University of Illinois Urbana-Champaign

The construction of NES/NNES ESL instructor identity through student evaluations and focus groups in the English as a second Language program at a Midwestern U.S. university

Karakorkmaz, Gulsum Hilal

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https://hdl.handle.net/2142/125665

Description

Title
The construction of NES/NNES ESL instructor identity through student evaluations and focus groups in the English as a second Language program at a Midwestern U.S. university
Author(s)
Karakorkmaz, Gulsum Hilal
Issue Date
2024-06-12
Director of Research (if dissertation) or Advisor (if thesis)
Sadler, Randall
Committee Member(s)
Anna Mendoza, Anna
Department of Study
Linguistics
Discipline
Teaching of English Sec Lang
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
M.A.
Degree Level
Thesis
Keyword(s)
  • NES & NNES instructors
  • ESL instructors
  • perceptions
  • challenges
  • Instructor and Course Evaluation System Reports & Questions.
Abstract
This study investigated the experiences and perceptions of non-native English-speaking (NNES) and native English-speaking (NES) ESL instructors within a Midwestern U.S. University's ESL Program, particularly focusing on how they respond to course evaluation items where differences between NES and NNES teachers were marked. By exploring the unique challenges encountered by both groups and comparing these challenges with prior research findings, the study shed light on the factors shaping student evaluations in ESL contexts. The methodology combined qualitative analysis of Instructor & Course Evaluation System (ICES) reports with focus group discussions involving trusted colleagues representing a mix of NES and NNES instructors. Through content analysis, thematic patterns in participant responses and ICES reports were identified, revealing shared experiences, distinctions, and various perspectives beyond linguistic categories. Findings indicated that both native and non-native ESL instructors shared similarities and differences in their teaching experiences, highlighting the significance of individual factors beyond categorical distinctions. Analysis of ICES reports revealed trends that might correlate with instructors' native or non-native status but also stressed the importance of experience and individual teacher identity in shaping instructional practices. This research contributed valuable insights into the complexities of ESL instruction, emphasizing the role of experience and individual identity in guiding effective teaching practices.
Graduation Semester
2024-08
Type of Resource
Thesis
Handle URL
https://hdl.handle.net/2142/125665
Copyright and License Information
Copyright 2024 Gulsum Hilal Karakorkmaz

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