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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 reports on a bibliometric mapping analysis of L2 pronunciation research. Analyses on 629 articles published between 1977 and 2020 in 15 prestigious SSCI-indexed applied linguistics journals identified significant research themes and trends, influential authors, documents, and publication sources. The results of the analyses of citation impact, cocitation, and research trends provide valuable insights into understanding the dynamics, evolution patterns, and the intellectual background of L2 pronunciation research, thereby guiding future research and practice.

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.

Systematic reviews of research with a focus on methodological and thematic concerns are being increasingly popular considering their roles in helping researchers keep track of recent topical trends and up-to-date research tendencies in a particular field. This review of research probes into the research studies on English language teacher education (ELTE) published in three flagship teacher education journals (Teaching and Teacher Education, European Journal of Teacher Education, Journal of Teacher Education, N=139) in the last two decades (1997-2016). The articles were classified and analyzed on a collaborative coding basis through a paper classification template designed by the researchers in order to reveal the research design, sampling, data collection tools and data analysis procedures as well as the thematic trends. The prominent findings are as follows: (i) there is a significant increase in the number of ELTE articles in the second decade in comparison to the first ten years, (ii) qualitative research has been the evergreen paradigm adopted in these articles, and (iii) "identity" construct is highlighted as the most established area of research on English language teachers.

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.

Objective: Infective endocarditis (IE) is a severe condition characterized by high mortality rates. We aimed to assess reinfection and mortality rates in IE patients at a tertiary referral center during long-term follow-up. Patients and Methods: We retrospectively analyzed 204 patients meeting modified Duke criteria for definite IE between 2009 and 2019. Early reinfection was defined as occurrence within 6 months, and late reinfection was defined as occurrence 6 months after the initial diagnosis. Results: Mean follow-up duration was 40.3 ± 26.4 months. Valve surgery was performed in 125 patients (69.8%), while 54 (30.2%) received medical therapy alone. Early reinfection was seen in 9 patients (5.1%), and late reinfection in 12 patients (6.7%). Staphylococci (41.9%), Streptococci (26.3%), and Enterococci (15.6%) were common pathogens. Peripheral limb emboli predicted reinfection (HR 4.118, 95% CI 1.471-11.528, p=0.007). Survival rates at 1, 2, and 5 years were 70.2%, 65.7%, and 57.3%, respectively. Age (HR 1.030, 95% CI 1.011 -- 1.049, p=0.002), peripheral limb emboli (HR 2.994, 95% CI 1.509-5.940, p=0.002), and septic shock (HR 2.357, 95% CI 1.097-5.065, p=0.028) predicted mortality. Conclusion: Infective endocarditis mortality rates remain high regardless of reinfection. Peripheral limb emboli independently determine reinfection and mortality. Careful management of this group may reduce morbidity and mortality. [ABSTRACT FROM AUTHOR]

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.

Within the positive psychology and growth mindset framework, this quantitative study showcases the impact of growth language mindsets (GLM) on feedback-seeking behavior (FSB), emphasizing the mediating role of second/foreign language (L2) grit. With a cross-sectional design, an L2 grit scale, GLM inventory and FSB scale were used to collect data from EFL students in Turkish state universities. SPSS, AMOS v.23, and PROCESS Macro were used for analyses. The results reveal that the variables were positively and significantly related. The participants had high levels of growth mindset, feedback-seeking behavior, and L2 grit. Moreover, L2 grit mediated the relationship between GLM and FSB. These results are consistent with similar studies and theoretical accounts in the literature, and can be used for inventing teaching strategies and materials to help students develop growth mindsets and grit, such as self-monitoring and peer tutoring. [ABSTRACT FROM AUTHOR]

Introduction: Endovascular aortic repair (EVAR) is commonly used for abdominal aortic aneurysms, but its mortality rate remains high. The hemoglobin, albumin, lymphocyte, and platelet (HALP) score, which measures hemoglobin, albumin, lymphocyte, and platelet levels, provides prognostic value by reflecting the nutritional status and systemic inflammation. This study aimed to explore the relationship between the HALP score upon admission and long-term mortality in patients with EVAR. Methods: Consecutive patients with EVAR at our tertiary center from October 2010 to August 2021 were retrospectively analyzed. HALP scores were calculated using the following formula: hemoglobin (g/L) x albumin (g/L) x lymphocyte count (/L)/platelet count (/L). In-hospital and long-term mortality data were extracted. Receiver operating characteristic curve analysis identified predictors of in-hospital mortality. Multivariate Cox regression analysis was performed to examine determinants of long-term mortality. Results: Among the 162 participants (mean age: 69.4±8.2 years, 90.1% male), the HALP score was the most significant predictor of in-hospital mortality (area under the curve: 0.752, 95% confidence interval: 0.674-0.830; p<0.001). Multivariate Cox regression analysis revealed HALP (p=0.001) and C-reactive protein (p=0.004) as independent determinants of long-term mortality. Conclusion: This study is the first to investigate the association between the HALP score and in-hospital and long-term mortality in EVAR patients. The HALP score is a robust prognostic tool compared with its components and other parameters in this patient population. [ABSTRACT FROM AUTHOR]

Considering that nearly 39% of the total CO2 emission released into the atmosphere today are thought to be due to the energy consumed by buildings, the importance of taking measures through buildings to combat global warming is evident. Therefore, the concept of nearly zero‐energy buildings (NZEB) is come to the forefront. Building integrated photovoltaic thermal (BIPV/T) systems are used to enable buildings to generate their own energy. However, buildings have limited facade and roof areas required for BIPV/T systems. Therefore, in this study, various configurations of bifacial (double‐sided) and monofacial (single‐sided) panels were compared to investigate ways to enhance the efficiency of BIPV/T systems. Different air flow velocities and varying air gap distances were tested for both panel types. By placing a reflective surface on the wall behind the bifacial panel, the electrical efficiency of the bifacial panel was increased and proven through PVsyst analysis. Both panels provided maximum heat efficiency at the shortest air gap distance under high air flow conditions. In addition, it was shown in both the experimental setup and Comsol CFD analysis that it provides significant benefit in the thermal energy load of the building when heating the interior environment in winter. In terms of electrical power production surplus, the bifacial panel outperformed the monofacial panel in all configurations, with a minimum advantage of 8.33% and a maximum of 12.73%. Additionally, the maximum electrical efficiency was obtained from the bifacial panel in configurations with the longest air gap distance. Using the bifacial panel in the BIPV/T system with the shortest air gap distance during the heating season and the longest air gap distance during other seasons can provide the highest efficiency for the building throughout the year. [ABSTRACT FROM AUTHOR]

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The main purpose of this study is to investigate the impact of English as a Foreign Language (EFL) teachers' instructional innovativeness on student engagement, with specific reference to behavioral and emotional aspects of engagement as perceived by the teachers. Given the ever-changing demands of contemporary education, this study underscores the importance of innovativeness and its influence on student engagement in L2 learning and teaching. The study adopted a cross-sectional design, utilizing a predictive moderated model, also assessing whether various teacher background variables such as educational status, gender, and field of graduation moderate the relationship between instructional innovativeness and student engagement. Data from 144 EFL teachers across Turkiye underwent analysis through partial least squares structural equation modeling (PLS-SEM). It was shown that instructional innovativeness significantly predicts both behavioral and emotional student engagement. However, only educational status, particularly differences between BA and PhD degrees, was found to moderate the impact on behavioral engagement, with no significant moderating effects identified for emotional engagement. In conclusion, this study highlights the merit of cultivating and fostering a culture of innovation among ELT practitioners to benefit students. [ABSTRACT FROM AUTHOR]

Coursebook evaluation helps practitioners decide on the most appropriate coursebook to be exploited. Moreover, evaluation process enables to predict the potential strengths and weaknesses of a given coursebook. Checklist method is probably the most widely adopted way of judging coursebooks and there are plenty of ELT coursebook evaluation checklists available designed for making material selection and evaluation process easier and systematic. As distinct from many other checklist development studies, this study attempts to suggest an eclectic checklist by borrowing items from quite different evaluation instruments available in the literature. Initially, more than thirty ELT coursebook evaluation forms and checklists were determined as a result of extensive review of literature. Afterwards, items were chosen from among those checklists by putting aside several of them on a utilitarian basis, accompanied by the researchers' own items. We recommend that the resulting instrument be used by English language teachers, material developers and researchers.

Growth and consumption are two closely related concepts that should not be considered separately. Along with population growth, industrialization, and increasing trade, people started to produce more and thus to consume more. Several environmental problems, including air, soil, and water pollution, the consumption of much more significant amounts of raw materials, and excessive use of synthetic products and chemicals have been emerged in order to meet production needs. One of the necessary resources to meet the consumption required for growth is energy. Renewable energy resources of nature, which are regarded as unlimited, sustainable, and regenerative, include wind energy, solar energy, bio-energy, geothermal energy, wave or tidal energy, and hydroelectric energy. One of the main goals of Turkey, within the scopes of its environmental friendliness and energy saving policies, is to increase the share of renewable energy resources in the energy portfolio of the country whose industry and economy are growing and the population is on the rise. Considering the points mentioned, the current study was carried out to analyze renewable energy consumption and economic growth in Turkey. In so doing, the annual data of renewable energy consumption, Gross domestic product, fixed capital formation, and the total labor force for the period 1990-2019 for Turkey were obtained from the World Bank database and analyzed using Toda-Yamamoto causality analysis. The results showed that there is a unidirectional causality running from renewable energy consumption, capital, and labor force to growth. In other words, increases in renewable energy consumption positively affect economic growth. [ABSTRACT FROM AUTHOR]