Search

ELT professionals are in a position to investigate methods and techniques that might be incorporated into language teacher education programmes to train teachers more effectively. Video is among the more popular techniques and forms a central component in ELT teacher education. However, there is little empirical evidence on why video is popular in the process of learning teaching. This qualitative study investigates the affordances and constraints of video-mediated microteaching from the perspective of ELT student teachers. The findings suggest that the affordances of incorporating video into microteaching outweigh its constraints. Student teachers acknowledged video as a resource that helped them recall their micro lessons, notice their actions, engage in critical reflection, and map their progression. The only constraint reported was feeling anxious at being recorded. These findings have implications for ELT teacher education programmes in other contexts.

Please fill up the following information accurately. (Please use Times New Roman, 12 pt. Title of the paper (Capitalize only the first letter of the title and proper nouns) This study investigated World Englishesfrom the perspectives of non-native pre-service teachers in Turkey. Morespecifically, the study explored how EFL pre-service teachers evaluatedspeakers from different countries of origin, representing the different circlein Kachru’s (1985) model, either positively or negatively. To elicit theirperceptions of the speakers’ English accents, we asked them to listen toaudio-recordings of six different speakers representing Kachru’s Three Circlesof English, reading the same passage, and then to discuss which variety theywere familiar with and which one they would prefer. Pre-service teachers’orientations towards speakers from different varieties emerged under thefollowing themes: (i) native speakerism, (ii) intelligibility, (iii) referenceto own experience, (iv) potential ownership and (v) potential professionalawareness. The findings suggest that, although they were starting to developprofessional awareness regarding different varieties of English, to broadentheir experience of varieties, and even to develop a potential ownership, theystill revealed a tendency to conform to the native-speaker norms and to ratespeaker intelligibility according to these norms. We argue that revisitinglanguage teacher education programmes to address the current sociolinguisticreality of English is a must. Information about Author(s)* Author 1 Author (Last name, First name) Çeçen, SevdeğerAffiliated institution (University) İstanbul Bilgi UniversityCountry TurkeyEmail address sevdeger.cecen@bilgi.edu.trDepartment & Rank English Language Teacher Education Corresponding author (Yes/No) Write only one corresponding author. Yes Author 2 Author (Last name, First name) Serdar Tülüce, HandeAffiliated institution (University) İstanbul Bilgi UniversityCountry TurkeyEmail address hande.tuluce@bilgi.edu.trDepartment & Rank English Language Teacher Education Corresponding author (Yes/No) No Author 3 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No) Author 4 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No)

Working memory (WM) as a key component of language aptitude has become a topical issue, with some going so far as to argue that WM can replace language aptitude. Research that specifically investigates the relationship between WM and language aptitude is rather limited. This study explores the determinants of language aptitude, with a focus on WM capacity. A total of 72 Turkish university students with advanced English proficiency participated in the study. The instruments used to measure WM capacity included a reading span task in L1 (Turkish) and L2 (English) and an operation span task in L1. Language aptitude was measured with a computerised aptitude test: the LLAMA. A correlation analysis revealed that WM capacity correlated with the language aptitude total score rather than language aptitude subcomponents, with the exception of grammatical inferencing. A principal component analysis further showed WM and language aptitude as separate constructs. In addition, two distinct factors emerged under...