{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/125665"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/125665","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The construction of NES/NNES ESL instructor identity through student evaluations and focus groups in the English as a second Language program at a Midwestern U.S. university","abstract":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-08-01","abstract_html":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-08-01","abstract_has_math":false,"creators":["Karakorkmaz, Gulsum Hilal"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Teaching of English Sec Lang","degree_department":null,"school":null,"contributors":["Sadler, Randall","Anna Mendoza, Anna"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-06-12","date_published":"2024-06-12","updated_at":"2026-07-22T22:25:02Z","subjects":["Nes & Nnes Instructors","Esl Instructors","Perceptions","Challenges","Instructor And Course Evaluation System Reports & Questions."],"languages":["en","eng"],"rights":["Copyright 2024 Gulsum Hilal Karakorkmaz"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/125665","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sadler, Randall","Anna Mendoza, Anna"]},{"key":"dc:creator","label":"Author","values":["Karakorkmaz, Gulsum Hilal"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-06-12","2024-08"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching of English Sec Lang"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Nes & Nnes Instructors","Esl Instructors","Perceptions","Challenges","Instructor And Course Evaluation System Reports & Questions."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2024 Gulsum Hilal Karakorkmaz"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/125665"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-08-01","The student, Gulsum Hilal Karakorkmaz, accepted the attached license on 2024-06-04 at 21:38.","The student, Gulsum Hilal Karakorkmaz, submitted this Thesis for approval on 2024-06-04 at 21:52.","This Thesis was approved for publication on 2024-06-12 at 14:48.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20821 on 2025-02-04 at 21:15:40","This study investigated the experiences and perceptions of non-native English-speaking (NNES) and native English-speaking (NES) ESL instructors within a Midwestern U.S. University's ESL Program, particularly focusing on how they respond to course evaluation items where differences between NES and NNES teachers were marked. By exploring the unique challenges encountered by both groups and comparing these challenges with prior research findings, the study shed light on the factors shaping student evaluations in ESL contexts. The methodology combined qualitative analysis of Instructor & Course Evaluation System (ICES) reports with focus group discussions involving trusted colleagues representing a mix of NES and NNES instructors. Through content analysis, thematic patterns in participant responses and ICES reports were identified, revealing shared experiences, distinctions, and various perspectives beyond linguistic categories. Findings indicated that both native and non-native ESL instructors shared similarities and differences in their teaching experiences, highlighting the significance of individual factors beyond categorical distinctions. Analysis of ICES reports revealed trends that might correlate with instructors' native or non-native status but also stressed the importance of experience and individual teacher identity in shaping instructional practices. This research contributed valuable insights into the complexities of ESL instruction, emphasizing the role of experience and individual identity in guiding effective teaching practices."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The construction of NES/NNES ESL instructor identity through student evaluations and focus groups in the English as a second Language program at a Midwestern U.S. university"]}]}],"canonical_facts":{"dc:contributor":["Sadler, Randall","Anna Mendoza, Anna"],"dc:creator":["Karakorkmaz, Gulsum Hilal"],"dc:date":["2024-06-12","2024-08"],"dc:description":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-08-01","The student, Gulsum Hilal Karakorkmaz, accepted the attached license on 2024-06-04 at 21:38.","The student, Gulsum Hilal Karakorkmaz, submitted this Thesis for approval on 2024-06-04 at 21:52.","This Thesis was approved for publication on 2024-06-12 at 14:48.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20821 on 2025-02-04 at 21:15:40","This study investigated the experiences and perceptions of non-native English-speaking (NNES) and native English-speaking (NES) ESL instructors within a Midwestern U.S. University's ESL Program, particularly focusing on how they respond to course evaluation items where differences between NES and NNES teachers were marked. By exploring the unique challenges encountered by both groups and comparing these challenges with prior research findings, the study shed light on the factors shaping student evaluations in ESL contexts. The methodology combined qualitative analysis of Instructor & Course Evaluation System (ICES) reports with focus group discussions involving trusted colleagues representing a mix of NES and NNES instructors. Through content analysis, thematic patterns in participant responses and ICES reports were identified, revealing shared experiences, distinctions, and various perspectives beyond linguistic categories. Findings indicated that both native and non-native ESL instructors shared similarities and differences in their teaching experiences, highlighting the significance of individual factors beyond categorical distinctions. Analysis of ICES reports revealed trends that might correlate with instructors' native or non-native status but also stressed the importance of experience and individual teacher identity in shaping instructional practices. This research contributed valuable insights into the complexities of ESL instruction, emphasizing the role of experience and individual identity in guiding effective teaching practices."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/125665"],"dc:language":["en","eng"],"dc:rights":["Copyright 2024 Gulsum Hilal Karakorkmaz"],"dc:subject":["Nes & Nnes Instructors","Esl Instructors","Perceptions","Challenges","Instructor And Course Evaluation System Reports & Questions."],"dc:title":["The construction of NES/NNES ESL instructor identity through student evaluations and focus groups in the English as a second Language program at a Midwestern U.S. university"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Teaching of English Sec Lang"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:02Z"}