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 Teachers’ classroom interactional competence: Scale development and validation(European Knowledge Development (EUROKD), 2023) Tajeddin, Zia; Kamali, Jaber; Kamali, Jaber; Rektörlük, Yabancı Diller OkuluInteractional competence has recently gained considerable attention in language education. As an aspect of this competence, classroom interactional competence has been in the limelight since Walsh’s (2006) delineation of this concept. However, there is no survey tool to measure teachers’ classroom interactional competence. To bridge this gap, the present study describes the development and validation of a teachers’ classroom interactional competence (TCIC) scale. An outline of the relevant literature related to classroom interactional competence is provided, along with the process of scale development and validation. An exploratory factor analysis of the data from a large sample of language teachers (N = 564) resulted in a 46-item scale that constituted nine factors, namely visual organizers, sociocultural interaction, questioning, interactional patterns, repair, language modification, turn taking, managerial interaction, and rhetorical script. The implications of the scale for the measurement and, in turn, the enhancement of teachers’ classroom interactional competence are discussed.Yayın Metamorphosis of a teacher educator: A journey towards a more critical self(Kaplan Higher Education Academy, 2023) Kamali, Jaber; Kamali, Jaber; Rektörlük, Yabancı Diller OkuluCritical teacher education emerged as a response to the liberal, hegemonic, and power-oriented world that affected teacher education as well. Albeit widely discussed, moving towards becoming this type of teacher educator is neither easy nor fast. This autoethnographic narrative study describes my journey as a teacher educator from a non-critical, product-oriented, passive teacher educator to a more critical, process- oriented, active teacher educator who learns, questions, relearns, and unlearns. The data are gathered from different sources of my personal portfolio, including training diaries, field notes, memories, feedback, and observation. The findings of the study reveal the underlying factors that shape our thoughts, beliefs, and practices and how we can gain voice and agency and transform into critical teacher educators.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) Mohammadi, Mojtaba; Zarrabi, Maryam; Kamali, Jaber; Kamali, Jaber; 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 Teachers' personality types and their attitude toward receiving and employing postobservation feedback(Wiley, 2023) Javahery, Pourya; Kamali, Jaber; Kamali, Jaber; 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 Revisiting an anti-Machiavellian model for teacher education: A critical perspective(SAGE Publications, 2024) Kamali, Jaber; Kamali, JaberThis study examines a borrowed concept from politics, that is, Machiavellian, in second language teacher education (SLTE), develops an anti-model to it, and explores teacher educators’ viewpoints about the developed model with an eye on critical aspects of teacher education, that is, Anti-Machiavellian. To do so, the literature on Machiavellian thoughts was studied thoroughly based on which a model was proposed and interview questions were constructed. Then, five Iranian expert teacher educators were selected based on non-random convenient sampling to attend individual extensive semi-structured interviews in which they discussed their opinions about the principles of Anti-Machiavellian SLTE. Adopting a thematic analysis, the data revealed that Anti-Machiavellian SLTE associates closely with critical teacher education where teacher education is context-specific, responsive to learners, dialogically engaging, reflective, and practical. The results of the in-depth interviews also indicated that Anti-Machiavellian SLTE is compatible with critical teacher education which, albeit widely advertised, is hard to practice.Yayın Transnational language teachers emotional vulnerability and professional identity construction: An ecological perspective(Routledge, 2023) Kamali, Jaber; Nazari, Mostafa; Kamali, Jaber; Rektörlük, Yabancı Diller OkuluDespite the recent growth of attention to language teachers’emotionalvulnerability, little research has explored emotional vulnerability andidentity construction among transnational teachers. Drawing on anecological theoretical lens, we explored the emotional vulnerability andprofessional identity construction of transnational language teachersworking in the context of Turkey. Data were collected from open-endedquestionnaires, narrative frames, and semi-structured interviews. Dataanalysis revealed that across the three classroom (micro), institutional(meso), and sociocultural (macro) ecologies, the transnational teachersexperienced contextually-invoked emotional conflicts that positionedtheir identities in a vulnerable state. Most notably, we found thattransnational teachers need to become contextually adaptable to thethree ecologies in order to develop professional coping strategies thatsafeguard them against the chronicle stressors of their profession andcontext. We situate such adaptability within implications calling forholding preparatory courses that facilitate transnational teachers’transition to the new setting with the hope of positively contributing totheir effective professional identity construction.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; Kamali, Jaber; 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.Yayın An ecological inquiry into the identity formation of a novice TESOL research mentor: Critical autoethnographic narratives in focus(SAGE Publications, 2024) Kamali, Jaber; 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 An activity theoretic exploration of the causes of language learners’ misbehavior: Teachers’ belief in focus(European Knowledge Development (EUROKD), 2024) Kamali, Jaber; Kotamjani, Sedigheh Shakib; Alpat, Muhammet Furkan; Rektörlük, Yabancı Diller OkuluThis study attempts to explore the teachers’ beliefs on the causes of learners’ misbehavior in language classrooms. To do so, 23 language teachers completed a narrative frame in which they discussed a misbehavior experience they had in the class and why they thought it happened; they, then, attended semi-structured interviews where they discussed their experiences regarding learners’ misbehavior. A thematic analysis was employed and the data was analyzed with an eye on the study’s theoretical underpinning, i.e., Activity Theory (AT). The results indicated that there are different sources of misbehavior on different interconnected components of AT. In the “tool” component, the emergent themes were materials constraints, technological challenges, and hobbies interventions. In the “rules”, some themes such as teaching methodology, socio-cultural norms, and political, and ideological intolerance or disobedience emerged. It was in the “community” component of AT that the data revealed social phenomena, colleagues and authorities, and learners heterogeneity. Finally, in the “division of labor” the emerged themes were overwhelming responsibilities, family issues, and executives’ dereliction. The findings suggest a new look at language learners’ misbehavior and inform teacher education programs in which teachers are trained on this issue to manage learning in their classrooms effectively.
