Person: YEŞİLBURSA, AYŞEGÜL AMANDA JANE AUDREY
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YEŞİLBURSA
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AYŞEGÜL AMANDA JANE AUDREY
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Publication Scrutinising burnout in english language teachers working in state and private schools in Turkey(Dil Öğretme ve Öğrenme Dergisi, 2021-01-01) Karanfil, Ferhat; Yeşilbursa, Amanda; YEŞİLBURSA, AYŞEGÜL AMANDA JANE AUDREY; Bursa Uludağ Üniversitesi/Eğitim Fakültesi/İngilizce Öğretmenliği Bölümü; 0000-0002-4884-7388; KHA-9824-2024Recent global concerns about teaching and teacher quality have underlined teacher burnout as a significant factor in teacher attrition. Burnout studies in English Language Teaching in Turkey have focused mainly on tertiary level contexts. K12 contexts have attracted relatively little attention, and private K12 schools even less. This mixed-method study aims to determine to which level English language teachers working in state and private K12 schools in Turkey experience burnout and find out why. Quantitative data were collected from teachers working at state schools (n=112) and private schools(n=112) via a self-report burnout scale. MANOVA was used to determine any significant differences between the two groups and in terms of demographic variables. The findings revealed that single teachers reported higher levels of emotional exhaustion than their married or divorced counterparts. State school teachers reported higher levels of emotional exhaustion than those at private schools. However, private school teachers reported a higher sense of personal accomplishment. Both groups of teachers reported different grounds for their burnout. Implications of the findings are discussed. (C) Association of Applied Linguistics. All rights reservedPublication Pre-service teachers' teaching-specific hopes and their motivational forces: The roles of efficacy beliefs and possible selves(Elsevier, 2019-06-01) Eren, Altay; Yeşilbursa, Amanda; YEŞİLBURSA, AYŞEGÜL AMANDA JANE AUDREY; Bursa Uludağ Üniversitesi/Eğitim Fakültesi/Yabancı Diller Eğitimi Bölümü; 0000-0002-4884-7388; JAC-5894-2023; AAD-8224-2019Working with 725 pre-service teachers, this study examined the explanatory roles of efficacy beliefs, expected and feared teacher possible selves within a recently developed model of teaching-specific hopes. latent-factor correlation analysis showed significant and selective relationships between the research variables. Subsequent structural equation modeling analysis revealed that the research variables were conceptually and practically discernible. Efficacy beliefs and loss of control were found to affect teaching-specific hopes directly. Latent variable interaction modeling analysis showed that interactions between efficacy beliefs and learning to teach positively predicted motivational force, and that those between efficacy beliefs and uncaring teacher negatively predicted motivational force.Publication Language learning strategy use of university preparatory school students(Kamla-raj Enterprises, 2017-01-01) İpek, Ömer Faruk; Yeşilbursa, Ayşegül Amanda; YEŞİLBURSA, AYŞEGÜL AMANDA JANE AUDREY; Bursa Uludağ Üniversitesi/Eğitim Fakültesi.This descriptive quantitative study intended to investigate (1) the language learning strategies used by learners of English as a foreign language, (2) to find out the difference in their strategy use and (3) the correlation of these strategies with students' academic achievement at university preparatory school situated in the western part of Turkey between 445 (168 male, 277 female) students participated in the study. An inventory about language learning strategies was used to gather data and all tests were run with SPSS 16.0. The results showed that students mostly use social and metacognitive strategies. Moreover, both successful and unsuccessful students use these two strategies while learning English as a foreign language. Lastly, while the correlation rate is high between metacognitive and social strategies regarding academic achievement, it is low between social and memory strategies.