STUDENT TEACHERS’ AND ACADEMICS’ VIEWPOINTS ON THE USE OF THE E-EPOSTL IN ELT EFFECTIVE USE OF THE EPOSTL BY STUDENT TEACHERS OF ENGLISH – EFUESTE 6-12 APRIL 2016, ANTALYA, TURKEY Funda ÖLMEZ Yasin LENGERLİOĞLU

CONTENT Introduction Methodology Findings Conclusion

1. I NTRODUCTION "Learner autonomy" to "Teacher autonomy" (Smith, 2003) Promoting learner autonomy and professional development (Little, 2007) CEFR and ELP for learner autonomy EPOSTL for teacher autonomy

EPOSTL didactic knowledge and skills necessary to teach languages didactic competences experiences of teaching Used all around the world Public access

Sections of EPOSTL Personal statement Self-assessment Dossier Glossary Index Users’ guide

Downloaded and printed (Mirici & Demirbas, 2013) Digital natives Increasing the practicality and integrating with ICT (E-EPOSTL) Same sections Making modifications

A need for practicality(Mirici & Demirbas, 2013) Aim: investigating the attitudes of student teachers and academics on the use of E- EPOSTL Research questions: What are the attitudes of student teachers towards the use of E-EPOSTL? What are the attitudes of academics towards the use of E-EPOSTL? Is there a significant difference between the attitudes of student teachers and academics towards the use of the E-EPOSTL?

2. M ETHODOLOGY a. Participants 22 student teachers 11 academics

b. Instrument: A questionnaire (47 items) A. Personal Information B. Viewpoints on the Use of E-EPOSTL 21 items C. Descriptors in the E-EPOSTL 26 items

c. Data Collection Questionnaire: administered online d. Data Analysis Statistical Analysis via SPSS 21 Descriptive statistics and Mann-Whitney U Test

3. F INDINGS RQ1. What are the attitudes of student teachers towards the use of E-EPOSTL?

RQ2. What are the attitudes of academics towards the use of E-EPOSTL?

RQ3. Is there a significant difference between the attitudes of student teachers and academics towards the use of the E-EPOSTL? A significant difference between STs’ and As’ viewpoints in terms of "Use and Practicality" and "Dossier" according to the results of Mann-Whitney U test (p <.05).

4. C ONCLUSION EPOSTL: an invaluable self-assessment tool for student teachers E-EPOSTL: accessibility and practicality Both STs and As: positive attitudes towards the use of the E-EPOSTL in Turkey No significant difference between STs and As except for the "dossier" and "use and practicality" of the EPOSTL

Viewpoints: POSITIVE Encouraging and convincing in terms of the use of the dossier as well as the use and practicality of the portfolio Focusing on utilization of dossier part and guiding student teachers for the efficient use of the document in more practical ways

REFERENCES Benson, P. (2011). What’s new in autonomy. The Language Teacher, 35(4), Cakir, A., & Balcikanli, C. (2012). The use of the EPOSTL to foster teacher autonomy: ELT Student teachers’ and teacher trainers’ views. Australian Journal of Teacher Education, 37(3), Little, D. (1995) Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), Little, D. (2007). Introduction: Reconstructing learner and teacher autonomy in language education. In A. Barfield & S. H. Brown (Eds.), Reconstructing autonomy in language education: Inquiry and innovation (pp. 1-12). London, UK: Palgrave Macmillan. Newby, D., Allan, R., Fenner A.B., Jones, B., Komoroeska, H. Soghikyan, K. (2007). European portfolio for student teachers of languages- EPOSTL. Graz: ECML. Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon,9(5), 1-6. Smith, R. C. (2003). Teacher education for teacher-learner autonomy. Symposium for Language Teacher Educators: Papers from Three IALS Symposia. Edinburgh: IALS, University of Edinburgh.

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