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Ali Karakaş

Mehmet Akif Ersoy University, English Language Teaching Department, Faculty Member

University of Southampton, Department of Modern Languages, Graduate Student

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I graduated from the English Language Teaching Department of Uludağ University, Bursa, Turkey. I earned my Ph.D. in Applied Linguistics from Southampton University, UK. Currently, I'm working as an associate professor at the English Language Teaching department of Mehmet Akif Ersoy University, Burdur, Turkey. My main research interests include Global Englishes, English as a lingua franca, language policy and planning, and teacher education.
Supervisors: Dr. William Baker and Prof. Jennifer Jenkins

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Papers by Ali Karakaş

Civil Aviation Students' Perspectives on Interactive Online Activities versus Textbooks in Vocabulary Learning 1

This study, as part of a larger research investigation, explored Turkish aviation students' persp... more This study, as part of a larger research investigation, explored Turkish aviation students' perspectives on using interactive online vocabulary activities with games versus traditional textbook exercises for learning English terminology. Focusing solely on the qualitative phase of a mixed-methods study, this study analyzed interviews and focus groups to gain deeper insights into students' experiences and preferences. Findings revealed that the experimental group perceived significantly greater improvements in listening, writing, and vocabulary skills through the interactive online activities which allowed contextualized practice. However, challenges included insufficient prior language preparation and difficult assessments. Overall, interactive online vocabulary games enhanced motivation, retention, and achievement compared to textbook exercises, though recommendations included supplementing with faceto-face instruction, diverse materials, and preparatory training. Student perspectives highlighted interactive, experiential methods as the most effective for mastering the specialized vocabulary crucial for aviation communication and safety.

Supporting the Teaching of Global Englishes Language Teaching (GELT) Through Voki

This paper evaluates Voki, a digital platform for creating speaking avatars, in the context of Gl... more This paper evaluates Voki, a digital platform for creating speaking avatars, in the context of Global Englishes Language Teaching (GELT). It firstly outlines the benefits of using animated characters in online tools to personalize language lessons and engage students. As a web-based application, Voki offers various customization options, including different characters, backgrounds and speech voices in over 30 languages. The paper describes how Voki can support GELT pedagogy by exposing students to different English accents and dialects and enhancing their listening and speaking skills with reflections from a 'Listening and Pronunciation' course. It is concluded that despite certain technical difficulties and pedagogical limitations, Voki seems a valuable tool to support GELT pedagogy.

Willingness to Listen in English: Voices from Preservice English Teachers in Turkish Higher Education

Willingness to communicate (WTC) in a target language is considered a critical variable impacting... more Willingness to communicate (WTC) in a target language is considered a critical variable impacting engagement when students learn the language. Notwithstanding the research conducted on WTC of students, fewer attempts have been made to investigate their willingness to listen (WTL), especially WTL augmentation. To address this gap, this research explored the impact of a long-term listening course on preservice teachers' WTL in English and identifies underlying factors influencing their WTL. To this end, a mixed-methods research design consisting of pretest, post-test and interviews was adopted. Quantitative data were collected from 45 students with a 19-item WTL scale and qualitatively from 10 students through semi-structured interviews. Quantitative data were subjected to descriptive (means and standard deviations) and inferential (Mann-Whitney U-test and Wilcoxon signed-rank test) statistics, while qualitative data were analysed through qualitative content analysis. Results indicated that the long-term listening course was inadequate to improve preservice teachers' WTL significantly and pointed to various individual, speaker, listener and skill variables that influenced participants' existing and increasing levels of WTL in English. These results are beneficial to English practitioners when designing practical activities and courses to enhance English listening skills, especially when communicating with interlocutors from diverse linguacultural backgrounds amid today's English diversity.

Designing EAP Courses for Success

Teaching English for Academic PurposesPublisher: Palgrave MacMillan, 2024

Manifestly, for speakers of English as a second and/or a foreign language to succeed in higher ed... more Manifestly, for speakers of English as a second and/or a foreign language to succeed in higher education, the ability to read, write, speak, and listen effectively in academic contexts is rather essential and often challenging. In this regard, this chapter provides English language teaching (ELT) and English for Academic Purposes (EAP) professionals with practical insights and evidence-based good practices for designing courses that meet EAP learners' needs and improve their academic achievement. This chapter underlines the importance of conducting in-depth needs analysis to identify students' specific linguistic challenges, disciplinary backgrounds, future academic goals, and cultural norms. This crucial first step informs measurable course learning objectives tailored to learners' academic English needs. The chapter further discusses in favor of aligning objectives with syllabus design, selecting appropriate authentic materials, and developing scaffolded activities to carefully build students' academic literacies. With a research-grounded, student-centered approach, this chapter provides ELT and EAP professionals with theoretical and practical guidance on conducting needs analysis, setting goals, designing syllabi, and delivering instruction that empowers diverse EAP students to meet academic expectations and fulfill their true potential. With the insights shared, it is aimed to boost ELT and EAP professionals' course design expertise and equip their students for success in their academic studies.

A glimpse into teaching idioms in the secondary EFL classrooms in Turkish schools

It is a well-known fact that there is a high demand for the English language worldwidedue to its ... more It is a well-known fact that there is a high demand for the English language worldwidedue to its dominance in international trade, business, technology and science (Ababneh & Al-Momani, 2011). Various studies have been carried out in many areas of English language andeducation in today’s increasingly globalized world, but figurative language items such asidioms have often been at the bottom of the priority lists. However, this does not mean that thenecessity and importance of idioms in everyday communication should not be emphasized(Hussein et al., 2000). On the contrary, many researchers consider idioms to be an importantarea of linguistics, and the ability to recognize and use idioms is an indicator of students’sophistication in English (Alhaysony, 2017).

'After reading Widdowson's paper, …Why should I teach native English?' Boosting In-Service Teachers' Global Englishes (GE) Awareness in a GE-Based MA Course 「閱讀Widdowson研究有感：我為何要教標準英語？」提升以世界性英語為導向之碩士班課程中在職教師的世界性英語意識

Researchers in the field of ESL and EFL are increasingly directing their focus towards the Global... more Researchers in the field of ESL and EFL are increasingly directing their focus towards the Global Englishes (GE) paradigm and its effects on teacher beliefs and practices. However, many teachers in Turkiye seem to lack a clear understanding of this paradigm, creating a significant research gap regarding GE awareness. To bridge this gap, this research investigated the effectiveness of a GE-based MA course in raising 17 English language teachers’ GE awareness through reflection on assigned readings throughout 14 weeks. Data collected through pre-course questionnaires and reflective reports written on assigned papers on various aspects of GE and analysed via descriptive statistics and qualitative analysis indicated that teachers’ low to moderate levels of GE awareness increased dramatically with engagement in reflective thinking and practice on the shift from a monolithic view of English to a bi/multilingual and dynamic one, a static view of culture to a dynamic and fluid one, native-speaker target to effective communicators and standard English-based assessment to performance-based assessment focusing on strategy use. The findings indicated a need for curriculum renewal, redesigned teaching materials, communication-oriented strategy teaching, and improved teachers’ awareness of alternative targets aligning with GE pedagogies.

Fostering Interculturalism in International Higher Education: Responding to Globalization 4.0

The aim of the International Higher Education Teaching and Learning Association (referred to as H... more

Kuteeva, Maria: Tension-Filled English at the Multilingual University: A Bakhtinian Perspective (Multilingual Matters 175)

Maria Kuteeva’s work contributes to the literature by offering a Bakhtinian perspective on the ro... more Maria Kuteeva’s work contributes to the literature by offering a Bakhtinian perspective on the role of English as an academic lingua franca in multilingual universities. By applying the concepts of centripetal and centrifugal forces, the book provides a nuanced analysis of the tensions between standardized English and the diverse linguistic realities of higher education institutions outside the Anglophone sphere. This study enriches the discourse on language policy, multilingualism, and academic communication, making it a valuable resource for researchers and educators exploring the complexities of English in global academia.

The Use of ChatGPT for Lesson Planning

This chapter explores the innovative applications of ChatGPT in language education, particularly ... more This chapter explores the innovative applications of ChatGPT in language education, particularly in lesson planning. ChatGPT, with its advanced natural language processing capabilities, offers a promising tool for enhancing the efficiency of lesson planning. The chapter discusses how ChatGPT can assist in various aspects of lesson planning, including setting learning objectives, designing activities, and formulating assessment methods. It highlights ChatGPT's ability to generate personalized, curriculum-aligned content, thereby addressing individual learner needs and enhancing participatory learning. Key areas of focus include the integration of ChatGPT in language lesson design, needs analysis and objectives setting, selection of content and materials, and enhancing language content. The chapter delves into how ChatGPT aids in generating diverse language learning materials and tailoring them to specific linguistic and cultural backgrounds of students. Additionally, it examines ChatGPT's role in collaborative lesson planning, offering insights into how it can streamline coordination and curricular co-design among teachers. The chapter also acknowledges the challenges and limitations of ChatGPT, such as reasoning and generation capabilities, and the need for alignment with educational standards. It emphasizes the importance of responsible and ethical use of this AI technology. Finally, it underscores ChatGPT's transformative potential, from interactive content creation to personalized learning. It calls for ongoing governance to ensure ethical and equitable integration, highlighting

Teacher Educators' Perspectives on the 2018 English Language Teacher Education Program

English language teacher education is a priority in many countries due to the global importance o... more English language teacher education is a priority in many countries due to the global importance of English as a means of communication. The quality of English language teacher education programs is essential to ensure that teachers are equipped with the knowledge and skills required to effectively teach English as an additional language. This study investigates the views of English language teacher educators in Türkiye regarding the 2018 English Language Teaching Education Program (ELTEP). The research involved 80 participants from various academic positions in English language teaching (ELT) departments across state universities in Türkiye. Data was collected through a questionnaire based on Peacock’s evaluation model and follow-up semi-structured interviews conducted online in 2020. The findings suggest that the teacher educators are generally satisfied with the program’s up-to-date teaching materials, testing and evaluation methods, and coverage of modern English issues. However, they expressed dissatisfaction with certain aspects, such as course hours, training opportunities, self-awareness promotion, classroom management skills, and balancing different language skills. The teacher educators were neutral on the issue of course connections and overlap between courses. The study highlights the need for a comprehensive needs analysis in program development.

Breaking Down Barriers With Artificial Intelligence (AI): Cross-Cultural Communication in Foreign Language Education

Cross-cultural communication has gained significance in recent years as a result of the ubiquitou... more Cross-cultural communication has gained significance in recent years as a result of the ubiquitous effects of globalization on interpersonal interactions. Face-toface language encounters, however, might not always be convenient or possible. Artificial intelligence (AI) technology provides a solution to this issue by facilitating language exchanges and fostering intercultural dialogue. In this chapter, the use of AI technology in language learning, especially for cross-cultural communication, is explored by mentioning the benefits of AI technology in language instruction, such as the provision of individualized feedback and interaction with both native and nonnative speakers of the target languages. Additionally, the chapter addresses possible issues posed by the AI technology, including cultural prejudices and solutions for them. Finally, case studies of productive AI-facilitated language exchange platforms are provided, along with various AI-powered solutions that might improve learners' cross-cultural competence.

Translanguaging in content-based EMI classes through the lens of Turkish students: Self-reported practices, functions and orientations

This qualitative study explored the perspectives of 15 EMI students on translanguaging in EMI cla... more This qualitative study explored the perspectives of 15 EMI students on translanguaging in EMI classes, as well as the functions of translanguaging in content teaching and learning. It also examined how EMI stakeholders orient to such practices against the continuum of perspectives on bi/multilingual language use. Drawing on semistructured interviews and qualitative content analysis, the data revealed that most lecturers tend to operate through English only, barring the use of L1 resources in classes, in line with the virtual position, which prefers English use only. On the other hand, most students adopt the optimal position, which values L1 resources in teaching, recognizing the vital role and pedagogical value of such resources in accessing content knowledge and socio-emotional resources. However, the study found that many lecturers, who demonstrated pejorative orientations towards bi/multilingual practices, did not hold the optimal position. Overall, the study underscores the need for a shift towards a multilingual turn in EMI classes with an understanding of English within multilingualism.

Translanguaging practices in Turkish EMI classrooms: Commonalities and differences across two academic disciplines

The adoption of English-medium-instruction in higher education is a strategic response to the int... more The adoption of English-medium-instruction in higher education is a strategic response to the internationalisation of higher education and an attempt to alleviate concerns about graduate employability and academic reputation. Policy-makers tend to favour 'English-only' approaches to content teaching, although imposing monolingual perspectives on bi/multilingual staff and students has been perceived as threatening to local languages and is often detrimental to students' learning. Therefore, this study explores the functions and effects of the linguistic practices emerging from situated interactions in Turkish EMI settings and contributes to our understanding of L1 use in EMI. In particular, it investigates how translanguaging practices respond to different learning and interaction needs within and across the specific communicative norms, pedagogical practices and literacy demands of different disciplines, given that not enough research has begun to consider disciplinary influences in EMI classrooms yet. The data obtained through audiorecordings and classroom observations were analysed via Conversation Analysis with a focus on disciplinary interaction-design mechanics. The study evinces that, although there are both similarities and differences in the programmes studied, translanguaging is a critical part of classroom practices and that most students and lecturers use them strategically to varying degrees and for various functions based on the nature of the disciplinary needs. It offers important implications for stakeholders in Turkish universities and other emerging EMI contexts as to how translanguaging could be effectively integrated as a critical learning/teaching tool into specific disciplinary curricula and into the design of EMI staff training programmes.

Technology and strategy use in academic writing: Native, native-like versus non-native speakers of English

This study investigates the practices of native, native-like and non-native English-speaking rese... more This study investigates the practices of native, native-like and non-native English-speaking researchers in academic writing. The researchers developed a survey with Likert-type items, which were created using the researchers' personal experience, the bibliography of the field, and an initial open-ended questionnaire administered to 31 researchers. The resulting survey was validated through cognitive interviewing and piloting with 30 respondents. The validated version was administered to 249 respondents to gain comparative insights into how the three groups differ in their use of technology, strategies and dictionaries along with challenges they face in academic writing. The results globally indicated that non-native English-speaking researchers used strategies more frequently than native-like English-speaking or native English-speaking researchers. Similarly, non-native English-speaking researchers mostly preferred the integration of technology into academic writing process and dictionary use. However, all three groups of researchers experienced similar challenges in academic writing, which globally suggests that language per se is not enough for success in scholarly writing and publishing.

The analysis of grammar exams implemented at Anatolian high schools

Exams play a key role in students’ educational lives and students’ language knowledge is tested t... more Exams play a key role in students’ educational lives and students’ language knowledge is tested through exams. Testing and evaluation are indispensable parts of education in this respect. As a language component, grammar, which is highly important for effective and structural ambiguity-free communication, is tested in several ways. One of these ways is written exams prepared by EFL teachers at schools. While assessing grammar, teachers make use of different types of questions in exams, and these questions display how students use their grammatical knowledge and competence. The effectiveness of grammar exams administered at schools is controversial and each teacher’s purpose in testing grammar can vary depending on certain conditions. Therefore, this study aims to examine how grammatical knowledge is tested in exams through the examination of 40 exam papers collected from four different Anatolian High schools in a Turkish city. Part of the purpose is to find out whether testing grammar at these schools is effective for both teachers and students. Against this backdrop, this descriptive documentary study adopted a mixed-methods research design of qualitative and quantitative nature utilising content analysis as the analytical framework. While assessing grammar, question types were examined, and principles of testing were taken into consideration. The findings of the study demonstrated that the distribution of the types of grammar tasks in exams was based on ‘selected response and limited production’ not extended production. Multiple choice, editing mistakes matching, discrimination, noticing

English as the Medium of Instruction in Turkish Higher Education: Policy, Practice and Progress

SpringerISBN: 3-030-88596-8 / 3030885968, 2022

This book examines the phenomenon of English Medium Instruction (EMI) in Turkish higher education... more This book examines the phenomenon of English Medium Instruction (EMI) in Turkish higher education, using research-based findings and review-based discussions with a critical focus on diverse aspects of EMI. Particularly, it addresses issues under four major themes: EMI policy and the macro level context, teaching practices in EMI, learning experiences in EMI and future directions for EMI in Turkey. English as the Medium of Instruction in Turkish Higher Education: Policy, Practice in Action and Future Directions comprehensively examines the EMI phenomenon by taking Turkey as a case study and it exclusively explores existing issues against different conceptual frameworks and theoretical foundations. It also explores novel issues around EMI, such as EMI assessment, EMI classroom interaction, and technology-enhanced EMI teacher training. Written by established experts in the field, this volume will be of particular interest to scholars of English for Academic Purposes, English Medium Instruction and Applied Linguistics as well as postgraduate students of Applied Linguistics, English as a Lingua Franca, English for Academic Purposes, and language and education policy. The book might also appeal to policy makers both in Turkey and in international education seeking blueprints to align their avowed principles and ground realities for purposes of effective practices.

Review of two policy documents and a case study carried out with English as a Lingua Franca (ELF) perspective

Outside the border of countries whose language (English) is spoken as a mother tongue, English is... more Outside the border of countries whose language (English) is spoken as a mother tongue, English is used for different purpose from education, tourism, travel etc. to commerce, trade, shipping etc. as a common language globally. Thus, the importance of such a language is indispensable in order to provide communication and intelligibility. In line with this, it is inevitable that there is a mutual effect between the mother tongue of the speaker and foreign language spoken. This study aims to examine the role of English as a Lingua Franca in English Language Teaching in particular the effect on students' listening comprehension through two ESP coursebooks (engineering and aviation) and a case study. Also, it investigates the place of World Englishes in ELT. In relation to

Critical Issues in Intercultural Competence: Social Justice Advocacy

Interculturality (Ece Zehir Topkaya & Bora Demir, Eds.)Edition: 1Chapter: Chapter 8Publisher: Eğiten Kitap, 2021

Conventional English language teaching practices have been called into question for a long time b... more Conventional English language teaching practices have been called into question for a long time by the proponents of social and academic movements towards more liberated and equity-based teaching by challenging the relegation of certain groups based on particular variables (e.g. race, sex, religion, nationality). In this respect, it is deemed that teacher education programs can play a crucial part in equipping teacher candidates with social justice competency alongside subject and pedagogical knowledge. However, in their present forms, language teacher education programs have no agenda on developing student teachers’ social justice competency and training them as social justice advocates in their professional acts. Against this backdrop, this chapter respectively addresses the key notions around social justice advocacy, the potential social justice issues concerning language teacher education, the differences between the existing language teaching pedagogy and social justice-oriented English teaching and how social justice themes might be merged into language classes through certain arrangements and tasks. The chapter ends with discussion questions and portfolio tasks that are aimed to cultivate students’ grasp of the chapter content and further extend and connect their learning beyond the classroom.

Professional Development: In-service English Language Teachers’ Perceptions and Activities in a Small Turkish City

This study investigates language teachers’ professional development perceptions and activities. T... more This study investigates language teachers’ professional development perceptions and activities. The data were garnered from 18 English teachers, working at different state schools in a small province of Turkey. To collect data, an open-ended survey was created in which the teachers answered five open-ended questions. To obtain frequent and important themes from the data, the qualitative findings are presented with exemplary excerpts from the participants’ responses, followed by quantitative data in crosstabulations. The results showed that several teachers considered professional development a lifetime and continuing process augmented through experience in the profession. The oft-mentioned professional development activities include but are not limited to in-service teacher training sessions, involvement in international and national projects (e.g. eTwinning) and reading scholarly publications. They reported that the most frequently perceived challenges are financial problems, lack of time and poor technological infrastructure, marital status, and the barriers posed by the school management.

New Connections in EMI Turkey Research Partnership Fund 2020

This study informed by multiple qualitative tools explores translanguaging practices at different... more This study informed by multiple qualitative tools explores translanguaging practices at different EMI programs of two state universities in Turkey in terms of the degree of overt forms of translanguaging occurrences, functions fulfilled, departmental differences in translanguaging practices and stakeholder perspectives. To that end, the study sets out to respond to the following research questions. 1. To what extent does translanguaging occur in the EMI classroom, and in what ways? 2. What functions do translanguaging practices serve in the EMI classroom? What limitations emerge, if any? 3. Are there differences across departments in terms of translanguaging practices and the functions these practices fulfil? 4. What are EMI teachers and students’ views about translanguaging practices?