Perspectives and Practices of Academics and Students of English Language Teaching Post-Graduate Programs within the Mediation Theory

Mehmet Asmali


Due to unsatisfactory number of researches investigating ELT post-graduate programs, and perceptions of academics and students in these programs regarding mediation theory of Feuerstein, this study attempted to investigate the aspects of this theory in doctorate and master programs in ELT department of a state university. Methodologically, this study employed a qualitative case study approach and researchers made use of 4 semi-structured personal interviews with academics and 2 focus-group interviews with students. The results showed idiosyncrasy of academics’ use of mediation theory aspects. ‘Significance’ and ‘purpose beyond the here and now’ were important aspects for students in being a guide for them to find research topics. Academics paid special attention to relate the topics and tasks with learners’ daily practices. However, in order to maximize student-supervisor relationship and increase students’ success, there is a need for a change in the system. Most of the criticisms of the students stemmed from the limited time of the academics. Therefore, institutional implications include necessary changes in this post-graduate program. The results of this study allowed academics to know the views of the students in post-graduate programs regarding how, when, and where exactly they could use mediation theory aspects more effectively. 


Mediation theory; post-graduate program; English Language Teaching

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International Journal of Educational Psychology - IJEP | ISSN: 2014-3591

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