Foreign language

Computer Technology Instruments

Moodle.An asynchronous teaching tool was needed to share each and every participant‟s papers and postings with the TEFL student group. Moodle was utilized in order to create an online space for threaded discussions. The lecturer of the course constructed Moodle pages and directed topics and clarified the requirements of the assignments.
Skype.Due to time restrictions, three of the participants preferred to take part in the interviews via a teleconferencing tool, Skype.
Voice recorder.To record the interviews, the voice recording application of a mobile device was used.


F5 transcription tool.Recorded interview sessions were transcribed in a written format with the help of F5 transcription tool under the light of verbatim transcription procedure by analyzing every word and sentence of participants including emotional expressions (i.e. laughs) (Ortaçtepe, 2012).

Data Collection Procedures

Upon receiving the approval from the ethics committee of the university where the study was conducted, the researcher organized a meeting with the participants to present the research procedure and to ask their consent to use their reflective papers, discussion comments, and to conduct interviews.

The data collectionprocedure was constructed in three parts: a) background information questionnaire, b) discussions and c) interviews. To gather written discussion data, screen-shots of the Moodle pages were taken and discussions were categorized under tentative themes, such as a) teacher as a language learner, b) reflecting on current teaching practices, c) reflecting on post-method era, d) teacher as a cultural mediator, and e) teaching with technology.
The interviews were conducted individually with each participantafter the completion of reflection papers and the discussion sessions. Mostof the interviews were conducted face-to-face, although three of the participants preferred to conduct the interviews on Skype because of the time restrictions.
The interviews included six parts.Questions for the first five sections questions were about the reflection papers and the discussion sessions, and the last session was allocated for the general interview questionsabout reflective practice and online discussion sessions.Since the participants‟ reflection papers and the discussion sessions were completed much before the interview sessions, the researcher compiled the reflection papers and the discussion sessions for each individual.

Before the start of each interview session, the researcher shared those compiled documents with the participants to help them remember their reflection papers and the discussion processes. Participants were given as much time as they wished to review the reflections and the discussions.

The interviews were recorded and transcribed by the researcher to categorize the themes for data analysis section. Transcriptions were done according to verbatim transcription procedure, which requires the researcher to write down every word, sentence and emotion(i.e. laughs) (Ortaçtepe, 2012). The reason for choosing the verbatim transcription was to reflect the ideas and beliefs of participants in a more detailed way in their own words. Since the participants were all fluent speakers of English, the interviews were conducted in English, with no need to simplify the interview processes.