- Applied Linguistics, Language Teaching, Technology and Language Learning, Research methodology in applied linguistics, Second Language Acquisition, Languages and Linguistics, and 24 moreTeacher Education, Teacher Training, English language, Teaching English as a Second Language, Teaching English As A Foreign Language, Cognitive Linguistics, Language Planning and Policy, Discourse Analysis, Languages, English language teaching, English Education, Language Education, Academic Writing, Second Language Writing, Research Writing, Qualitative Research Methods, Language research, testing, assessment, and evaluation, Social Research Methods and Methodology, Research Methodology, Listening, English As a Second Language (ESL), English as a Foreign Language (EFL), Teaching EFL, and Vocabulary Acquisitionedit
- JLTL, a refereed professional journal, promotes research into foreign language teaching and learning by providing a f... moreJLTL, a refereed professional journal, promotes research into foreign language teaching and learning by providing a forum specifically for foreign language teaching professionals to share their findings and explore ideas in the field of foreign language teaching. Journal of language teaching and learning is a biannual scientific journal dedicated to the exploration of original and high-quality research and critical scholarship that helps define and advance inquiry concerned with issues related to language and education. JLTL aims to provide a medium for communication among researchers as well as a channel linking researchers and practitioners. JLTL includes research articles, book reviews, and critical literature reviews, and innovative practical articles.edit
In this research, the aim is to integrate the flipped classroom model into reading strategy instruction and to determine the effects of the flipped classroom model on the frequency of learners' reading strategy use and learners' attitudes... more
In this research, the aim is to integrate the flipped classroom model into reading strategy instruction and to determine the effects of the flipped classroom model on the frequency of learners' reading strategy use and learners' attitudes towards flipped classroom. This study was conducted with 20 elementarylevel learners in the 7th grade at a secondary school in Van, Turkey. The data were collected through both quantitative and qualitative data collection instruments. Reading Strategy Questionnaire was implemented to examine the level of learners' reading strategy use before and after the treatment. It was found in the analysis of Paired Samples t-test that there was a marked increase in the level of learners' reading strategy use after the instruction. An attitude interview and weekly reflections were employed to disclose the attitudes of learners towards flipped classroom. The findings demonstrate that the 7th grade learners hold positive attitudes towards flipped classroom.
Although the role of teacher knowledge in providing effective instruction is widely recognized, research into language teachers' beliefs on its nature and constitution is still sparse, particularly in terms of localized experience.... more
Although the role of teacher knowledge in providing effective instruction is widely recognized, research into language teachers' beliefs on its nature and constitution is still sparse, particularly in terms of localized experience. Disclosing the practitioners' beliefs is the first step in organizing teacher preparation resounding with their immediate needs. The present study seeks to uncover the components of knowledge English as a foreign language (EFL) teachers give precedence to and draw on in organizing effective instruction. It aims to explore the beliefs of EFL teachers concerning the essential knowledge components, the predominant sources of knowledge, and factors impacting their teaching. It also
With the popularity of translanguaging recently, the use of L1 in EFL setting has been the center of many studies again. This current study takes the topic from a functional perspective and looks at the use of L1 at an Englishmedium... more
With the popularity of translanguaging recently, the use of L1 in EFL setting has been the center of many studies again. This current study takes the topic from a functional perspective and looks at the use of L1 at an Englishmedium university in Turkey from a functional interactional point of view. The data is taken from recorded classroom data, further triangulated by focus group meetings. Two groups of students, namely control and experimental, were recorded during pair work and their L1 uses were analyzed based on students' proficiency levels and the functions L1 instances served. The findings suggest that students resort to their mother tongue during interactive class tasks mainly for task-related issues and social purposes. Furthermore, results also demonstrate that weaker students tend to refer to their native linguistic resources more to make sense of the task and achieve the task, whereas stronger students use their L1 more for social interaction purposes.
Speaking is the skill that language learners want to master the most, yet it is a complex skill to learn for various reasons (Richards & Renandya, 2002; Ur, 1996). For Turkish learners of English, grammar-based teaching approach, lack of... more
Speaking is the skill that language learners want to master the most, yet it is a complex skill to learn for various reasons (Richards & Renandya, 2002; Ur, 1996). For Turkish learners of English, grammar-based teaching approach, lack of enough input and psychological aspects (e.g., anxiety, motivation) are cited as the most influential factors creating speaking challenges (Coşkun, 2016). Alptekin and Tatar (2011) argue that speaking is not taught effectively in state schools compared to other language skills in Turkey; as a result, language learners feel anxious to speak when they become university students. There seems to be a widespread agreement that Turkish learners of English across all levels of education do not find themselves proficient in speaking English (Coşkun, 2016), and the last English Proficiency Index-EPI (EF,
Due to the interactive nature of the language learning process, teaching how to speak a foreign language has undeniably one of the most affected areas of education during the COVID-19 (Karataş & Tuncer, 2020). Considering the fact that we... more
Due to the interactive nature of the language learning process, teaching how to speak a foreign language has undeniably one of the most affected areas of education during the COVID-19 (Karataş & Tuncer, 2020). Considering the fact that we were not prepared to offer online speaking classes, substantial problems have been experienced both for the language teachers and the learners all over the world. Needless to say, adding the assessment component makes the problem more complicated. Just like in all other parts of the world, the outbreak of COVID-19 has led to unexpected changes in Turkish education system in general (Erkut, 2020). More specifically English language teaching which especially gains importance for higher education has been one of the hot debated issues in the country. Since learners cannot continue their education without having a B2 proficiency level in most of the universities, providing the necessary educational opportunities to language learners in their preparatory years during when they have an intensive language education has been one of the biggest challenges for the universities.
This article reports on an investigation into the development of teacher autonomy in helping students overcome academic reading challenges. The study followed a three-stage design using both quantitative and qualitative methodologies. It... more
This article reports on an investigation into the development of teacher autonomy in helping students overcome academic reading challenges. The study followed a three-stage design using both quantitative and qualitative methodologies. It commenced with exploring the scope of the academic reading challenges students experienced through an open-ended survey, the results of which were then used to construct a Likert-type questionnaire which asked them to rate the challenges and also to suggest strategies they used to deal with the challenges. In the second stage, the teacher initiated an intervention by arranging a focus-group discussion during which the students discussed the questionnaire findings and considered how they applied to themselves. The third stage involved a follow-up written reflection in which the students evaluated the insights from previous stages and considered ongoing action to address their challenges. As a result of the study, the teacher developed autonomy by gaining insight into students' academic processes and strategy deployment, which informed ongoing decision-making and helped to more accurately target the assistance they needed. An added benefit was that the students also gained insight into their challenges and were able to develop their own autonomy by considering effective strategies for dealing with them. Suggestions are made for ongoing research.
The present article is based on a cloud-based EFL writing course in an academic context. The course effectiveness was evaluated through two studies, on two units of the syllabus, involving 189 students, 98 in study 1 and 91 in study 2.... more
The present article is based on a cloud-based EFL writing course in an academic context. The course effectiveness was evaluated through two studies, on two units of the syllabus, involving 189 students, 98 in study 1 and 91 in study 2. The learning gains were assessed in two methodological conditions, interactive and individual work. The results of the pretest were compared to those of immediate and delayed post-tests in reference to a 90% mastery threshold. Paired-samples and independent-samples t-tests were performed with Bonferroni corrections. Both groups achieved significant learning gains in reference to the 90% mastery threshold; however, the students in the interactive group demonstrated better performance on the immediate and delayed post-tests in both studies (p > 0.05 for all tests). The conclusion is that cloud-based technology is an effective tool for teaching EFL writing and for fostering mastery of the target skills. Interactive learning led to better mastery and was favored by the majority of the students.
The study aspired to explore the fulfilment of mentoring roles-responsibilities from the perspectives of student teachers, supervisors, and mentors. The participants consisted of 194 student teachers from English Language Teaching... more
The study aspired to explore the fulfilment of mentoring roles-responsibilities from the perspectives of student teachers, supervisors, and mentors. The participants consisted of 194 student teachers from English Language Teaching departments at three state universities, ten supervisors offering Practice Teaching course at these departments, and ten mentors with whom the supervisors and the student teachers cooperated at practice schools. Employing a mixed-methods design, the researchers collected quantitative data from student teachers through a questionnaire whereas supervisors and mentors were interviewed. The student teachers agreed on the fulfilment of their mentors' protector, facilitator-supporter, observer-feedback provider, and friend-colleague roles whereas they partially agreed on the fulfilment of trainer-informant, role model, assessor-evaluator, collaborator, and reflector roles. The qualitative findings of the study also underlined critical aspects regarding the planning and implementation phases of practicum, which is expected to guide teacher educators in mentoring practices.
In this study, the perceived competency of English teachers working at various education levels in Turkey was investigated. A survey developed by the researchers was used to understand how competent teachers felt in online teaching and... more
In this study, the perceived competency of English teachers working at various education levels in Turkey was investigated. A survey developed by the researchers was used to understand how competent teachers felt in online teaching and reveal their challenges in the process. The descriptive and referential statistics and content analysis in the study showed that English teachers felt competent in lesson planning and teaching grammar and vocabulary. However, they felt less competent in teaching students with disabilities and sustaining student interaction and motivation. This finding was also reported as a challenge along with some technological difficulties. The study presents some implications for EFL teacher training.
Answers have been sought to the question of whether using first language in English lessons holds a facilitative power over or is a major hindrance to learning it. This comparative case study aims at filling the gap in the literature in... more
Answers have been sought to the question of whether using first language in English lessons holds a facilitative power over or is a major hindrance to learning it. This comparative case study aims at filling the gap in the literature in comparing and contrasting EFL practicing teachers and EFL student teachers' attitudes to the use of first language, and if school experience impinges impact on EFL student teachers' attitudes towards incorporating it into English language teaching. The inductive content analysis of the data collected by pre-semi-structured interviews and post-semi-structured interviews demonstrated the school experience did not produce substantial changes in EFL student teachers' attitudes towards first language use. Additionally, whilst strong parallels existed between the attitudes of both sides concerning first language use, notable discrepancies as to the emphasis placed by them upon extraneous factors to elucidate the reasons lying behind its use appeared.
Isolated, integrated, or a mixture of both? Which type of form-focused instruction leads to a more successful acquisition of different forms of past tense in English as a foreign language (EFL) classrooms?
This paper presents a concurrent study adopting a mixed method research design and was conducted to investigate components of broadly defined L2 motivational self-system (L2MSS); particularly learning experience and changes of the future... more
This paper presents a concurrent study adopting a mixed method research design and was conducted to investigate components of broadly defined L2 motivational self-system (L2MSS); particularly learning experience and changes of the future L2 self-image through several background factors such as gender and proficiency. For this purpose, data were gathered from 125 EFL learners studying at the School of Foreign Languages of a state university in Turkey. Also, 13 semi-structured interviews were held in order to get a deeper understanding into the emerging results. To this end, the results indicated that the participants' main source of L2 motivation was ideal L2 self, which means they are intrinsically motivated to learn and have a positive future image in terms of learning English. Also, female students were found to have a higher ideal L2 self than male students. Finally, the findings showed that the participants, particularly the ones with a low level of language proficiency experienced positive changes in their future L2 self-image at the preparatory program of the school compared to their previous language learning experiences, thus, possibly suggesting that there might be discrepancies among levels of educational system in Turkey, which needs to be handled as an implication in the future research as well.
Over the last few decades, the development and widespread acceptance of different theoretical perspectives among educational theorists, foreign language educators, and curriculum developers has transformed the process of how language... more
Over the last few decades, the development and widespread acceptance of different theoretical perspectives among educational theorists, foreign language educators, and curriculum developers has transformed the process of how language learners should learn a second language (Thomas & Reinders, 2010). Additionally, the rapid development of advanced communications technologies and the ubiquity of Internet-based resources support the need to incorporate diverse methods that facilitate learning (Abrami, Bernard, Bures, Borokhovski, & Tamim, 2011; Groff, 2013). Utilization of these technologies, particularly in the field of mobile applications, has altered the educational environment, offering a quality alternative to transfer the delivery of learning from a strictly face-to-face (FTF) format to blended and distance education settings. The focus of this paper is a discussion concerning the dimension of interaction in traditional FTF and virtual learning environments. An integral element of providing quality foreign language education, especially for
Teacher research tends to have a low uptake among teachers, which might be due to the fact that they are not generally identified with the role of the teacher as a researcher in initial teacher education programs. Also, as there is little... more
Teacher research tends to have a low uptake among teachers, which might be due to the fact that they are not generally identified with the role of the teacher as a researcher in initial teacher education programs. Also, as there is little research on the effects of research introduction courses on pre-service teachers, this descriptive study explored pre-service English as a Foreign Language (EFL) teachers' attitudes towards research engagement and the benefits and difficulties they experienced throughout this process. To this end, pre-service EFL teachers (N= 32) from a state university in Turkey, who took a course on research engagement, participated in this study. This study adopted a mixed-methods research design: We triangulated quantitative survey data with the qualitative data elicited through an open-ended survey and semi-structured focus-group interviews. The findings described pre-service teachers' attitudes towards research from self-efficacious, behavioural, cognitive, and affective perspectives, as well as elicited the perceived benefits and challenges from participants' responses. Overall, we found that participants developed positive views towards research as part of the course and they felt more self-efficacious and overcame their research anxiety. At the same time, our study also showed that while most participants found the research methodology course important, less than one third of them planned to conduct research when they become in-service teachers. The study concludes by discussing the implications for initial teacher education programs.
This research study was aimed at examining the potential effect of collaborative corpus-based activities on EFL learners' writing performance. 90 EFL learners participated in the study and were divided into three groups, namely, two... more
This research study was aimed at examining the potential effect of collaborative corpus-based activities on EFL learners' writing performance. 90 EFL learners participated in the study and were divided into three groups, namely, two experimental and a control group. All students sat for a writing pretest, followed by practicing writing through using Collins COBULID corpus. Finally, they took part in a writing posttest. The two experimental groups received different treatments and the control group received no treatment. That is, the students in the control group worked with the corpus individually and those in one experimental group were exposed to such treatment and enjoyed collaboration among each other. Students in another experimental group only practiced writing collaboratively while using no corpus. Despite the efficacy of both collaborative writing practice and collaborative corpus-based writing practice in enhancing the students' writing, results of ANCOVA showed that students in collaborative corpus-based practice group benefited significantly more than the two other groups with regard to the improvement of writing quality. These findings can have implications for teachers, learners, syllabus designers and textbook writers.
In today's world, there is a shift for us from being the product of our society to being the producer of our society, as Holec (1981, cited in Little, 2007) states. With this shift, the importance of autonomy has been valued more than... more
In today's world, there is a shift for us from being the product of our society to being the producer of our society, as Holec (1981, cited in Little, 2007) states. With this shift, the importance of autonomy has been valued more than ever, especially in the field of education. Autonomy was first defined by Holec (1981, as cited in Benson, 2011a) as "the ability to take charge of one's own learning" (p. 3). Along with this first definition, autonomy was later defined by many scholars like by Dickinson (1987, as cited in Benson,
Yaccob and Yunus (2019) noted that "traditional teaching and learning process referring to chalk-and-talk has become outdated in lessons" (p. 209). Apparently, teachers have always attempted to find a new route to make teaching and... more
Yaccob and Yunus (2019) noted that "traditional teaching and learning process referring to chalk-and-talk has become outdated in lessons" (p. 209). Apparently, teachers have always attempted to find a new route to make teaching and learning more interesting and pleasant to create a sense of motivation and involvement not only for learners but also for themselves. In particular, teaching and assessing grammar to check learners' structural ability have been considered as a serious matter. The importance of grammar in the English language cannot be ignored (Savignon, 2017, as cited in
Today technology is an inseparable part of learners' lives as they are brought up in a technology-driven culture. They cannot imagine being able to communicate or exchange information without using technological devices such as computers,... more
Today technology is an inseparable part of learners' lives as they are brought up in a technology-driven culture. They cannot imagine being able to communicate or exchange information without using technological devices such as computers, smart phones and tablets. In addition, digital media, visual culture, and youth culture are connected in such a way that each of them has an effect on others.