Kamali, Jaber
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Araştırma projeleri
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Rektörlük, Yabancı Diller Okulu
İbn Haldun Üniversitesi Diller Okulunun sunduğu İngilizce Hazırlık Programının genel amacı, iletişimsel yaklaşımı kullanarak öğrencileri akademik çalışmalara hazırlamak ve onları etkin, istekli ve kendi kendilerine öğrenebilir bireyler olmaya teşvik etmektir. İngilizce Hazırlık sistemi kurulurken öğrencilerimizin profilleri ve üniversitemizin akademik gereksinimleri göz önüne alınarak Modüler Sistem uygulanması uygun görülmüştür.
Uygulamaya konulan Modüler Sistem, seviye gruplarına göre öğrencilerin devam edecekleri modüller sonunda hedeflenen dil becerilerine ulaşmalarını sağlar ve dil eğitim verimliliğin artmasına yardımcı olur.
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Jaber Kamali
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Yayın A cross-cultural investigation of effective language pedagogy in teachers’ personal practical knowledge narratives: A cultural-ecological perspective(Routledge, 2024) Kamali, Jaber; Rektörlük, Yabancı Diller OkuluThe current case study probes two international language teachers’ perspectives on the role culture plays in their perception of an effective language pedagogy through their personal practical knowledge narratives from a cultural ecological standpoint. To do this, two language teachers from two different cultural backgrounds (Iran and Japan) were asked to write a narrative about an effective class they had taught and how culture had influenced it. These narratives were read carefully and became the basis of three 60-minute semi-structured narrative interviews. Both narratives and interview data were analysed using a thematic analysis based in a cultural ecological perspective. The study contributes to the literature on culturally informed education by recognising culture as a distinctive factor affecting learning in different layers of the cultural ecology and can inform a culture-specific, nativized teacher education programme.Yayın An ecological inquiry into the identity formation of a novice TESOL research mentor: Critical autoethnographic narratives in focus(SAGE Publications, 2024) Kamali, Jaber; Rektörlük, Yabancı Diller OkuluThis study reports on the identity formation of the author as a novice research mentor of an independent research course for TESOL teachers over six months (from the course design to the first research submission). The data is collected from four critical autoethnographic narratives written by the author before, during, and after this period. The narratives were analysed thematically with an eye on the theoretical underpinning of the study, i.e. ecological perspective, in three ecological layers namely micro-, meso-, and macrosystem. The results revealed that the author’s identity construction was influenced by different factors such as ‘autonomy in mentoring’, ‘mediating mentorship’, or ‘academic recognition’ in three levels of educational ecology. The results of this study can motivate research mentors and teacher educators, specifically novice ones, to find some similarities with the ideas discussed in this research and to record their lived experiences as a tool for reflection.Yayın Formative assessment feedback to enhance the writing performance of Iranian IELTS candidates: Blending teacher and automated writing evaluation(Tabaran Institute of Higher Education, 2023) Kamali, Jaber; Kamali, Jaber; Mohammadi, Mojtaba; Zarrabi, Maryam; Kamali, Jaber; Rektörlük, Yabancı Diller Okulu; Rektörlük, Yabancı Diller OkuluWith the incremental integration of technology in writing assessment, technology-generated feedback has found its way to take further steps toward replacing human corrective feedback and rating. Yet, further investigation is deemed necessary regarding its potential use either as a supplement to or replacement for human feedback. This study aims to investigate the effect of blending teacher and automated writing evaluation, as formative assessment feedback, on enhancing the writing performance among Iranian IELTS candidates. In this explanatory mixed-methods research, three groups of Iranian intermediate learners (N=31) completed six IELTS writing tasks during six consecutive weeks and received automated, teacher, and blended (automated + teacher) feedback modes respectively on different components of writing (task response, coherence and cohesion, lexical resource, grammatical range and accuracy). A structured written interview was also conducted to explore learners’ perception (attitude, clarity, preference) of the mode of feedback they received. Findings revealed that students who received teacher-only and blended feedback performed better in writing. Also, the blended feedback group outperformed the others regarding task response, the teacher feedback group in cohesion and coherence, and the automated feedback group in lexical resource. The analysis of the interviews revealed that the majority of the learners confirmed the clarity of all feedback modes and learners’ attitude about feedback modes was positive although they highly preferred the blended one. The findings suggest new ideas to facilitate learning and assessing writing and support the evidence that teachers can provide comprehensive, accurate, and continuous feedback as a means of formative assessment.Yayın A sociocultural exploration of Iranian language teachers’corrective feedback: Why and how?(Routledge, 2025) Kamali, Jaber; Javahery, Pourya; Zendehbad, Mahsa; Shahraki, Mina; Rasouli, Mohammad; Rektörlük, Yabancı Diller OkuluThis study aims to explore the types and reasons for teachers’corrective feedback (CF) in English as a Foreign Language (EFL)classes from sociocultural perspectives. To do so, 12 Iranian EFLteachers were selected based on convenience sampling, and 18sessions of their classes (one or two from each teacher) wereobserved to ensure that there were at least three CF occurrencesin each teacher’s class. Then, the teachers attended stimulatedrecall interviews in which they answered questions about reasonsfor applying specific CFs in their classes. Different subthemesemerged from the data within the three sociocultural mediators’themes, namely psychological, material and peer mediators. Theresults indicated that teachers use different CFs in their classes forvarious reasons such as scaffolding learning, enhancing noticingand exposure, and fostering learners’ agency. The study ends withsuggestions and implications for teachers and teacher educators.Yayın An ecological inquiry into transnational English language teachers’ emotional vulnerability and agency(Routledge, 2024) Nazari, Mostafa; Kamali, Jaber; Rektörlük, Yabancı Diller OkuluIn this study, we propose an ecological model of teacheragency and emotional vulnerability that draws on epistemological rootsof these two constructs to capture historico-personal, socio-organizational,and prospective levels of teacher professionalism. We then ontologicallyapply the model to exploring transnational language teachers’ agency andemotional vulnerability in the context of Turkey. Framing the study withina narrative inquiry methodology, we collected data from open-ended ques-tionnaires, narrative frames, and semi-structured interviews. Data analysesrevealed that the teachers’ personal emotions, embodied agencies, andvulnerabilities were profoundly shaped by individual histories, contextualdiscourses, and sociocultural particularities. The findings unpack noveldimensions of teachers’ agency and emotional vulnerability, attesting totheir interconnection, especially within the context of transnationalism. Weconclude the study with implications for teacher educators to reduce thepressure on transnational teachers and render their agencies as rooted ineffective professional growth, rather than being defined by excessive vul-nerabilities that in turn restrict teacher agencies.Yayın Teachers' personality types and their attitude toward receiving and employing postobservation feedback(Wiley, 2023) Kamali, Jaber; Kamali, Jaber; Javahery, Pourya; Kamali, Jaber; Rektörlük, Yabancı Diller Okulu; Rektörlük, Yabancı Diller OkuluClassroom observation has been long considered a power-ful tool for evaluating and monitoring teachers' perform-ance and progress. Teachers can benefit from the feedbackduring the postobservation conference but giving feedbackis not a simple skill and needs knowledge and training.Research on tackling postobservation problems remainsemerging and the aim of this study is to explore the rolethat a teacher's personality type–based on DiSC personal-ity test?might play in postobservation conferences andreaction to receiving feedback from the supervisor. Togather data, 20 nonnative EFL teachers were asked to takethe DiSC personality test to have their personality typesidentified, then they were observed three times, and eachtime they received feedback on their classroom manage-ment techniques. Results indicate that teachers withdifferent personality types act differently during thepostobservation conferences. While D and i styles areactive and tend to employ feedback moderately andstrongly in their classes, S and C styles are mostly passivewith the tendency of employing feedback moderately andweakly. The findings contribute to a better understandingof the role of personality types in teachers' tolerance ofcriticism and their tendency to apply the received feedbackin their future classes.Yayın Exploring the challenges and affordances of integrating ChatGPT into language classrooms from teachers’ points of view: An ecological perspective(Kaplan Singapore, 2024) Kamali, Jaber; Paknejad, Ali; Poorghorban, Afrooz; Rektörlük, Yabancı Diller OkuluThe present study explored teachers’ perspectives on the challenges and benefits of using ChatGPT in language classrooms, adopting an ecological perspective. To do so, ten Iranian language teachers were selected using convenience sampling and completed narrative frames about the use of ChatGPT in language classrooms. Semi-structured interviews were used to explore their beliefs on the impact of integrating ChatGPT in their classes. Employing deductive thematic analysis, the findings were organized into three different layers of educational ecology: microsystem, mesosystem, and macrosystem. The findings revealed that there are challenges and benefits in different layers of the classroom ecosystem regarding using ChatGPT in language classrooms. Teachers and teacher educators can benefit from the findings of the present study by raising their awareness of the implications of ChatGPT in language classrooms and adapting their practices to integrate this AI tool in their teaching practice.Yayın ‘ … Like white light going through a prism’: A metaphorical exploration of multilingual education from teachers’ perspectives(Routledge, 2025) Kamali, Jaber; Alpat, Muhammet Furkan; Rektörlük, Yabancı Diller OkuluVarious characteristics of multilingual educational settings have been investigated from diverse sources thus far; however, the metaphorical representation of these unique mini-societies has been overlooked and warrants greater attention. Therefore, grounded in a metaphorical standpoint, this study aimed to explore the underlying factors involved in multilingual education by analyzing teachers’ metaphors about it. To collect data, 67 teachers from a university in Türkiye, chosen through snowball sampling, completed a metaphor about multilingual education. Of these, 12 teachers participated in semi-structured interviews to elaborate on the metaphors they generated. Employing systematic metaphor analysis, the metaphors were categorized into six distinctive themes: travel, residence, edibles, art and entertainment, artifact, and career. Then, the thematic analysis of interview data indicated unique features of multilingual classrooms embedded within the provided metaphors and their underlying dimensions. These findings call for educational reforms in multilingual education for teachers, teacher educators, and policymakers by unveiling the unique features of this specific educational context.Yayın Examining the interplay of teacher emotional intelligence and feedback responsiveness in post-observation conferences: Voices from Iran(Springer Nature, 2024) Kamali, Jaber; Javahery, Pourya; Rektörlük, Yabancı Diller OkuluThis study attempted to investigate the impact of teachers’ Emotional Intelligence (EI) on how they respond to post-observation feedback. To do so, 11 Iranian EFL teachers were selected and divided into two groups of high and low EI based on their EI test results. Based on their observed classes, post-observation conferences were held between the teacher and the observer. A thorough thematic analysis of the data unveiled three pre dominant themes: (1) maintaining positive moods and coping with stressful situations, (2) accepting negative feedback and justifying one’s performance, and (3) accepting negative feedback and becoming defensive. The findings of the study suggested that there were obvious differences in the way the teachers reacted to feedback from their observers. High EI teachers remained more confident after the negative feedback, were willing to listen to the observer, were active listeners, were open to criticism, and reflected on their performance. Low EI teachers, however, became agitated, failed to control their stress, tried to justify their performance, did not tend to accept the negative feedback, became defensive, responded immediately, and used discourse boosters frequently after the nega tive feedback. The study urges updated teacher education programs informed by teachers’ EI, particularly in providing feedback on their performance.Yayın Applying Galperin model to teacher professional development: A qualitative case study of a peer coaching program(John Wiley & Sons, 2024) Kamali, Jaber; Javahery, Pourya; Rektörlük, Yabancı Diller OkuluThe present study is an attempt to apply Galperin spiral model to implement and analyze a peer coaching program. To do so, six teachers (three coaches and three protégés), who attended a 3-month peer coaching program in which protégés received help from their more experienced peers (coaches), completed narrative frames about the program and participated in individual semistructured interviews. After the transcription of the interviews, the thematic analysis was conducted on the gathered data. The results of the study revealed that although there are evidential obstacles to doing the program including inter alia, cultural schema, teacher financial well-being and discontinuity of it, the employed model could provide additional aid and critical look for implementing peer coaching programs in educational contexts. Teachers and teacher educators can benefit from the findings by applying the proposed model in peer coaching programs.
