An action research study into the role of student negotiation in enhancing perceived student engagement during English speaking classes at university level in Turkey

References

• Aragão, R. 2011. “Beliefs and Emotions in Foreign Language Learning.” System 39 (3): 302–313.10.1016/j.system.2011.07.003
   Web of Science ®Google Scholar
• Atkinson, D. 2002. “Toward a Sociocognitive Approach to Second Language Acquisition.” The Modern Language Journal 86: 525–545.10.1111/modl.2002.86.issue-4
   Web of Science ®Google Scholar
• Bandura, A. 1977. “Self-efficacy: Toward a Unifying Theory of Behavioral Change.” Psychological Review 84: 191–215.10.1037/0033-295X.84.2.191
   PubMed Web of Science ®Google Scholar
• Bandura, A. 1997. Self-efficacy: The Exercise of Control. New York: Freeman.
   Google Scholar
• Bandura, A. 1999. “Social Cognitive Theory: An Agentic Perspetive.” Asian Journal of Social Psychology 2: 21–41.10.1111/ajsp.1999.2.issue-1
   Google Scholar
• Berg, L. B. 2004. Qualitative Research Methods for Social Sciences. London: Pearson Education Inc.
   Google Scholar
• Burns, A. 1999. Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press.
   Google Scholar
• Burns, A. 2010. Doing Action Research in English Language Teaching: A Guide for Practitioners. New York: Routledge.
   Google Scholar
• Carr, W., and S. Kemmis. 1986. Becoming Critical: Education, Knowledge and Action research. London: Falmer Press.
   Google Scholar
• Costello, P. J. M. 2003. Action Research. London: Continuum.
   Google Scholar
• Crotty, M. 1998. The Foundations of Social Research. St. Leonards: SAGE.
   Google Scholar
• Czerniawski, G., and W. Kidd. 2011. The Student Voice Handbook: Bridging the Academic/Practitioner Divide. Bingley: Emerald Group Publishing.
   Google Scholar
• Deci, E. L., and C. Moller. 2005. “The Concept of Competence: A Starting Place for Understanding Intrinsic Motivation and Self-Determined Extrinsic Motivation.” In Handbook of Competence and Motivation, edited by A. J. Elliot and C. S. Dweck, 578–597. New York: Guilford Press.
   Google Scholar
• Deci, E. L., and R. M. Ryan. 1985. Intrinsic Motivation and Self-Determination in Human Behaviour. New York: Plenum.10.1007/978-1-4899-2271-7
   Google Scholar
• Demirtaş, İ., and N. Sert. 2010. “English Education at University Level: Who is at the Centre of the Learning Process.” Novitas-Royal 4: 159–172.
   Google Scholar
• Doran, C., and R. J. Cameron. 1995. “Learning about Learning: Metacognitive Approaches in the Classroom.” Educational Psychology in Practice 11: 15–23.10.1080/0266736950110203
   Google Scholar
• Dörnyei, Z. 2001. Teaching and Researching Motivation. Essex: Pearson Education Limited.
   Google Scholar
• Dörnyei, Z. 2002. Questionnaires in Second Language Research. Great Britain: Lawrence Erlbaum Associates.
   Google Scholar
• Ebbutt, D. 1985. “Educational Action Research: Some General Concerns and Specific Quibbles.” In Issues in Educational Research, edited by R. Burgess, 152–174. Lewes: Falmer Press.
   Google Scholar
• Elliott, J. 1991. Action Research for Educational Change. Buckingham: Open University Press.
   Google Scholar
• Ezzy, D. 2002. Qualitative Analysis: Practice and Innovation. Crows Nest, Australia: Allen & Unwin.
   Google Scholar
• Flick, U. 2006. An Introduction to Qualitative Research. London: Sage.
   Google Scholar
• Flutter, J., and J. Ruddock. 2004. Consulting Pupils: What’s in it for Schools? Great Britain: Routledge.
   Google Scholar
• Goh, C. C. M., and A. Burns. 2012. Teaching Speaking: A Holistic Approach. New York: Cambridge University Press.
   Google Scholar
• Grundy, S. 1988. “Three Modes of Action Research.” In The Action Research Reader, edited by S. Kemmis, and R. McTaggert, 23–34. Geelong: Deakin University Press.
   Google Scholar
• Guba, E. G. 1990. “The Alternative Paradigm Dialog.” In The Paradigm Dialog, edited by E. G. Guba, 17–30. California: Sage.
   Google Scholar
• Hall, H. M., and T. Austin. 2004. Content-based Second Language Teaching and Learning: An Interactive Approach. Boston, MA: Pearson Education Inc.
   Google Scholar
• Hashemi, M. R., and E. Babaii. 2013. “Mixed Methods Research: Toward New Research Designs in Applied Linguistics.” The Modern Language Journal 97 (4): 828–852.10.1111/modl.v97.4
   Web of Science ®Google Scholar
• Hashimoto, Y. 2002. “Motivation and Willingness to Communicate as Predictors of Reported L2 Use: The Japanese ESL context.” Second Language Studies 20: 29–70.
   Google Scholar
• Hughes, R. 2010. Teaching and Researching Speaking. 2nd ed. Great Britain: Pearson Education Limited.
   Google Scholar
• Işık, A. 2011. “Language Education and ELT Materials in Turkey from the Path Dependence Perspective.” Hacettepe University Journal of Education 40: 256–266.
   Google Scholar
• Kalaja, P., and A. M. F. Barcelos. 2003. Beliefs about SLA: New Research Approaches. Dordrecht: Kluwer Academic.10.1007/978-1-4020-4751-0
   Google Scholar
• Kemmis, S., and R. McTaggart. 1988. The Action Research Planner. Geelong: Deakin University Press.
   Google Scholar
• Kırkgöz, Y. 2008. “A Case of Teachers’ Implementation of Curriculum Innovation in English Language Teaching in Turkish Primary Education.” Teaching and Teacher Education 24: 1859–1875.10.1016/j.tate.2008.02.007
   Web of Science ®Google Scholar
• Klippel, F. 1984. Keep Talking: Communicative Fluency Activities for Language Teaching. Cambridge: Cambridge University Press.
   Google Scholar
• Kumaravadivelu, B. 2003. “A postmethod perspective on English language teaching.” World Englishes 22 (4): 539–550.10.1111/weng.2003.22.issue-4
   Google Scholar
• Lee, E. L. 2007. “Linguistic and Cultural Factors in East Asian Students’ Oral Participation in US University Classrooms.” International Education 36: 29–47.
   Google Scholar
• Léger, D. S., and N. Storch. 2009. “Learners’ perceptions and attitudes: Implications for willingness to communicate in and L2 classroom.” System 37: 269–285.10.1016/j.system.2009.01.001
   Web of Science ®Google Scholar
• Littlewood, W. 1992. Teaching Oral Communication: A Methodological Framework. Great Britain: Blackwell.
   Google Scholar
• MacBeath, J., H. Demetriou, J. Ruddock, and K. Myers. 2003. Consulting Pupils: A Toolkit for Teachers. Cambridge: Pearson.
   Google Scholar
• MacIntyre, P. D., R. Clément, Z. Dörnyei, and K. A. Noels. 1998. “Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation.” The Modern Language Journal 82: 545–562.10.1111/modl.1998.82.issue-4
   Web of Science ®Google Scholar
• McKay, S. L. 2006. Researching Second Language Classrooms. London: Lawrence Erlbaum Associates.
   Google Scholar
• McKernan, J. 2008. Curriculum and Imagination: Process Theory, Pedagogy and Action Research. London: Routledge.
   Google Scholar
• Navarro, D., and K. Thornton. 2011. “Investigating the Relationship between Belief and Action in Self-directed Language Learning.” System 39 (3): 290–301.10.1016/j.system.2011.07.002
   Web of Science ®Google Scholar
• Negueruela-Azarola, E. 2011. “Beliefs as Conceptualizing Activity: A Dialectical Approach for te Second Language Classroom.” System 39 (3): 359–369.10.1016/j.system.2011.07.008
   Web of Science ®Google Scholar
• Nunan, D. 1991. Language Teaching Methodology: A Textbook for Teachers. New York: Prentice Hall.
   Google Scholar
• Pan, L., and D. Block. 2011. “English as a Global Language in China: An Investigation into Learners’ and Teachers’ Language Beliefs.” System 39 (3): 391–402.10.1016/j.system.2011.07.011
   Web of Science ®Google Scholar
• Peng, J. 2011. “Changes in Language Learning Beliefs during a Transition to Tertiary Study: The Mediation of Classroom Affordances.” System 39 (3): 314–324.10.1016/j.system.2011.07.004
   Web of Science ®Google Scholar
• Pennycook, A. 2001. Critical Applied Linguistics: A Critical Introduction. London: Lawrence.
   Google Scholar
• Raoofi, S., B. H. Tan, and S. H. Chan. 2012. “Self-efficacy in Second/Foreign Language Learning Contexts.” English Language Teaching 5 (11): 60–73.
   Google Scholar
• Rocca, K. A. 2010. “Student Participation in the College Classroom: An Extended Multidisciplinary Literature Review.” Communication Education 59 (2): 185–213.10.1080/03634520903505936
   Google Scholar
• Sampson, R. J. 2010. “Student-negotiated Lesson Style.” RELC Journal 41: 283–299.10.1177/0033688210380555
   Google Scholar
• Tremblay, P. F., and R. C. Gardner. 1995. “Expanding the Motivation Construct in Language Learning.” The Modern Language Journal 79: 505–518.10.1111/modl.1995.79.issue-4
   Web of Science ®Google Scholar
• Tsafos, V. 2009. “Teacher-student Negotiation in an Action Research Project.” Educational Action Research 17: 197–311.10.1080/09650790902914175
   Google Scholar
• Uysal, H. H. 2012. “Evaluation of an In-service Training Program for Primary-school Language Teachers in Turkey.” Australian Journal of Teacher Education 37 (7): 14–29.
   Google Scholar
• Uztosun, M. S., N. Skinner, and J. Cadorath. 2014. “An Action Research Study Designed to Implement Student Negotiation to Improve Speaking Classroom Practice in Turkey.” Educational Action Research 22 (4): 488–504.
   Google Scholar
• Wade, R. 1994. “Teacher Education Students’ Views on Class Discussion: Implications for Fostering Critical Reflection.” Teaching and Teacher Education 10: 231–243.10.1016/0742-051X(94)90015-9
   Web of Science ®Google Scholar
• Xie, X. 2010. “Why are Students Quiet? Looking at the Chinese Context and Beyond.” ELT Journal 64 (1): 10–20.10.1093/elt/ccp060
   Web of Science ®Google Scholar
• Zhang, X., and K. Head. 2010. “Dealing with learner reticence in speaking class.” ELT Journal 64 (1): 1–9.10.1093/elt/ccp018
   Web of Science ®Google Scholar