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    Embracing community-building in online classes to promote academic integrity
    (Leyla HARPUTLU, 2021) Çolak, Miranda Karjagdi; Glendinning, Irene
    Given that universities have transitioned to emergency remote teaching, academic integrity becomes a subject of ongoing inquiry. Students taking an English Preparatory Program (EPP) in universities aim to gain sufficient proficiency in English to continue with their courses in their departments. In an online teaching context, coping with requirements of the EFL (English as a foreign language) curriculum becomes a challenge for the students as students are deprived of their communities where they collaborate, interact and learn from each other. In this sense, teachers need to refocus not only on subject matter, but also ethical mores of academe and it is often simple day-to-day practices that build the community and establish a climate of integrity. While academic integrity has been researched extensively, more research is still needed about developing a learning community in online classes as a way to promote academic integrity. This investigation seeks to explore daily teaching practices towards community-building and analyse elements of the curriculum that work in favour of academic integrity in the context of emergency remote teaching. Six teachers and eighty EFL students (N=86) in an EPP of a state university in Turkey participated in the study. This case study drew upon an exploratory sequential mixed methods approach. The triangulation of the findings was carried out through a combination of various data sources. Qualitative data were collected through content analysis of course syllabi, assignment documents and policy statements, classroom self-observations; and focus groups with teachers and students. Quantitative data were gathered through a short survey with questions specifically designed for this context. Another aim of using the survey was to promote awareness on academic integrity among students. The results from multiple sources revealed that community-building not only facilitates positive collaboration in online classes, but also creates room for mutual trust and reduces chances of academic misconduct. Exploring results from the research can help faculty design measures to prevent academic dishonesty and eventually shape institutional policies. The positive implications for classroom practices of community-building towards academic integrity are discussed.
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    English as an Investment: A Narrative Inquiry into Preparatory Students’ Global Aspirations
    (2025) Çolak, Miranda Karjagdi
    As English Medium Instruction (EMI) continues to expand in Turkish higher education, this study explores the motivations and identity investments of EMI and non-EMI students enrolled in a university English preparatory program. Using narrative inquiry, it focuses on five Turkish students (two male, three female), purposefully selected for their diverse academic trajectories and language learning goals. Narrative data were analyzed thematically through qualitative content analysis, informed by Peirce’s [Norton] (1995) theory of investment, its expanded model (Darvin & Norton, 2015), and Bourdieu’s (1986) concept of linguistic capital. Results reveal that students view English as a form of long-term investment, closely tied to imagined global mobility, professional advancement, and identity formation, yet they report limited institutional support beyond the preparatory year. The study highlights how neoliberal ideologies shape students’ language aspirations and underscores the need for sustained, goal-oriented language development opportunities aligned with learners’ imagined futures.
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    Türkiye'deki İngilizce Öğretmenlerinin Mesleki Gelişiminin Geleceği: SWOT Analizi
    (Akademik Perspektif Derneği, 2023) Çolak, Miranda Karjagdi
    Öğretmenlerin sürekli mesleki gelişim (SMG) ihtiyaçlarının net bir şekilde anlaşılması, uygun hizmet içi eğitim faaliyetlerinin planlanması için çok önemlidir. Çalışma, yabancı dil olarak ingilizce öğretmenlerinin SMG ihtiyaçlarının kapsamlı bir analizi için bir SWOT matrisini entegre eden yuvarlak masa tartışmalarına odaklanan bir metodoloji kullanarak niteliksel bir yaklaşım benimsemiştir. Verilere tümevarımsal içerik analizi yaklaşımı (Strauss ve Corbin, 1990), özellikle dört geniş SWOT bileşeni kategorisinin tümdengelimli yapısı içinde uygulanmış, ardından tematik bir yaklaşım uygulanmıştır (Merriam ve Tisdell, 2016). Hem avantajlı hem de zorlayıcı iç ve dış faktörleri araştırmak ve çözümler önermek için art arda üç yuvarlak masa oturumunda beş deneyimli K–12 EFL öğretmenini bir araya getiren bu çalışma, SWOT analizinin ihtiyaç değerlendirmesinde etkili bir araç olarak faydasını vurgulamaktadır. Birleşik önerilerden ortaya çıkan çerçeve, uygulama toplulukları ve öğretmen hareketliliği fırsatları gibi informel SMG yollarının teşvik edilmesini önermektedir. Çalışma, politika yapıcıları Türkiye'deki devlet okullarındaki İngilizce öğretmenleri için özel olarak hazırlanmış uyumlu SMG programları geliştirmeye çağıran ileriye dönük öneriler sunmaktadır. Bu öneriler genelleştirilebilir ve yerel ve ulusal eğitim kurumlarının ve kuruluşlarının yabancı dil olarak İngilizce öğretmenleri için etkili SMG yolları sağlamasını sağlayabilir.