Investigating the relation between pre-service EFL teachers' epistemic cognition, instructional preferences and perceived engagement beliefs

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dc.contributor.authorSaricoban, A.
dc.contributor.authorKirmizi, O.
dc.date.accessioned2024-09-29T16:22:30Z
dc.date.available2024-09-29T16:22:30Z
dc.date.issued2021
dc.departmentKarabük Üniversitesien_US
dc.description.abstractThe aim of the present study is to see potential correlations between and among pre-service EFL teachers' epistemological cognitions, perceived engagement levels, and instructional preferences. To this end, 149 pre-service teachers were surveyed. Within the context of the study, three data collection methods were used within the scope of the study. The first one is the Epistemic Beliefs Scale, developed by Chan and Elliot (2004). It is a 30 Likert-type scale. The second tool was the Instructional Preference Questionnaire. This scale was based on Chan and Eliott (2004) and it included 30 items. The third scale was Teacher Engagement Scale, which was developed by Klassen et al (2013). Correlation and regression analyses were used to analyse the data. The findings indicated that teacher engagement plays an important role in EFL teachers' instructional preferences. Particularly, as for the correlation between the sub-dimensions of epistemological beliefs and instructional preferences, it was observed that the ability to lean and source of knowledge dimensions was influential on transmission-based teaching. © 2021 JLLS and the Authors-Published by JLLS.en_US
dc.identifier.endpage993en_US
dc.identifier.issn1305-578X
dc.identifier.scopus2-s2.0-85101767474en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage979en_US
dc.identifier.urihttps://hdl.handle.net/20.500.14619/10094
dc.identifier.volume17en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSelcuk Universityen_US
dc.relation.ispartofJournal of Language and Linguistic Studiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectEpistemic cognitionen_US
dc.subjectInstructional preferencesen_US
dc.subjectPerceived engagement beliefsen_US
dc.subjectPre-service EFL teachersen_US
dc.titleInvestigating the relation between pre-service EFL teachers' epistemic cognition, instructional preferences and perceived engagement beliefsen_US
dc.title.alternativeIngilizce ogretmeni adaylarinin epistemik bili\+leri, ise tutulmalari ve ogretim tercihleri arasindaki iliskinin incelenmesien_US
dc.typeArticleen_US

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