Yabancı Diller Bölümü

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Citation Count: Tosçu, Saliha. "A review of research on telecollaboration in english as a foreign and second language learning contexts", Telecollaboration Applications in Foreign Language Classrooms, pp.1-22, (2023).
A review of research on telecollaboration in english as a foreign and second language learning contexts
(2023) Tosçu, Saliha; 19287
This review intends to classify features, research purposes, methodologies, impacts, and limitations concerning telecollaboration in English as a foreign and second language education. The preferred reporting items for systematic reviews and meta-analysis (PRISMA) method was utilized for the review. The main conclusions drawn from the analysis of the results showed that telecollaboration projects primarily involved bicultural groups of participants, the majority of the studies were conducted with the participation of language users at the tertiary level, the scope of research in most of the studies was based on the investigation of cultural awareness and the development of intercultural communicative competence, the methodology sections of the studies mostly involved qualitative research methods, the communication mode between/among the participants was asynchronous in most of the research, and telecollaboration projects present various benefits in EFL and ESL settings.
Citation Count: Toscu, Saliha (2019). "An analysis of preservice English language teachers’ awareness of spelling rules and variations in pronunciation of possessive case", Turkish Studies - Educational Sciences, Vol. 14, No. 6, pp. 3439-3452.
An analysis of preservice English language teachers’ awareness of spelling rules and variations in pronunciation of possessive case
(2019) Toscu, Saliha; 19287
This study primarily aimed to reveal what extent Turkish preservice English Language Teaching (ELT) teachers were aware of the spelling rules and pronunciation variations of the possessive case in English. The study involved the voluntary participation of ten undergraduate senior students in the department of ELT at a state university in Turkey. Based on a one group pretest posttest research design, the study investigated whether there were any changes in the participants’ awareness of the spelling rules and pronunciation variations of the possessive case after a remedial teaching designed to increase the participants’ awareness. The data were collected by the means of quantitative methods and analyzed employing non-parametric tests on the Statistical Package for the Social Sciences (SPSS) 17.0 due to the small sample size in the study. The findings showed that the spelling and pronunciation of possessive case might be problematic for the pre-service ELT teachers, yet that the problems are likely to be overcome through the class instruction which is designed intentionally to increase the pre-service teachers’ awareness. The findings from the current study give a valuable insight into the necessity of attention on the instruction of spelling and pronunciation awareness for the preservice ELT teachers.
Citation Count: Bart, W.M.; Hokanson, B.; Sahin, I.; Abdelsamea, M.A.,"An Investigation of the Gender Differences In Creative Thinking Abilities Among 8th and 11th Grade Students",Thinking Skills and Creativity, Vol. 17
An Investigation of the Gender Differences In Creative Thinking Abilities Among 8th and 11th Grade Students
(Elsevier LTD., 2015) Bart, William M.; Hokanson, Brad; Can, İclal; Abdelsamea, Mohammed Abdelhady; 178290
This study investigated the gender differences in creative thinking subtests between males and females among 8th and 11th grade students. A suburban independent public school district in Minnesota provided student responses to the Torrance Creative Thinking Test (TTCT) Figural Form A. The sample included 996 8th and 748 11th grades students. One-way ANOVAs were used to analyze the differences between males and females in the two study samples. Results of the study revealed that there were statistically significant differences on the majority of the subtests between males and females in favor of the females among both the 8th and 11th grade students. However, there were no statistically significant differences in the fluency subtest between males and females among the 8th grade students. The results also revealed that there were no statistically significant differences in the fluency and originality subtests between males and females among the 11th grade students. Educational implications and suggestions for future work were presented.
Citation Count: Dörtkulak, F. (2018). "Çevrimiçi İltifatlar Aracılığı ile Kültür Etkileşimi", Cankaya University Journal of Humanities and Social Sciences, Vol.12, No.1-2, pp.17-31.
Çevrimiçi İltifatlar Aracılığı ile Kültür Etkileşimi
(2018) Dörtkulak, Funda
Over the last decades, the expressive speech act of compliments has been the focus in quite a few studies. Most of these studies focused on the structural patterns and/or the topics of compliments. However, the excessive use of social media tools and the increase in the use of compliments in these settings made it necessary to dig into the cultural elements in compliment exchanges and analyse how the faces of self and the other are co-constructed paying the compliment and responding to it because this new mode of communication creates a setting where boundaries are vanished and borders are blurred in interpersonal communication. This cross cultural understanding can help understand how culture comes into being in online language use. Compliments in online interaction have become an important research area in different languages. However, the number of such studies is still quite very limited. This leads to overgeneralized misconceptions on compliments which undermine the cultural load of this speech act. This study, using a bilingual corpus made up of 200 compliments collected from 100 participants, analyses the cultural elements in compliment exchanges and discuss how these cultural elements reflect themselves in Turkish and American English using quantitative and qualitative data analysis.
Citation Count: İNAL, B., (2006). Coursebook selection process and some of the most important criteria to be taken into consideration in foreign language teaching. Çankaya Üniversitesi Fen-Edebiyat Fakültesi, Journal of Arts and Sciences, Sayı: 5, pp.19-29
Coursebook selection process and some of the most important criteria to be taken into consideration in foreign language teaching
(Çankaya Üniversitesi, 2006) İnal, Bülent; 16587
Türkiye’de yabancı dil öğretimi büyük ölçüde ders kitaplarına bağlı olarak sürdürülmekte ve pek çok okulda ders kitapları etkin bir dil öğretiminin tek öğesi olarak kabul edilmektedir. Bir çok özel ve devlet okulunda kitap seçimleri her zaman bilimsel ölçütlerle yapılmadığı için alınan kararlar sonucunda, kullanılan materyaller dil öğretimine yeterli katkıda bulunmamakta ve program hedeflerine ulaşılamamaktadır. Ancak son yıllarda bir çok devlet, özel okulları ile üniversitelerde kitap seçimleri ile ilgili olumlu gelişmeler olmakta ders kitabı, materyal seçimi ve değerlendirmede bilimsel yöntem ve teknikler daha fazla kullanılmaktadır. Bu makalede ders kitabı seçimi ve söz konusu süreçteki önemli ölçütler sergilenmektedir.
Citation Count: Toscu, Saliha; Erten, İsmail Hakkı (2020). "Developing intercultural communicative competence by the means of telecollaboration", Education and Information Technologies, pp. 4517-4534.
Developing intercultural communicative competence by the means of telecollaboration
(2020) Toscu, Saliha; Erten, İsmail Hakkı; 19287
This paper presents the results of an eight-week quasi-experimental study of English as a foreign language (EFL) learners at the tertiary level in Turkey. The purpose of the study was to reveal the extent to which EFL learners’ intercultural communicative competence (ICC) was enhanced as a result of communication with native and non-native speakers of English with the means of a/synchronous communication tools as compared with the instruction given in a real classroom setting. The data were gathered using a variety of distinct means that entailed questionnaires administered before and after the treatment, weekly reflection papers to explore the participants’ thoughts about experience, and semi-structured interviews held after the treatment. All the data were analysed with the Statistical Package of Social Sciences (SPSS) version 17.0 and Maximum Analysis of Qualitative Data (MAXQDA 10) software. The findings evidenced that telecollaboration had a positive impact on the participants’ intercultural communicative competence. The study explicates the benefit of telecollaboration for developing learners’ ICC over classroom instruction and underpins the necessity of integration of telecollaboration into language learning programs for educators, planners and institutions.
Citation Count: Özmat, D.; Senemoğlu, N. (2021). "Difficulties in Learning English by EFL Students in Turkey", Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, Vol.54, No.1, pp.141-173.
Difficulties in Learning English by EFL Students in Turkey
(2021) Özmat, Demet; Senemoğlu, Nuray; 17308
The purpose of this study is to determine the factors that contribute to English language learning difficulties. Study participants included 2317 secondary and high school students from the state schools of the Ministry of Education in Ankara. Data was derived through the Foreign Language Learning Difficulties Scale (LLDS) developed (2017) by the researches and semi structured interviews. Quantitative data was analyzed through SPSS, a statistical program for social sciences research, and the qualitative data was analyzed through MaxQda 12, software for qualitative and mixed methods research with 70 students in total. The findings of the foreign language learning difficulties scale showed that both 7th and 11th grade students had high levels of difficulties in the foreign language learning process. When the difficulties between the two grades were compared, results showed that 11th grade students had higher levels of language learning difficulties than 7th grade students. Results of semi-structured interviews showed that the most common difficulties experienced by students were insufficient communicative practice in textbooks, insufficient use of visual and audio instruments in the classrooms, insufficient practices of listening and speaking abilities, lack of language learning teaching strategies, low self-confidence, crowded classrooms and disciplinary problems.
Citation Count: Toscu, S. (2021). "Englısh As A Medıum Of Instructıon: From Academıc Staff’s Perspectıve", Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, Vol.21, No.4, pp.1230-1244.
Englısh As A Medıum Of Instructıon: From Academıc Staff’s Perspectıve
(2021) Toscu, Saliha; 19287
This study reveals Turkish academic staff’s opinions about English as a medium of instruction at the university level. A survey was given to 30 participants whose titles ranged from research assistants to associate professors working at different universities. In the study, the academic staff’s opinions about the benefits of EMI from global aspects, its effects on learning and teaching processes, its impact on the national identity, language, and development, and also the discrepancy between the language of instruction and work-life were examined. Additionally, the study reveals the differences in the academic staff’s opinions depending on gender, title, medium of instruction in education, and working in private or public institutions. The data were analyzed by quantitative methods. The findings showed a) a difference between male and female participants in their opinions regarding the effect of EMI on national concepts such as national language, identity; b) that the participants educated in EMI were more positive about the benefits of EMI for its global aspects and its effects on learning and teaching processes; c) that the participants’opinons differed from each other in national concepts as well as learning and teaching processes when the titles were analyzed; d) that the participants agreed on the possibility of a mismatch between the workplace and school due to the language of instruction e) and finally a difference between academic staff working in state institutions and private institutions revealing the academic staff in state institutions were more positive about the impact of EMI on learning and teaching processes.
Citation Count: Tosçu, Saliha. (2021). "English As A Medium Of Instruction: From Academic Staff’s Perspective", Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, Vol.21, No.4, pp.1230-1244.
English As A Medium Of Instruction: From Academic Staff’s Perspective
(2021) Tosçu, Saliha; 19287
This study reveals Turkish academic staff’s opinions about English as a medium of instruction at the university level. A survey was given to 30 participants whose titles ranged from research assistants to associate professors working at different universities. In the study, the academic staff’s opinions about the benefits of EMI from global aspects, its effects on learning and teaching processes, its impact on the national identity, language, and development, and also the discrepancy between the language of instruction and work-life were examined. Additionally, the study reveals the differences in the academic staff’s opinions depending on gender, title, medium of instruction in education, and working in private or public institutions. The data were analyzed by quantitative methods. The findings showed a) a difference between male and female participants in their opinions regarding the effect of EMI on national concepts such as national language, identity; b) that the participants educated in EMI were more positive about the benefits of EMI for its global aspects and its effects on learning and teaching processes; c) that the participants’opinons differed from each other in national concepts as well as learning and teaching processes when the titles were analyzed; d) that the participants agreed on the possibility of a mismatch between the workplace and school due to the language of instruction e) and finally a difference between academic staff working in state institutions and private institutions revealing the academic staff in state institutions were more positive about the impact of EMI on learning and teaching processes.
Citation Count: Tosçu, S. (2023). "Exploring classroom interaction in online education", Education And Information Technologies.
Exploring classroom interaction in online education
(2023) Tosçu, Saliha; 19287
This present study explores the nature and extent of classroom interaction in online English as a foreign language (EFL) classes at the university level. Based on an exploratory research design, the study involved the analysis of recordings of seven visits to online EFL classes given by different instructors with approximately 30 language learners in each class. The data were analyzed by using the Communicative Oriented Language Teaching (COLT) observation sheets. Findings provided an understanding of the interaction patterns in the online classes, by showing that there was more teacher-student interaction in online classes compared to student-student interaction, and the classes involved more sustained teacher speech, whereas the students' speech mostly encompassed ultra-minimal utterance patterns. Also, the findings showed that group work activities fell behind individual activities in online classes. In addition, the online classes observed in the present study were found to be instruction-focused, and discipline issues reflected on the language used by the teachers were found to be at a minimum level. Besides, the study presented a detailed analysis of teacher and student verbal interaction by unveiling that rather than form-related incorporations, message-related incorporations were common in the observed classes and the teachers commented on the students' utterances and expanded what they said mostly. The study brings some implications for teachers, curriculum planners, and administrators by providing insights regarding classroom interaction in online EFL classes.
Citation Count: Özmat, Demet; Senemoğlu, Nuray (2020). "İngilizce Hazırlık Okulu Öğretim Görevlilerinin ve Öğrencilerinin Dil Öğrenme Stratejilerinin Kullanımına ve Öğretimine İlişkin Görüşleri", Milli Eğitim Dergisi, Vol. 50, No. 230, pp. 959-992.
İngilizce Hazırlık Okulu Öğretim Görevlilerinin ve Öğrencilerinin Dil Öğrenme Stratejilerinin Kullanımına ve Öğretimine İlişkin Görüşleri
(2020) Özmat, Demet; Senemoğlu, Nuray
Bu araştırmanın amacı, hazırlık sınıfı öğrencilerinin dil öğrenme stratejilerini kullanma düzeyini ve öğretmenlerin derslerde ne derece öğrettiklerine ilişkin görüşlerini belirlemektir. Betimsel yöntemin benimsendiği araştırmada, dil öğrenme stratejileri kullanım ve öğretim düzeyi araştırmacılar tarafından geliştirilen Dil Öğrenme Stratejileri Ölçeği (2011) ile ölçülmüştür. Araştırma, 769 üniversite hazırlık sınıfı öğrencisi ve 120 İngilizce öğretim görevlisi ile yürütülmüştür. Hazırlık sınıfı öğrencileri dil öğrenirken en çok duyuşsal, en az bellek destekleyici stratejileri kullanmaktadır. Öğretim görevlileri ise derslerde en az bellek destekleyici; en çok ise duyuşsal ve örgütleme stratejilerine yer vermektedir. Öğrencilerin dil öğrenme stratejilerini kullanma düzeyleri ile öğretim görevlilerini derslerde yer verme düzeyleri arasında anlamlı ilişki görülmüştür.
Citation Count: Toscu,Saliha. (2019). "Instructors’ Awareness of the Syntactic and Morphological Differences between British and American English", International e-Journal of Educational Studies, Vol.3, No.6, pp.116-127.
Instructors’ Awareness of the Syntactic and Morphological Differences between British and American English
(2019) Toscu, Saliha; 19287
This study explores Turkish English as a foreign language (EFL) instructors’ awareness of the syntactic and morphological variation in British English (BrE) and American English (AmE). The data were collected through a survey which was administered to 38 EFL instructors working at preparatory schools of different universities. The participants were asked to analyze 49 sentence-pairs in the survey to decide whether given sentences were correct or incorrect. The results indicated a) that the participants were better at recognizing the morphology and syntax of BrE than AmE, b) that of all the participants, the ones who were exposed to both varieties were better at recognizing the different uses of the syntactic and morphological forms in BrE and AmE than the ones exposing to the forms only in one variety, c) that the departments the participants graduated from did not have an impact on the recognition of the differences between BrE and AmE in syntax and morphology.
Citation Count: Güneş, H.; Karaazmak, F. (2017). "Issues Related To English Language Teaching At Primary Schools And Suggested Solutions", Uluslararası Sosyal Araştırmalar Dergisi / The Journal of International Social Research, Vol.10, No.54.
Issues Related To English Language Teaching At Primary Schools And Suggested Solutions
(2017) Güneş, Hilal; Karaazmak, Fulda; 32516
The purpose of this study is twofold. Firstly, it aims to examine Turkish Educational Policy with regard to English Language Teaching (ELT) at primary school level and then identify positive and negative sides both at the theoretical and practical level. Secondly it attempts to make some suggestions related to primary school ELT curriculum and teacher education. The studies conducted to evaluate the effectiveness of primary school ELT curriculum unveiled that; though teachers are contented with the fact that English language teaching starts at earlier grades, they indicated a myriad of problems related to assessment, quality of textbooks, technical infrastructure, teaching materials, physical conditions of the classrooms, class hours, in-service trainings, and so on. In the light of detected problems, some pedagogical suggestions related to primary school ELT curriculum and teacher education were made.
Citation Count: Öz, Hüseyin; Karaazmak, Fulda (2019). "L2 Learners' Perceptions of Using L1 in EFL Classrooms", Selçuk Üniversitesi Edebiyat Fakültesi Dergisi, Vol. 42, pp. 213-222.
L2 Learners' Perceptions of Using L1 in EFL Classrooms
(2019) Öz, Hüseyin; Karaazmak, Fulda; 32516
Most foreign or second (L2) language teaching happens in classrooms where teachers and learners share the same first language (L1), and there has been a long-standing controversy over using L1 in language teaching classrooms. Thus, the present study sought to explore English learners' perceptions about using their L1 in English as a foreign language (EFL) classrooms. The study further aimed to investigate whether English proficiency level had any effect on learners' preferences of using L1 in English classrooms. A total of 75 EFL learners enrolled in an English preparatory program at a foundation university in Ankara voluntarily participated in the study. Data were collected using a questionnaire to determine participants' views on using their L1 in English classes. The results revealed that EFL learners supported the use of English as the only medium of instruction in EFL classrooms and English proficiency level had an effect on learners' preferences of using L1. Findings also indicated that learners with a low level of English proficiency had more positive opinions about using L1 in EFL classrooms as opposed to learners with a high level of English proficiency. On the other hand, regardless of the proficiency level, all participants agreed that they might use their L1 in the class if they really needed to do so. Another significant finding of the study was that learners' willingness to use L1 in the classroom decreased as their English proficiency level increased. In line with these findings, further recommendations were proposed regarding the place of L1 in EFL classrooms.
Citation Count: Eryilmaz, Arzu; Burgaz, Berrin, "Levels of Organizational Alienation of Private and Public High School Teachers", Egitim Ve Bilim-Education and Science, Vol. 36, No. 161, pp. 161-286, (2011).
Levels of Organizational Alienation of Private and Public High School Teachers
(Turkish Education Assoc, 2011) Eryılmaz, Arzu; Burgaz, Berrin; 159404
The concept of organizational alienation reflects a feeling of disappointment with career expectations and professional development as well as the disappointment over the inability to fullfill professional norms (Aiken & Hage, 1966). The aims and objectives of this study were to investigate the organizational alienation perception levels of public and private high school teachers in the central districts of Ankara, Turkey. It also aimed to determine the differences between teachers' perceptions of alienation levels in terms of some independent variables. The survey instrument factors were determined by Seeman (1959) as (I) powerlessness, (2) meaninglessness, (3) normlessness, (4) social-isolation and (5) self isolation. The participants of the study (362) were administered "The Scale of Organizational Alienation", developed by the researcher on the basis of the scales and researches obtained from the relevant literature. As a result of the study, teachers' perceptions of organizational alienation were determined at a moderate level (2.04). Finally, the highest percentages of organizational alieantion factors were identified as; "normlessness and powerlessness" whereas the lowest mean scores of organizational alienation were determined as "meaninglessness and social isolation".
Citation Count: Özmat, Demet; Senemoğlu, Nuray (2021). "Opinions of English Instructors And Preperatory School Students on the Use and Instruction of Language Learning Strategies", Milli Egitim, Vol. 50, No. 230, pp. 959-992.
Opinions of English Instructors And Preperatory School Students on the Use and Instruction of Language Learning Strategies
(2021) Özmat, Demet; Senemoğlu, Nuray; 17308
The aim of this study is to determine the use of foreign language learning strategies according to the university preparatory school students and the instruction level in teaching process according to the English instructors. Data was derived through the Language Learning Strategies Scale (LLSS) developed (2011) by the researchers. Study participants included 769 university preparatory school students and 120 English instructors in Ankara. According to the results of this study, students use affective strategies most frequently and mnemonic devices least frequently. English instructors teach mnemonic devices least frequently. They use affective and organization strategies mostly.There are significant relations between the students’ reported use of language learning strategies and instructors’ reported teaching of language learning strategies.
Citation Count: Çimenli, Betül, Hırçın Çoban, Merve. (2019). "Self-Efficacy Beliefs and Self-Regulated Learning Strategies of Preparatory School Students and Their Relation with Language Proficiency Levels", Bartın Üniversitesi Eğitim Fakültesi Dergisi, Vol.8, No.3, pp.1072-1087.
Self-Efficacy Beliefs and Self-Regulated Learning Strategies of Preparatory School Students and Their Relation with Language Proficiency Levels
(2019) Çimenli, Betül; Hırçın Çoban, Merve; 19891
The main purpose of this study is to uncover preparatory school students’ selfefficacy beliefs and self-regulated strategy use in different proficiency levels. In accordance with this, this study aims to find out the relation between self-efficacy beliefs of students and their use of SRL strategies, and figure out to what extent selfefficacy beliefs, SLR strategies use of students and sex can predict their proficiency level. The study was conducted at a private university in Ankara in the academic year 2017-2018. The participants are all preparatory class students with A2 (n=35), B1 (n=27) and B2 (n=30) level of proficiency in English as an L2 and were recruited by convenience sampling method. Data of the study were collected through two questionnaires involving Likert type items. The findings of the study revealed that there was a significant difference for listening and writing efficacy of participants between A2 and B2 level. Also, there is a significant positive correlation at moderate level between self-efficacy beliefs and SRL strategies use of participants regardless of their proficiency level. The current study has some implications for L2 language education especially in higher education such as including self-efficacy and SRL strategies into their curriculum.
Citation Count: Bıkmaz, FH.; Aksoy, Erdem; Tatar, Ozden, "The Content Analysis of PhD Theses Completed in the Field of Curriculum and Instruction (1974-2009)" Egitim Ve Bilim-Education And Science, Vol.38, No.168, pp.288-303, (2013).
The Content Analysis of PhD Theses Completed in the Field of Curriculum and Instruction (1974-2009)
(Turkish Education Assoc, 2013) Hazır Bıkmaz, Fatma; Aksoy, Erdem; Tatar, Özden; Atak Altınyüzük, C.
The purpose of this study is to analyze the PhD theses completed in the field of Curriculum and Instruction (C&I) with regard to various variables. For this, all 358 doctoral dissertations completed in Turkey in the field of C&I until 2009 are analyzed. By using the content analysis, PhD theses were analyzed according to some variables such as the subject of the theses, university, and the design of the studies. It was observed that the PhD studies in the field of C&I frequently include theses based on the effects of teaching and learning approaches, methods and techniques, teacher education and practices, and curriculum evaluation studies follow these. It was also found that there was an increase in the number of dissertations. Besides, the experimental and descriptive researches are almost equally preferred more frequently and the usage of mixed method was increased dramatically in the last ten years.
Citation Count: Karaazmak, Fulda (2018). "The Effects of a Grammar Error Correction Session on Language Learners' Success", International Journal of Curriculum and Instruction, Vol.10, No.1, pp.61-70.
The Effects of a Grammar Error Correction Session on Language Learners' Success
(2018) Karaazmak, Fulda; 32516
Error correction has a significant place in language teaching classrooms since language learning involves some kind of a trial and error process during which learners test their language related hypotheses. The present study sought to examine the effects of a grammar error correction session on 64 eleventh grade high school students’ success in a grammar test. The pre-test post-test quasi-experimental design involving the experimental and control groups was used in the study. In the data collection procedure, two parallel grammar tests were implemented to the learners. Results showed an increase in learners’ mean scores in the grammar test used as the post-test, which the learners took following the error correction session. However, the increase in the learners’ grades was not at a statistically significant level. The positive effects of the remedial error correction session were not explicit in the study.
Citation Count: Altay, İsmail Fırat; Karaazmak, F. (2018). "The evaluation of instructors’ views on the use of semiotics in English classrooms", Journal of Language and Linguistic Studies, Vol.14, No.4, pp.63-73.
The evaluation of instructors’ views on the use of semiotics in English classrooms
(2018) Altay, İsmail Fırat; Karaazmak, Fulda; 32516
Semiotics is the scientific field dealing with the meaning making process via signs and symbols. This study primarily aims at investigating the opinions and preferences of English instructors about the usage of semiotic elements such as mimics, gestures, body movements, posture, eye contact, and clothing in language teaching classrooms. Instructors’ awareness of the unspoken interaction in the class, to what extent they are using the semiotic elements in their teaching style, whether they find these elements useful or not are among the aims of this study. Further aims include determining whether or not language instructors need training about the effective use of non-verbal communication and which semiotic elements they may need special training in. In the data collection process, a questionnaire involving 20 items in a Likert scale format is completed by 40 English instructors, who are currently working in a university preparatory school. The results of the study reveal English instructors’ positive beliefs about the effective use of semiotic elements in their teaching and the powerful effect of successful non-verbal communication to boost student achievement and motivation. Additionally, having previous training on non-verbal communication use is found to be influential on instructors’ belief, which is interpreted as a need for training about the conscious use of semiotic elements in language teaching. Based on these findings, some pedagogical recommendations are proposed for further research.

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