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This study investigated the changes in teacher-parent communication and cooperation during the COVID-19 pandemic and to determine how parent participation in distance education can be achieved. A qualitative descriptive design was adopted in the study. The study group consisted of 12 secondary school teachers working in Adana, Turkey, and 16 parents whose children are students of these teachers. The data were obtained through semi-structured interviews and analyzed through content analysis. The study concluded that teachers are required to be more directive and sensitive to students' specific requirements while parents need to be more involved in communication and cooperation in distance education. Ensuring the motivation of teachers and parents in distance education is the most effective factor that strengthens the cooperation processes. [This study was orally presented at the 8th International Eurasian Educational Research Congress held in Turkey.]

Anxiety has been a problem to many foreign language students and educators for many years. Studies on the anxiety of students regarding foreign languages have been conducted by educators, foreign language teachers, education experts and researchers. Thus, foreign language anxiety has become the focus of language learning. In the research, attempts have been made to reveal the effect of gender, class levels, and ages of adolescents on the anxiety felt in foreign language classes. Descriptive survey model has been used in this research. Research sample consist of eighty-one (81) students aged 13-15, in the 7th and 8th grade at Adana/Seyhan Mehmet Akif Secondary School, and in the 2016-2017 academic year. The "Foreign Language Classroom Anxiety Scale" prepared and developed through a validity and reliability research, has been used for these randomly selected students. The arithmetic mean, standard deviation, corrected mean and standard error values of scores obtained from Foreign Language Class Anxiety Scale have been calculated. Independent groups t-test and one-way variance analysis have been applied to determine if differences are significant or not. According to the result obtained, it has been determined that there is significant difference in the support of female students from the point of gender factor in foreign language anxiety during adolescence. However, there is no significant difference in grade level and age factors. Considering gender, grade level, and age factors, increasing the number of foreign language anxiety research at all levels has been suggested.

Knowledge of the metacognitive reading strategy plays an important role in understanding reading and in the educational process. Despite its significance, the metacognitive approach has long been neglected in teaching. The reading comprehension's main role in educational achievement is compounded by this lack of successful metacognitive reading strategy skills. Because of this reason, in this research, the main aim is to investigate the effects of metacognitive reading strategies in English language teaching on students’ attitudes. The model of this research is action research. This research was held with 26 participants, 8th grade students at Mehmet Akif secondary school during the 2nd term of the 2013-2014 academic year in Adana, Turkey. The participants of the research were selected using a convenience sampling strategy. The duration of the research was 10 weeks. The researcher’s diary, semi-structured interviews, and “Reading Strategy Survey” developed by Mokhtari & Sheorey (2002) were used as data collection tools. As a result, the research's findings showed that integrating metacognitive reading strategies into English lessons helped students to understand the texts, and they made the reading process easier. This training strengthened the perception of students' reading in a positive way. Therefore, it has been concluded that metacognitive reading techniques in English teaching are effective in reading comprehension attitudes of learner. It is proposed that training in reading strategy should be provided starting from elementary school levels, and teachers should be trained in reading and using strategies. [ABSTRACT FROM AUTHOR]