Gölge Seferoğlu
Biographic Data
| ID | 6155594 |
|---|---|
| NAME | Gölge Seferoğlu |
| GIVEN NAMES | Gölge |
| FAMILY NAME | Seferoğlu |
| SIGNATURE | SEFEROĞLU G |
| AFFILIATIONS | California State University, San Bernardino |
| ORCID | 0000-0001-7587-6822 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
“I know what I want, but the system wants something else”
Purpose This study explores how an English as a Foreign Language (EFL) learner in an Intensive English Language Program (IELP) at a Turkish university constructs her future English-speaking selves and how these imagined identities shape her investment in language learning within an exam-oriented institutional context. Drawing on theories of identity, imagined communities, and investment, the study aims to illuminate how learners negotiate tension…
Constructing and enacting language teacher identities
The aim of this study was to explore how English language teachers construct and enact their teacher identities. The data was collected through semi‐structured interviews with four in‐service English language teachers at Turkish public schools. The findings revealed certain identity stabilizers: the fascination with subject and the job, caring for students and the relationships with students and former teachers. Although the teachers took two dis…
Developing new professional identities
This case study reports on the professional identity development of a group of beginning in-service teacher educators in Türkiye. The focus was on investigating how a group of in-service teacher educators’ participation in professional communities and their collaboration with experienced educators and teachers affected their professional identity development. Within the qualitative constructivist paradigm, twelve participants were interviewed for…
Self-regulated Learning Strategies of Learners of English in a Turkish State University to Improve their Language Proficiency
In today’s world, it is recognized that learners should be in charge of their own learning. Therefore, language learners are expected to regulate their language learning process. This study aimed at investigating the self-regulation process a group of language learners at A1 level went through during a one-year English prep program they attended at a state university in Turkey. The students were to get English medium instruction (EMI) in their de…
Teacher professionalism
This qualitative study aimed to provide an empirical examination of professionalism from the perspectives of practising Turkish teachers of English in order to provide insights into the assumptions and motives that drive and sustain their professional practices. Data were collected from 41 EFL teachers working at public schools through semi-structured interviews. Hermeneutic interpretative phenomenological analysis was administered to analyse the…
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Self-regulated Learning Strategies of Learners of English in a Turkish State University to Improve their Language Proficiency
In today’s world, it is recognized that learners should be in charge of their own learning. Therefore, language learners are expected to regulate their language learning process. This study aimed at investigating the self-regulation process a group of language learners at A1 level went through during a one-year English prep program they attended at a state university in Turkey. The students were to get English medium instruction (EMI) in their de…
Teacher professionalism
This qualitative study aimed to provide an empirical examination of professionalism from the perspectives of practising Turkish teachers of English in order to provide insights into the assumptions and motives that drive and sustain their professional practices. Data were collected from 41 EFL teachers working at public schools through semi-structured interviews. Hermeneutic interpretative phenomenological analysis was administered to analyse the…
Developing new professional identities
This case study reports on the professional identity development of a group of beginning in-service teacher educators in Türkiye. The focus was on investigating how a group of in-service teacher educators’ participation in professional communities and their collaboration with experienced educators and teachers affected their professional identity development. Within the qualitative constructivist paradigm, twelve participants were interviewed for…
Constructing and enacting language teacher identities
The aim of this study was to explore how English language teachers construct and enact their teacher identities. The data was collected through semi‐structured interviews with four in‐service English language teachers at Turkish public schools. The findings revealed certain identity stabilizers: the fascination with subject and the job, caring for students and the relationships with students and former teachers. Although the teachers took two dis…
“I know what I want, but the system wants something else”
Purpose This study explores how an English as a Foreign Language (EFL) learner in an Intensive English Language Program (IELP) at a Turkish university constructs her future English-speaking selves and how these imagined identities shape her investment in language learning within an exam-oriented institutional context. Drawing on theories of identity, imagined communities, and investment, the study aims to illuminate how learners negotiate tension…
EFL/ESL Teaching and Learning (4 works) · Pedagogy (4 works) · Psychology (4 works) · Qualitative research (4 works) · Turkish (4 works) · Linguistics (3 works) · Mathematics education (3 works) · Professional development (3 works) · Sociology (3 works) · Teacher education (3 works)