Business professionals, who use English language in their daily interactions at global corporate companies in Turkey, have been educated within the paradigm of teaching and learning of English as a Foreign Language (EFL). However, as most of their interactions in business world take place with speakers of other languages in multilingual/cultural settings, these professionals' use of English language as Lingua Franca (ELF) may commence to function in different domains with different purposes and communicative outcomes within the paradigm of BELF. However, to our best knowledge, how business professionals in Turkey use and conceptualize English language in their daily business domains and how they position themselves as users of English and BELF have not been investigated. With this aim in mind, we conducted a research with 19 business professionals working at global companies in Istanbul. The data was collected through a survey administered with 19 business professionals and semi-structured interviews with five informants working in top positions at those companies which serve global customers. The findings of the study revealed that business professionals in Turkey are in a state of flux between the two paradigmsi.e., EFL and ELF toward the construction of BELF because EFL and ELF co-exist in their minds.
2020 yılında yükseköğretim kurumlarında uzaktan eğitime yapılan hızlı geçiş hem öğrenciler hem de öğretim elemanlarının eğitim-öğretim hayatlarında kesintiye sebep olmuştur. Bu çalışma küresel olarak yaşanan bu zorluğun içinden, öğretim elemanları ve öğrencilerin yeni ve dönüştürücü roller kazanmaları için çıkmış olabilecek fırsatları değerlendirmektedir. Çalışmanın verisi Türkiye, İstanbul’daki bir üniversitenin İngiliz edebiyatı bölümündeki 112 öğrenciye ve 9 öğretim elemanına uygulanan anket ve aynı gruplardan yarı-yapılandırılmış görüşmelere gönüllü olarak katılan kişilerden toplanmıştır. Çalışmanın bulguları uzaktan eğitimde öğrencilerin öğrenim süreçlerinin daha etkin ve öz-yönlendirmeli bir yapıda ve öğretim elemanlarının ise verdikleri eğitimin yeni roller ve stratejiler geliştirmeleri sonucunda daha yaratıcı ve yol gösterici bir yapıda gerçekleştiğini ortaya koymuştur. Çalışmanın sonuçları yaşanan bu deneyimi derinlemesine anlamayı ve uzaktan eğitimde kullanılan uygulamalarının uygulanabilirliğini ve etkilerini tartışmayı sağlamıştır
This entry focuses on post‐secondary writing research exploring idiosyncratic dynamics of undergraduate writing in contexts where English is taught and used as a foreign language (EFL). In EFL contexts, English is commonly used as medium of instruction (EMI) along with national languages in higher education institutions. Academic writing practices of undergraduate students in EMI programs are influenced by a multiple array of individual, pedagogical, educational, and sociocultural factors. Accommodating their existing L1 and L2 writing repertoire to the newer ways of learning and writing in post‐secondary education and trying to meet the expectations of faculty members posit challenges for EFL undergraduate students with insufficient writing experience and L2 language socialization. Pedagogical implications are discussed in detail with references to the findings of the research investigating linguistic, educational, and contextual factors influencing EFL undergraduate students' writing practices.
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