A Meta-summary of the Research on Metaphors Regarding Turkish EFL Teachers’ Roles

Abstract

This meta-summary set out to provide an overarching comprehension of the metaphorical conceptualizations with regard to Turkish EFL teachers' roles. Following the searches in a large number of international and national databases, and the setting of specific criteria for inclusion, eight research papers remained for investigation. The data analysis followed a theory-driven deductive approach to thematic analysis, by adopting the framework offered by Saban, Koçbeker and Saban (2006). After the transformation and standardization of the data sets in the related studies, it was found out that Turkish EFL teachers are most characterized by knowledge provider, and then facilitator/scaffolder roles. These are followed by nurturer/cultivator and archetype of Conflicts of interest: None Funding: None Key words:Metaphors, EFL Teachers, Teacher Roles, Education, Meta-summary spirit roles. Among the least associated roles with these teachers were superior authority figure, molder and agent of change. When intergroup differences of the perceptions are examined, the ELT student teachers and English learners conceptualized Turkish EFL teachers mainly as knowledge provider followed by facilitator/scaffolder, whereas the teachers tended to assign themselves the role of a facilitator/scaffolder most, followed by leader, knowledge provider, and entertainer.

Teacher and Context Factors Associated with the Educational Use of ICT: A Costa Rican Case Study

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Metaphorical perceptions of undergraduate tourism students towards the concepts of English and Professional English: the case of Türkiye-Spain

“…When the literature is reviewed, we see that the English language and education are often used in metaphors. In these studies, students' metaphorical perceptions of English teachers (Mudra & Aini, 2020;Nikitina & Furuoka, 2008;Zhang, 2016), teachers' metaphorical perceptions of English (Demir, 2018;Su & Yang, 2020;Zambon Ferronato, 2022) and students' metaphorical perceptions of English were examined (Baş & Gezegin, 2015;Bekdaş, 2017;Duyar & Özkan, 2020;Erdem, 2018;Fang, 2015;Genç, 2017;Hongqin & Jianbin, 2008;Limon, 2015;Pehlivan et al, 2020, Şahin & Kil, 2020Teskereci et al, 2015;Xu et al, 2022).…”