: The Promising Model. English Language Teaching, 12(12), 95-98. https://doi.org/10.5539/elt.v12n12p95
Bryman, A. (2012). Social Research Methods (Fourth edition). Oxford.
Buckingham, L. R., López-Hernández, A., & Strotmann, B. (2021). Learning by comparison: The benefits of co-teaching for university professors’ professional development. Frontiers in Education, 6, 1-15. https://doi.org/10.3389/feduc.2021.776991
Canaran, Ö., & Mirici, I. H. (2020). Öǧretmenlerin mesleki gelişimi için yeni bir takim öǧretimi modeli: hizmet-içi ingilizce öǧretmenleri üzerine bir durum çalişmasi. Egitim ve Bilim, 45(201), 247-271. https://doi.org/10.15390/EB.2020.8430
Chaovanapricha, K., & Chaturongakul, P. (2020). Interdisciplinary teacher collaboration in English for specific purposes subjects in a Thai university. English Language Teaching, 13(5), 139-148. https://doi.org/10.5539/elt.v13n5p139
Cogmin, Z. (2013). Classroom interaction and second language acquisition: The more interactions the better? Studies in Literature and Language, 7(1), 22-26. Retrieved from https://www.semanticscholar.org/paper/Classroom-Interaction-and-Second-Language-The-More-Zhao/429011e3c5ec29ef21650bc702f9f057cde5b8d2
Compernolle, R.A & Williams, L. (2013). Sociocultural theory and second language pedagogy. Language Teaching Research, 17(3), 277-281. http://dx.doi.org/10.1177/1362168813482933
Davari Torshizi, M. (2018). Revisiting the form of teacher-researcher collaboration in the field of TESOL. TESOL Journal, 9(3), 573-579. https://doi.org/10.1002/tesj.382
De Jong, L., Meirink, J., & Admiraal, W. (2019). School-based teacher collaboration: Different learning opportunities across various contexts. Teaching and Teacher Education, 86(2019), 1-12. https://doi.org/10.1016/j.tate.2019.102925
De Jong, L., Meirink, J., & Admiraal, W. (2022). School-based collaboration as a learning context for teachers: A systematic review. International Journal of Educational Research, 112. https://doi.org/10.1016/j.ijer.2022.101927
Durley, H.-C. K., & Ge, X. (2019). Social discourse influencing elementary teachers' cognition and metacognition for problem solving in open-ended professional development. New Waves Educational Research & Development, 22(1), 55-71. Retrieved from https://files.eric.ed.gov/fulltext/EJ1229364.pdf Fang, X. (2010). The role of input and interaction in second language acquisition. Cross-Cultural Communication, 6(1). 11-17. Retrieved from http://www.cscanada.net/index.php/ccc/article/viewFile/j.ccc.1923670020100601.002/780
Farahian, M. & Parhamnia, F. (2021). From knowledge sharing to reflective thinking: Using focus group to promote EFL teachers’ reflectivity. Journal of Educational, Cultural and Psychological Studies, 23(2021), 157-180. https://dx.doi.org/10.7358/ecps-2021-023-fapa
García-Martínez, I., Tadeu, P., Montenegro-Rueda, M., & Fernández-Batanero, J. M. (2020). Networking for online teacher collaboration. Interactive Learning Environments, 30(9), 1736-1750. https://doi.org/10.1080/10494820.2020.1764057
Giles, A. & Yazan, B. (2019). ESL and content teachers’ collaboration. Indonesian Journal of English Language Teaching, 14(1), 1-18. https://doi.org/10.25170/ijelt.v14i1.1415
Giles, A., & Yazan, B. (2020). “You’re Not an Island”: A middle grades language arts teacher’s changed perceptions in ESL and content teachers’ collaboration. RMLE Online, 43(3), 1-15. https://doi.org/10.1080/19404476.2020.1724045
Giles, A., & Yazan, B. (2021). "More Mindful of ESL Students": Teacher Participation and Learning in ESL and Content Teachers' Collaboration in a Science Middle School Classroom 1. MEXTESOL Journal, 45(2), 1-10. Retrieved from https://www.mextesol.net/journal/index.php?page=journal&id_article=23561
Godwin-Jones, R. (2021). Evolving technologies for language learning. Language Learning & Technology, 25(3), 6–26. http://hdl.handle.net/10125/73443
Göktürk-Sağlam, A.L. & Dikilitaş, K. (2020). Evaluating an online professional learning community as a context for professional development in classroom-based research. The Electronic Journal for English as a Second Language, 24(3). 1-17. https://www.tesl-ej.org/wordpress/issues/volume24/ej95/ej95int/
Greer, T., & Leyland, C. (2018). Naming an activity: Arriving at recognitionals in team-teacher planning talk. Journal of Pragmatics, 126, 52-67. https://doi.org/10.1016/j.pragma.2017.11.009
Hajar, A., & Manan, S. A. (2022). Emergency remote English language teaching and learning: Voices of primary school students and teachers in Kazakhstan. Review of Education, 10(2), 1-21. https://doi.org/10.1002/rev3.3358
Han, I. (2021). Development of professional identity and related metacognitive thinking procedures of English language teachers through spontaneous collaboration for pedagogical problem-solving. SAGE Open, 11(2), 1-13. https://doi.org/10.1177/21582440211009483
Harris, A., Jones, M., Ismail, N., & Nguyen, D. (2019). Middle leaders and middle leadership in schools: Exploring the knowledge base (2003–2017). School Leadership & Management, 39(3), 1–23. https://doi.org/10.1080/13632434.2018
Howlett, K. M., & Nguyen, H. L. (2020). Autoethnographic reflections of an international graduate teaching assistant’s co-teaching experiences. Journal of International Students, 10(2), 401-419. https://doi.org/10.32674/jis.v10i2.774
Hsieh, M. H., Chuang, H. H., & Albanese, D. (2022). Investigating student agency and affordances during online virtual exchange projects in an ELF context from an ecological CALL perspective. System, 109, 1-13. https://doi.org/10.1016/j.system.2022.102888
Kanchai, T. (2021). EFL teachers’ ICT literacy acquisition to online instruction during COVID-19. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 282-312. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/253270
Karabuga, F. (2021). Analysis of teachers as researchers in the classrooms: Lesson study experience from EFL teachers' perspectives. The Electronic Journal for English as a Second Language, 25(3), 1-17. Retrieved from https://teslej.org/wordpress/issues/volume25/ej99x/ej99a8/
Kent, D. (2018). Analysis of Timeline Posts to a Language Teacher Organization Public Facebook Group TOJET: The Turkish Online Journal of Educational Technology, 17(1), 1-10. Retrieved from https://files.eric.ed.gov/fulltext/EJ1165774.pdf
King, A. H. (2018). Joint initiation and joint feedback: Connecting collaboration with pedagogy in co-teaching. Hacettepe Egitim Dergisi, 33(Special Issue), 4-15. https://doi.org/10.16986/HUJE.2018038793
Lee, J. M. (2021). Claims of entitlements in elementary EFL co-teaching. English Teaching (South Korea), 76(3), 63-84. https://doi.org/10.15858/engtea.76.3.202109.63
Loewen, S. & Sato, M. (2018). Interaction and instructed second language acquisition. Language Teaching, 51(3), 285-329. https://doi.org/10.1017/S0261444818000125
Lucero, E., & Roncancio-Castellanos, K. (2019). The pedagogical practicum journey towards becoming an English language teacher. Profile: Issues in Teachers' Professional Development, 21(1), 173-185. https://doi.org/10.15446/profile.v21n1.71300
Martin-Beltran, M. & Madigan Peercy, M. (2014) Collaboration to teach English language learners: opportunities for shared teacher learning. Teachers and Teaching, 20(6), 721-737. doi: 10.1080/13540602.2014.885704
Mohamadi Zenouzagh, Z. (2022). The effect of professional teaching videos induction and online focused group discussion on the development of teacher competences. Educational Research for Policy and Practice, 21(3), 465-488. https://doi.org/10.1007/s10671-022-09318-z
Naylor, A., & Gibbs, J. (2018). Deep Learning: Enriching teacher training through mobile technology and international collaboration. International Journal of Mobile and Blended Learning, 10(1), 62-77. https://doi.org/10.4018/ijmbl.2018010105
Newman, S. & Latifi, A. (2021) Vygotsky, education, and teacher education. Journal of Education for Teaching, 47(1), 4-17. https://doi.org/10.1080/02607476.2020.1831375
Nguyen, D., & Ng, D. (2020). Teacher collaboration for change: sharing, improving, and spreading. Professional Development in Education, 46(4), 638-651. https://doi.org/10.1080/19415257.2020.1787206
Piyumi Udeshinee, W. A., Knutsson, O., Barbutiu, S. M., & Jayathilake, C. (2022). Re-designing a regulatory scale for dynamic assessment in the synchronous text chat environment in collaboration with teachers. Computer-Assisted Language Learning, 1-27. https://doi.org/10.1080/09588221.2022.2092153
Poehner, M. E., & Leontjev, D. (2022). Peer interaction, mediation, and a view of teachers as creators of learner L2 development. International Journal of Applied Linguistics, 00, 1– 15. https://doi.org/10.1111/ijal.12444
Ramankulov, S.Z., Dosymov, E., Mintassova, A.S. & Pattayev, A.M. (2019). Assessment of student creativity in teaching Physics in a foreign language. European Journal of Contemporary Education, 8(3), 587-599. doi: 10.13187/ejced.2019.3.587
Shoffner, M. & Wachter-Morris, C. (2010) Preparing preservice English teachers and school counselor interns for future collaboration. Teaching Education, 21(2), 185-197. doi: 10.1080/10476210903183894
Stroetinga, M., Leeman, Y., & Veugelers, W. (2018). Primary school teachers’ collaboration with parents on upbringing: a review of the empirical literature. Educational Review, 71(5), 650-667. https://doi.org/10.1080/00131911.2018.1459478
Tarwiyah, S., Warsono, W., Linggar Bharati, D. A., & Sutopo, D. (2018). Professional learning through coaching: Toward the enhancement of the teachers’ pedagogical competence. Arab World English Journal, 9(4), 407-419. https://doi.org/10.24093/awej/vol9no4.30
Trent, J. (2010). Teacher identity construction across the curriculum: promoting cross-curriculum collaboration in English-medium schools. Asia Pacific Journal of Education, 30(2), 167-183. https://doi.org/10.1080/02188791003721622
Tian, Z., & Shepard-Carey, L. (2020). (Re)imagining the future of translanguaging pedagogies in TESOL Through teacher–researcher collaboration. TESOL Quarterly, 54(4), 1131-1143. https://doi.org/10.1002/tesq.614
Tuttle, M., Harrison, J., Johnson, L.V. & Mecadon-Mann, M. (2021). What’s in a word? The school counselor and ESOL teacher perceptions and attitudes about collaboration. Journal of School Counseling, 19, 1-35. Retrieved from https://files.eric.ed.gov/fulltext/EJ1325585.pdf
Vangrieken, K., Dochy, F., Raes, E. & Kyndt, R. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15(2015), 17-40. https://dx.doi.org/10.1016/j.edurev.2015.04.002
Villavicencio, A., Jaffe-Walter, R., & Klevan, S. (2021). “You can’t close your door here:” Leveraging teacher collaboration to improve outcomes for immigrant English Learners. Teaching and Teacher Education, 97(2021), 1-11. https://doi.org/10.1016/j.tate.2020.103227
Vo, D. T., & Allen, K.-A. (2022). A systematic review of school-based positive psychology interventions to foster teacher wellbeing. Teachers and Teaching, 28(8), 964-999. https://doi.org/10.1080/13540602.2022.2137138
Wang, J. (2020). friendship group activities: Voices from Chinese EFL learners. English Language Teaching, 14(1), 140-140. https://doi.org/10.5539/elt.v14n1p140
Weddle, H. (2022). Approaches to studying teacher collaboration for instructional improvement: A review of literature. Educational Research Review, 35. https://doi.org/10.1016/j.edurev.2021.100415
Wexler, J., Kearns, D. M., Lemons, C. J., Mitchell, M., Clancy, E., Davidson, K. A., Sinclair, A. C., & Wei, Y. (2018). Reading comprehension and co-teaching practices in middle school English language arts classrooms. Exceptional Children, 84(4), 384-402. https://doi.org/10.1177/0014402918771543
Wu, P. & Yu, S. (2017). Developing pedagogical content knowledge (PCK) through module team collaboration: A case study of Business English teachers in China. The Asia-Pacific Education Researcher, 26(1), 97-105. http://dx.doi.org/10.1007/s40299-017-0330-9
Wu, Y., Cheng, J., & Koszalka, T. A. (2021). Transdisciplinary approach in middle school: A case study of co-teaching practices in STEAM teams. International Journal of Education in Mathematics, Science and Technology, 9(1), 138-162. https://doi.org/10.46328/ijemst.1017
Yan, L. (2019). A Study on WeChat-based collaborative learning in college English writing. English Language Teaching, 12(6), 1-9. https://doi.org/10.5539/elt.v12n6p1
Yeganehpour, P. & Zarfsaz, E. The effects of co-teaching on advanced EFL learners’ writing ability. Journal of Language and Linguistic Studies, 16(4), 1833-1853. doi:10.17263/jlls.851009
Zadorozhna, I., Datskiv, O., & Shepitchak, V. (2020). Pre-Service English teachers’ attitudes to co-teaching. Advanced Education, 7(15), 41-46. https://doi.org/10.20535/2410-8286.197576