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This paper reports on a study that intended to (a) reveal the extent of English Foreign Language(EFL) learners' foreign language enjoyment (FLE), their self-efficacy, and willingness to communicate (WTC) in English, and (b) try out a hypothesized model to find out whether FLE, self-efficacy and academic achievement predict learners WTC in English. A total of 257 tertiary-level Turkish EFL students participated in the study. The data were collected through three quantitative scales to elicit the constructs in question as well as the participants' English achievement test scores. Analysis of the data included the use of descriptive statistics to present the students' WTC, FLE, and self-efficacy levels while a path analysis was performed to verify the hypothesized model. The results showed that the participants had a moderate level of WTC and self-efficacy, and a favorable amount of FLE. More prominently, path analysis results revealed that FLE and English achievement predicted self-efficacy, and self-efficacy predicted WTC to a significant extent. In addition, FLE and English achievement indirectly affected WTC through the mediation of self-efficacy. FLE was also found to be a significant predictor of English achievement.

This study aims to investigate tertiary EFL learners' stereotyped thoughts about foreign languages, the extent of their exposure to English, and the potential relationships between these variables, also in relation to their proficiency level. 124 EFL students in the preparatory school of a state university in Turkey participated in the study. Two quantitative data collection instruments were distributed to the participants: "Stereotyped Thoughts About Foreign Languages Scale" (Ünal, 2015) and "Exposure to English Scale" (Gökcan & Çobanoglu-Aktan, 2016). Descriptive statistics and correlations were used to analyze the data. The results showed that the participants held a moderate level of stereotyped thoughts and exposure to English. Moreover, significant and positive relationships were revealed between L2 exposure and (1) proficiency level and (2) the two dimensions of stereotyped thoughts: "collectivity" at a weak level and "trying to change people" at a moderate level. However, L2 exposure correlated significantly and negatively with "taking it personally" and "exaggerated generalization" at a weak level. Concerning the relationships between proficiency level and the dimensions of stereotyping, "the "Must" rule," "taking it personally" and "excessively self-sacrificing" showed significant and negative relationships with proficiency level weakly, while "exaggerated generalization" correlated with proficiency at a moderate level.

This meta-summary set out to provide an overarching comprehension of the metaphorical conceptualizations with regard to Turkish EFL teachers' roles. Following the searches in a large number of international and national databases, and the setting of specific criteria for inclusion, eight research papers remained for investigation. The data analysis followed a theory-driven deductive approach to thematic analysis, by adopting the framework offered by Saban, Koçbeker and Saban (2006). After the transformation and standardization of the data sets in the related studies, it was found out that Turkish EFL teachers are most characterized by knowledge provider, and then facilitator/scaffolder roles. These are followed by nurturer/cultivator and archetype of spirit roles. Among the least associated roles with these teachers were superior authority figure, molder and agent of change. When intergroup differences of the perceptions are examined, ELT student teachers and English learners conceptualized Turkish EFL teachers mainly as knowledge provider followed by facilitator/scaffolder, whereas the teachers tended to assign themselves the role of a facilitator/scaffolder most, followed by leader, knowledge provider, and entertainer.

This study set out with a threefold purpose: to examine (1) the oral communication strategies (CSs) employed by tertiary-level Turkish EFL learners, (2) the use of CSs based on exposure to English through audio-visual tools, university subject domain and gender differences, (3) the correlation between use of CSs and oral proficiency scores. To these ends, a quantitative dominant mixed methods triangulation design was put to use. Yaman and Kavasoglu's (2013) Turkish adaptation of Oral Communication Strategy Inventory was the main data collection instrument, accompanied by follow-up interviews to corroborate the quantitative findings. Descriptive statistics, t-tests, ANOVA and Pearson product-moment correlations were conducted for statistical analyses while the qualitative data were deductively analysed through a priori theoretical guiding scheme. As a result, the participants were perceived to use oral CSs to some extent, with negotiation for meaning having the top priority. In parallel, as the interview data has shown, the students mentioned using CSs mainly for communication-bound reasons. Moreover, significant differences for CS use appeared only in terms of exposure to English through audio-visual tools in favor of those who reported more frequent exposure. Finally, a positive but weak correlation was calculated between students' overall CS use and oral proficiency scores.

This study involves the design of an online course on oral corrective feedback (ONOCEF) and its implementation through flipped classroom with a view to finding out if it exerts any impact on ELT student teachers' competencies regarding oral corrective feedback (OCF). Having conducted a needs analysis, the ONOCEF was developed and then administered to thirty ELT student teachers by flipping the classroom. In this flipped model, first, the students took the ONOCEF input outside the school. Then they enacted this input in their microteachings alternately in formal classes. Following each performance, reflection papers were gathered from the non-performing student teachers (NPSTs) in order to evaluate their performing peers' (PSTs) OCF practices and thus reveal the ONOCEF components in their microteachings. Content analysis of the reflection papers demonstrated positive effects of the ONOCEF on both the PSTs' and NPSTs' competences concerning OCF. Through the ONOCEF, the PSTs were able to provide OCF effectively and use different OCF strategies while the NPSTs were successful locating their performing peers' non/corrections and identifying the shortcomings in their OCF practices. As a result, the ONOCEF proved to be an effective online tool to help pre-service ELT teachers promote their competences regarding OCF.

This study aims to investigate Turkish EFL learners' attributions for success and failure in speaking English, and to find out whether gender and department variables exert any impact on their attributions. The attributions were analyzed and compared in terms of the four dimensions: locus of causality, external control, stability and personal control. The data were gathered through Causal Dimensions Scale adapted to Turkish by Koçyigit (2011). The sample consisted of 104 tertiary EFL students studying one-year-long English in the preparatory program of a state university. Descriptive statistics were utilized to analyze the emergent data as well as independent samples T-tests and ANOVA to test significance between/among the variables. The results indicated that personal controllability and internal reasons--a lot more apparent in attributions for success than for failure though--were the two leading factors which were ascribed to both success and failure in speaking English. In addition, the students' attributions for failure tended to be less stable and more externally controllable in comparison to success. The gender variable had no significant effect on attributions for success and failure. With reference to the department variable, a significant difference was observed not in the attributions for success but those for failure, and only between English language teaching and Civil aviation management departments, in terms of locus of causality dimension.

On a multifaceted basis, this paper explores the challenges experienced by native and non-native English language teachers (NESTs and NNESTs) in a tertiary-level EFL setting in Turkey. Adopting a qualitative case study design, the data were gathered from five NESTs through interviews and from five NNESTs through hand-written accounts based on the template for challenges in ELT (TCELT), and analysed through deductive thematic analysis. The findings showed that the NESTs and NNESTs perceive similar as well as different challenges in the language preparatory program where they are co-teaching. Student-related and institutional parameters accounted for the NNESTs' problems, whereas on the part of the NESTs, teacher-related and cross-cultural factors accompanied these parameters. The findings were furthered by the teachers' elaborations on the causes and pedagogical consequences of the challenges, and their strategies for coping with them. In light of the teachers' accounts, the paper concludes by offering several suggestions for the elimination of the perceived challenges in an attempt to improve the effectiveness of the program.

Commonly defined as L2 teachers' responses to learners' erroneous utterances, oral corrective feedback (OCF) is an interactional classroom phenomenon which frequently occurs in foreign language classes and has gained growing momentum in SLA research in recent years. However, how OCF preferences of English teachers vary in terms of their native-nonnative speaker status remains as an uncharted territory of inquiry specifically in an expanding-circle context. This study aims to reveal the differences between in-class OCF practices of native and non-native English-speaking teachers (NESTs & NNESTs) in Turkish EFL context and to explore the cross-cultural influences that might affect these practices. To these ends, structured classroom observations and interviews were conducted with seven NESTs and seven NNESTs. The findings of the observations showed that the NESTs' and NNESTs' in-class OCF practices differed considerably in terms of their tolerance of errors, preferred OCF types, the amount of OCF and different types of OCF to different types of errors. Moreover, the follow-up interview findings demonstrated some similar and different dispositions between the teacher groups concerning several dimensions (whether, how, when, and which errors should be corrected, and by whom) including the effect of teaching experience and teacher education on their OCF-giving patterns.

This paper presents a narrative inquiry approach to understanding the early professional development (PD) of student teachers of English at a state university in Turkey. With the twofold functioning of narrative as a tool for both research and PD, we probe into how student teachers' early PD trajectories are shaped through observational narrative knowledging. Data consisted of group discussions, semi-structured interviews, metaphor elicitations, and informal conversations that accompanied the main data collection tool, i.e., narrative frames collected during the practicum. The triangulated data were subjected to a multi-tiered collaborative content analysis. The findings showed that narrative-embedded observations helped student teachers organize and attach meaning to their early field experiences, and thus build on their self-awareness, critical thinking, and reflectivity for future classroom practices. We also reported how the participants reflected retrospectively, in the course of, and the posteriori of writing the classroom observational narratives. Through narrative knowledging, we offer a more nuanced approach to aiding student teachers' early PD.

The aim of this study is to advance knowledge and understanding about graduate research on reflective practices carried out in the field of English language teacher education in Turkey. Altogether the findings from 27 graduate theses were included in the final analysis. Seven themes emerged to guide educational stakeholders and future researchers on the further development of reflective practices in teacher education. This research on implications suggests both a long-term, collaborative, systematic and research-informed teacher education that develops teachers' understanding of reflective teaching, and also a longitudinal, repetitive and evidence-based research base to develop better understanding about reflective practices.