Hostname: page-component-586b7cd67f-r5fsc Total loading time: 0 Render date: 2024-11-28T08:08:00.025Z Has data issue: false hasContentIssue false
  • English
  • Français

Selected research in applied linguistics and English language teaching in Turkey: 2010–2016

Published online by Cambridge University Press:  15 March 2018

Julie Aydınlı  and
Deniz Ortaçtepe
Julie Aydınlı
Affiliation:
Ankara Social Sciences University, Turkey [email protected]
Deniz Ortaçtepe
Affiliation:
Bilkent University, [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

In this state-of-the-art review, we aim to build on Alptekin & Tatar's (2011) article covering research conducted in Turkey between 2005 and 2009, and survey published research in 31 Turkey-based journals between 2010 and 2016. As the second review paper on Turkey's English language teaching (ELT) agenda, our goal is twofold: first, to introduce the research of those researchers whose high-quality, Turkey-based work may not be known outside Turkish academia; and second, to point to recent scholarly developments that have occurred in Turkey and set these in the context of recent shifts in language teaching research worldwide. This paper presents approximately 140 articles that appeared in locally published peer-reviewed academic journals, and clearly demonstrates that Turkey as an English as a foreign language (EFL) context presents a vibrant research scene in language teaching. The reviewed works cover a wide spectrum of timely topics (e.g., computer-assisted language learning (CALL), the European Portfolio for Student Teachers of Languages (EPOSTL), language assessment, affective factors), and present findings that have much to contribute to current discussions in the field. Nevertheless, our review also reveals some concerning trends, including an almost exclusive emphasis on practical concerns over conceptual development; shortcomings in locating research within broader disciplinary debates; and few efforts to bring together and build on local research in a manner that might allow for original and creative influences on the broader discipline. It is therefore the further aim of this article to spark debates on these issues among Turkish scholars and contribute to the strengthening of the local disciplinary community.

Type
A Country in Focus
Information
Language Teaching , Volume 51 , Issue 2 , April 2018 , pp. 210 - 245
Copyright
Copyright © Cambridge University Press 2018 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

American Educational Research Association (AERA) (2016). Standards for reporting on empirical social science research. http://www.aera.net/Portals/38/docs/12ERv35n6_Standard4Report%20.pdf.Google Scholar
Akay, E. & Toraman, C. (2015). Students’ attitudes towards learning English grammar: A study of scale development. Journal of Language and Linguistic Studies 11.2, 67–82.Google Scholar
Akcan, S. (2011). Analysis of teacher candidates’ learning experiences in an ‘English teaching methods’ course. Education and Science 36.162, 247–319.Google Scholar
Akpınar, K. D. (2012). Identifying discourse patterns: A case study with Turkish foreign language learners. ELT Research Journal 1.4, 255–277.Google Scholar
Alptekin, C. & Tatar, S. (2011). Research on foreign language and teaching in Turkey (2005–2009). Language Teaching 44.3, 328–353.Google Scholar
Altunay, D. (2013). Language learning activities of distance EFL learners in the Turkish open education system as the indicator of their learner autonomy. Turkish Online Journal of Distance Education 14.4, 296–307.Google Scholar
Arıkan, Y. D. & Özen, S. O. (2015). A learning environment for English vocabulary using quick response codes. Educational Sciences: Theory & Practice 15.2, 539–551.Google Scholar
Aronin, L. & Spolsky, B. (2011). Research in English language teaching and learning in Israel (2004–2009). Language Teaching 43.3, 297–319.Google Scholar
Arpacı-Somuncu, D. (2016). Turkish EFL learners’ use of communication strategies and its predictors. ELT Research Journal 5.3, 178–192.Google Scholar
Arslan, R. S. & Basağa, N. (2010). A study in the dissemination of reflective practice among English language instructors at tertiary level. Pamukkale University Journal of Education, 28.2, 11–26.Google Scholar
Asmalı, M., Bilki, U. & Duban, C. A. (2015). A comparison of the Turkish and Romanian students’ willingness to communicate and its affecting factors in English. Journal of Language and Linguistic Studies 11.1, 59–74.Google Scholar
Aydın, B., Sağlam, S. & Alan, B. (2016). Can CELTA qualifications be the new bridge between pre-service and in-service education? Perceptions of in-service teachers. ELT Research Journal 5.2, 155–176.Google Scholar
Balçıkanlı, C. (2012a). L2 students’ comments on language exchange communities in language learning. Journal of Language and Linguistic Studies 8.1, 7–23.Google Scholar
Balçıkanlı, C. (2012b). Language learning in second life: American and Turkish students’ experiences. Turkish Online Journal of Distance Education 13.2, 131–146.Google Scholar
Baş, G. (2010). Evaluation of DynED courses used in elementary schools from the views of teachers in Turkey. Journal of Language and Linguistic Studies 6.1, 14–40.Google Scholar
Başoğlu, E. B. & Akdemir, O. (2010). A comparison of undergraduate students’ English vocabulary learning: Using mobile phones and flash cards. Turkish Online Journal of Educational Technology 9.3, 1–7.Google Scholar
Bayraktar, H. (2011). The use of lexical networks in EFL vocabulary teaching. International Journal on New Trends in Education and their Implications 2.3, 45–55.Google Scholar
Baz, F. Ç. & Tekdal, M. (2014). Evaluation of computer-based foreign language learning software by teachers and students. TOJET: The Turkish Online Journal of Educational Technology 13.2, 71–78.Google Scholar
Bensen, H. & Çavuşoğlu, C. (2013). Reasons for the teachers’ uses of code-switching in adult EFL classrooms. Journal of the Hasan Ali Yücel Faculty of Education 20.2, 69–82.Google Scholar
Beceren, S. (2010). Comparison of metalinguistic development in sequential bilinguals and monolinguals. The International Journal of Educational Researchers 1.1, 28–40.Google Scholar
Bektaş‐Çetinkaya, Y. (2011). Foreign language reading anxiety: A Turkish case. The Journal of Language Teaching and Learning 1.2, 44–56.Google Scholar
Bikmen, A. & Martı, L. (2013). A study of complaint speech acts in Turkish learners of English. Education and Science 38.170, 253–265.Google Scholar
Bozdoğan, D. & Özen, R. (2014). Use of ICT technologies and factors affecting pre-service ELT teachers’ perceived ICT self-efficacy. TOJET: The Turkish Online Journal of Educational Technology 13.2, 186–196.Google Scholar
British Council (2013). Turkey national needs assessment of state school English language teaching. Ankara.Google Scholar
British Council (2015). The state of English in higher education in Turkey. Ankara.Google Scholar
Cansever, Z. M. & Mede, E. (2016). Perceptions of native and non-native EFL instructors in relation to intercultural foreign language teachıng. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 16.1, 75–94.Google Scholar
Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics 25, 112–130.Google Scholar
Cirit, N. C. (2015). Assessing ELT pre-service teachers via Web 2.0 tools: Perceptions toward traditional, online and alternative assessment. The Turkish Online Journal of Educational Technology 14.3, 9–19.Google Scholar
Çakır, C. (2013). Standard assessment and alternative assessment in English language teaching program. Gazi University Journal of Gazi Educational Faculty (Gazi Üniversitesi Eğitim Fakültesi Dergisi) 33.3, 531–548.Google Scholar
Çelik, S. (2011). Developing collocational competence through web based concordance activities. Novitas-ROYAL (Research on Youth and Language) 5.2, 273–286.Google Scholar
Çelik, S., Arkın, E. & Sabriler, D. (2012). EFL learners’ use of ICT for self-regulated learning. Journal of Language and Linguistic Studies 8.2, 98–118.Google Scholar
Çelik, S. & Erbay, Ş. (2013). Cultural perspectives of Turkish ELT coursebooks: Do standardized teaching texts incorporate intercultural features? Education and Science 38, 336–351.Google Scholar
Çiftçi, H. (2016). Refusal strategies in Turkish and English: A cross-cultural study. ELT Research Journal 5.1, 2–29.Google Scholar
Çokal-Karadaş, D. (2010). Conversational repair in foreign language classrooms: A case study in a Turkish context. Eurasian Journal of Educational Research 39, 145–160.Google Scholar
Demirel, E. & Enginarlar, H. (2016). Effects of combined peer-teacher feedback on second language writing development. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) 31.4, 657–675.Google Scholar
Demirbulak, D. (2012). A case study in Istanbul: Exploring the deliberation in English as a foreign language teaching units at state schools. ELT Research Journal 1.4, 230–239.Google Scholar
Demircioğlu, S. & Çakır, C. (2015). Intercultural competence of English language teachers in International Baccalaureate World Schools in Turkey and abroad. Journal of Language and Linguistics Studies 11.1, 15–32.Google Scholar
Denkci-Akkas, F. & Coker, B. (2016). The use of communicative approach in 9th grade EFL classes. Eurasian Journal of Educational Research 65, 71–90.Google Scholar
Dolgunsöz, E. (2016). Using eye-tracking to measure lexical inferences and its effects on reading rate during EFL reading. Journal of Language and Linguistics Studies 12.1, 63–78.Google Scholar
Dolgunsöz, E. & Sarıçoban, A. (2016). CEFR and eye movement characteristics during EFL reading: The case of intermediate readers. Journal of Language and Linguistics Studies 12.2, 238–252.Google Scholar
Dönük, D. & Tezbaşaran, E. (2013). Transfer from L1 to L2: Interlanguage at work. ELT Research Journal 2.1, 3–15.Google Scholar
Ekmekçi, E. (2014). Analysing students’ reactions to English course books in terms of cultural elements. Ondokuz Mayıs University Education Faculty Journal 33.1, 189–205.Google Scholar
Ellis, R. & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. New York: Routledge.Google Scholar
Er, M., Altunay, U. & Yurdabakan, I. (2012). The effects of active learning on foreign language self-concept and reading comprehension achievement. International Journal of New Trends in Education and their Implications 3.4, 43–58.Google Scholar
Ercan-Demirel, E. & Cephe, P. T. (2015). Looking into burnout levels among English language instructors. Journal of Language and Linguistic Studies 11.1, 1–14.Google Scholar
Erten, İ. H. (2014). Understanding the reasons behind choosing to teach English as a foreign language. Novitas-ROYAL (Research on Youth and Language) 8.1, 30–44.Google Scholar
Erten, İ. H. (2015). Social desirability bias in altruistic motivation for choosing teaching as a career. Hacettepe University Journal of Education 30.1, 77–89.Google Scholar
Firth, A. & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. Modern Language Journal 81.3, 285–300.Google Scholar
Genç, B. (2014). An analysis of Turkish EFL learners’ vocabulary use across different speaking tasks. Journal of Language and Literature Education 2.9, 20–28.Google Scholar
Genç, G. & Kaya, A. (2010). An investigation on the motivation level of EFL students. International Journal on New Trends in Education and their Implications 1.3, 17–28.Google Scholar
Genç, H. (2012). An evaluation study of a CALL application: With BELT or without BELT? TOJET: The Turkish Online Journal of Educational Technology 11.2, 44–53.Google Scholar
Genç, H. & Gülözer, K. (2013). The effect of cognitive load associated with instructional formats and types of presentation on second language reading comprehension performance. TOJET: The Turkish Online Journal of Educational Technology 12.4, 171–182.Google Scholar
Göksu, A. & Genç, B. (2013). A longitudinal study of effects of European language portfolio on reading skill. Kastamonu Education Journal 21.1, 131–144.Google Scholar
Göktürk, N. & Altay, A. (2015). The relationship between EFL learners’ learning styles and their scores in audio and video-mediated L2 listening tests. Journal of Theory and Practice in Education 11.3, 971–988.Google Scholar
Güvendir, E. & Gezgin, D. M. (2015). The effect of a Facebook game that requires English vocabulary knowledge on students’ English vocabulary development. Journal of Educational Sciences Research 5.1, 41–55.Google Scholar
Hişmanoğlu, M. (2010). Online pronunciation resources: Hobbies or fobbies of EFL teachers? International Journal on New Trends in Education and their Implications 2, 38–51.Google Scholar
Horasan, S. (2014). Code-switching in EFL classrooms and the perceptions of the students and teachers. Journal of Language and Linguistic Studies 10.1, 31–45.Google Scholar
İnceçay, G. (2015). The foreign language classroom is like an airplane: Metaphorical conceptualizations of teachers’ beliefs. Turkish Online Journal of Qualitative Inquiry 6.2, 74–96.Google Scholar
İnceçay, G. & Keşli-Dollar, Y. (2012). Classroom management, self-efficacy and readiness of Turkish pre-service English teachers. ELT Research Journal 1.3, 189–198.Google Scholar
İstifci, İ. (2011). Opinions of elementary level EFL learners on the use of weblogs. Turkish Online Journal of Distance Education 12.1, 212–222.Google Scholar
Kafes, H. (2011). A neglected resource or an overvalued illusion: L1 use in the foreign language classroom. International Journal on New Trends in Education and their Implications 2.2, 128–140.Google Scholar
Karakaş, A., Uysal, H., Bilgin, S. & Bulut, B. (2016). Turkish EFL learners’ perceptions of native English speaking teachers and non-native English-speaking teachers in higher education. Novitas-ROYAL (Research on Youth and Language) 10.2, 180–206.Google Scholar
Karabınar, S. (2014). Writing approaches of student teachers of English. Journal of Language and Linguistics Studies 10.2, 1–16.Google Scholar
Kayaoğlu, N., Akbaş, R. D.; & Öztürk, Z. (2011). A small scale experimental study: Using animations to learn vocabulary. TOJET: The Turkish Online Journal of Educational Technology 10.2, 24–30.Google Scholar
Kayaoğlu, M. N. (2012). The use of mother tongue in foreign language teaching from teachers’ practice and perspective. Pamukkale University Journal of Education 32, 25–35.Google Scholar
Kayaoğlu, M. N. & Çaylak, N. (2013). What is needed for correct pronunciation: A model or a concern? Eurasian Journal of Educational Research 53, 269–290.Google Scholar
Kazazoğlu, S. (2013). The effect of attitudes towards Turkish and English courses on academic achievement. Education and Science 38.170, 294–307.Google Scholar
Kelly, M. & Grenfell, M. (2004) European profile for language teacher education: A frame of reference . European Commission.Google Scholar
Kılıç, S. (2013). English lecturers’ beliefs regarding intercultural competence. Journal of the Hasan Ali Yucel Faculty of Education 20.2, 47–59.Google Scholar
Kılıçkaya, F. & Krajka, J. (2010). Comparative usefulness of online and traditional vocabulary learning. TOJET: The Turkish Online Journal of Educational Technology 9.2, 55–63.Google Scholar
Kırkgöz, Y. (2011). A blended learning study on implementing video recorded speaking tasks in task-based classroom instruction. TOJET: The Turkish Online Journal of Educational Technology 10.4, 1–13.Google Scholar
Kırkgöz, Y., Çelik, S. & Arıkan, A. (2016). Laying the theoretical and practical foundations for a new elementary English curriculum in Turkey: A procedural analysis, Kastamonu Eğitim Dergisi 24.3, 1199–1212.Google Scholar
Kıroğlu, K. & Demirel, M. (2012). Chunked texts in reading class: The case of Turkish learners of English, Pamukkale University Journal of Education 32.2, 65–76.Google Scholar
Koban-Koç, D. (2015). The non-generic use of the definite article the in writing by Turkish learners of English. Hacettepe University Journal of Education 30.2, 56–68.Google Scholar
Koçer, T. & Turgut, Y. (2013). Investigating reading strategy use in EFL environment: Instructors’ and preparatory class students’ perspectives. Mersin University Journal of the Faculty of Education 9.1, 237–250.Google Scholar
Köksal, D. & Razı, S. (2011). An investigation into ELT professionals’ research culture in Turkey. Education and Science 36.162, 209–224.Google Scholar
Köksal, D. & Şahin, C. A. (2012). Macro-level foreign language education policy of Turkey: A content analysis of national education councils. ELT Research Journal 1.3, 149–158.Google Scholar
Korkmazgil, S. & Seferoğlu, G. (2013). Exploring non-native English teachers’ professional development practices. Boğaziçi University Journal of Education 30.1, 1–10.Google Scholar
Küçüktepe, C., Küçüktepe, S. E. & Baykın, Y. (2014). İkinci Sınıf İngilizce Dersi ve Programına İlişkin Öğretmen Görüşlerinin İncelenmesi. Journal of the Hasan Ali Yucel Faculty of Education 11.2, 41–58.Google Scholar
Kurt, G., Akyel, A., Kocoğlu, Z. & Mishra, P. (2014). TPACK in practice: A qualitative study on technology integrated lesson planning and implementation of Turkish pre-service teachers of English. ELT Research Journal 3.3, 153–166.Google Scholar
Mathews-Aydınlı, J. & Elaziz, F. (2010). Turkish students’ and teachers’ attitudes toward the use of interactive whiteboards in EFL classrooms, Computer Assisted Language Learning 23.3, 235–252.Google Scholar
Mede, E., İnceçay, G. & İnceçay, V. (2013). Fostering learner autonomy through extensive reading: The case of oral book reports. ELT Research Journal 2.1, 16–25.Google Scholar
Merç, A. (2013). The effect of comic strips on EFL reading comprehension. International Journal on New Trends in Education and their Implications 4.1, 54–64.Google Scholar
Merç, A. (2015a). Foreign language teaching anxiety and self-efficacy beliefs of Turkish pre-service EFL teachers. The International Journal of Research in Teacher Education 6.3, 40–58.Google Scholar
Merç, A. (2015b). Using technology in the classroom: A study with Turkish pre-service EFL teachers. TOJET: The Turkish Online Journal of Educational Technology 14.2, 229–240.Google Scholar
Mirici, I. H. (2015). Contemporary ELT practices across Europe and Turkey. International Journal of Language Academy 3.4, 1–8.Google Scholar
Mirici, I. H. & Hergüner, S. (2015). A digital European self-assessment tool for student teachers of foreign languages: EPOSTL. TOJET: The Turkish Online Journal of Educational Technology 14.1, 1–10.Google Scholar
Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record 108.6, 1017–1054.Google Scholar
Mutlu, G. & Kaşlıoğlu, O. (2016). Vocabulary size and collocational knowledge of Turkish EFL learners. Journal of Theory and Practice in Education 12.6, 1231–1252.Google Scholar
Mutlu, A. & Eröz-Tuğa, B. (2013). The role of computer-assisted language learning (CALL) in promoting learner autonomy. Eurasian Journal of Educational Research 51, 107–122.Google Scholar
Ortaçtepe, D. (2014). Common ground as a resource for positioning: A discourse analysis. Hacettepe University Journal of Education 29.2, 160–174.Google Scholar
Okumuş, K. & Akalın, S. (2015). Incorporating EPOSTL (European portfolio for student teachers of languages) into methodology course. International Journal on New Trends in Education and their Implications 6.1, 76–83.Google Scholar
Ölmezer-Öztürk, E. & Öztürk, G. (2016). Types and timing of oral corrective feedback in EFL classrooms: Voices from students. NovitasROYAL (Research on Youth and Language) 10.2, 113–133.Google Scholar
Önem, E. (2010). The relationship among state-trait anxiety, foreign language anxiety and test anxiety in an EFL setting. Language Journal 148, 17–37.Google Scholar
Önem, E. (2015). A study on the effects of meditation on anxiety and foreign language vocabulary learning, Journal of Language and Literature Education 15, 149–162.Google Scholar
Öz, H. (2014). Teachers’ and students’ perceptions of interactive whiteboards in the English as a foreign language classroom. TOJET: The Turkish Online Journal of Educational Technology 13.3, 156–177.Google Scholar
Öz, H. & Efecioğlu, E. (2015). Graphic novels: An alternative approach to teach English as a foreign language. Journal of Language and Linguistic Studies 11.1, 75–90.Google Scholar
Özdemir, F., Haznedar, B. & Babur, N. (2012). The development of reading in early bilingualism: Evidence from Turkish-child L2 learners of English. Bogazici University Journal of Education 29.1, 1–26.Google Scholar
Özışık, C. (2014). Identifying preposition errors of Turkish EFL students. ELT Research Journal 3.2, 59–69.Google Scholar
Özmen, K. S., Cephe, P. T. & Kınık, B. (2016). Trends in doctoral research on English language teaching in Turkey. Educational Sciences: Theory and practice 16.5, 1737–1759.Google Scholar
Özmen, K. S. (2011). The impact of an acting course on prospective teachers’ beliefs about language teaching. Eurasian Journal of Educational Research 45, 89–106.Google Scholar
Öztürk, Y. & Durmuşoğlu-Köse, G. (2016). Turkish and native English academic writers use of lexical bundles. Journal of Language and Linguistic Studies 12.1, 149–165.Google Scholar
Öztürk, G. (2013). Job burnout experienced by Turkish instructors of English working at state universities. International Online Journal of Educational Sciences 5.3, 587–597.Google Scholar
Öztürk, G. & Gürbüz, N. (2013). Motivational orientations of Turkish EFL students: The case at a state university. Journal of Language and Literature Education 8, 62–77.Google Scholar
Öztürk, G. & Gürbüz, N. (2016). The impact of early language learning experiences on EFL teachers’ language teaching beliefs and practice. ELT Research Journal 5.2, 84–102.Google Scholar
Öztürk, M. & Yıldırım, A. (2015). English as a foreign language instructors’ cognitions on language learning processes and factors affecting those cognitions. Education and Science 40.182, 171–192.Google Scholar
Öztürk, Ö. (2012). The effects of graphic organizers on reading comprehension achievement of EFL learners. Pamukkale University Journal of Education 32, 37–45.Google Scholar
Personn, J. & Yiğitoğlu, N. (2015). Connecting in-service teacher education programs to classroom teaching: A case study of two novice teachers. The International Journal of Research in Teacher Education 6.2, 38–56.Google Scholar
Pfeiffer, K., Ortaçtepe, D. & Çorlu, S. (2016). The effect of L1 on the production of L2 formulaic expressions. The Journal of Language Teaching and Learning 6.1, 35–48.Google Scholar
Raman, Y. & Yiğitoğlu, N. (2015). Friend or foe? English as the medium of instruction policy versus code switching practices, The International Journal of Research in Teacher Education 6.3, 1–23.Google Scholar
Razı, S. (2012). An integrated approach to establish validity and reliability of reading tests. ELT Research Journal 1.1, 11–30.Google Scholar
Şahin-Kızıl, A. & Kilimci, A. (2014). Recurrent phrases in Turkish EFL learners’ spoken interlanguage: A corpus-driven structural and functional analysis. Journal of Language and Linguistic Studies 10.1, 195–210.Google Scholar
Salı, P. & Gürsoy, E. (2014). Evaluation of a language course within the framework of socially responsible teaching. ELT Research Journal 3.3, 140–152.Google Scholar
Saran, M. & Seferoğlu, G. (2010), Supporting foreign language vocabulary learning through multimedia messages via mobile phones. Hacettepe University Journal of Education 38, 252–266.Google Scholar
Savaş, P. (2012). Use of digital video recording in the preparation stage of pre-service foreign language teachers’ micro-teachings. International Journal on New Trends in Education and their Implications 3.3, 107–116.Google Scholar
Sert, O. & Seedhouse, P. (2011). Introduction: Conversation analysis in applied linguistics. NOVITAS-ROYAL: Research on youth and language 5.1, 1–14.Google Scholar
Sert, O. & Balaman, U. (2015). A conversation analytic investigation into co-construction of knowledge in online task-oriented interaction. Mersin University Journal of Linguistics and Literature 12.2, 45–72.Google Scholar
Sert, O., Balaman, U., Can-Daskın, N., Büyükgüzel, S. & Ergül, H. (2015). Conversation analysis methodology. Mersin University Journal of Linguistics and Literature 12.2, 1–43.Google Scholar
Solak, E. (2012). Exploring the role of motivational factors in the academic achievement of EFL learners. ELT Research Journal 1.4, 240–254.Google Scholar
Şen, Y. (2010). L1 use in English as a foreign language classrooms in Turkey. Abant İzzet Baysal University Faculty of Education Journal 10.2, 161–171.Google Scholar
Şener, S. (2014). Turkish ELT students’ willingness to communicate in English. ELT Research Journal 3.2,.Google Scholar
Şimşek, M. R. (2010). The effects of L1 use in the teaching of L2 grammar concepts on the students’ achievement. Journal of Theory and Practice in Education 6.2, 142–169.Google Scholar
Şimşek, M. R. (2011). Student teachers’ opinions on mentor teachers’ use of native language Mersin University Journal of the Faculty of Education 7.1, 69–85.Google Scholar
Tanyeli, N. & Kuter, S. (2013). Examining learner autonomy in foreign language learning and instruction. Eurasian Journal of Educational Research 53, 19–36.Google Scholar
Tarhan, H. & Balban, S. (2014). Motivation, learner identity and language learning. International Journal on New Trends in Education and their Implications 5.1, 183–197.Google Scholar
Tarone, E. (2015). Second language acquisition in applied linguistics: 1925–2015 and beyond. Applied Linguistics 36.4, 444–453.Google Scholar
Turgut, F. & Kayaoğlu, M. N. (2015). Using rubrics as an instructional tool in EFL writing courses. Journal of Language and Linguistic Studies 11.1, 47–58.Google Scholar
Turgut, Y. & Tuncer, U. (2011). Literacy development in multicultural settings with digital dual-language Books. Journal of Language and Linguistic Studies 7.2, 117–143.Google Scholar
Tüm, D. Ö. & Kunt, N. (2013). Speaking anxiety among EFL student teachers. Hacettepe University Journal of Education 28.3, 385–399.Google Scholar
Uçar, S. & Yükselir, C. (2015). The effect of corpus-based activities on verb-noun collocations in EFL classes. TOJET: The Turkish Online Journal of Educational Technology 14.2, 195–205.Google Scholar
Ünaldı, İ., Bardakçı, M., Akpınar, K. D. & Dolaş, F. (2013). A comparison of contextualized, decontextualized and corpus-informed vocabulary instruction: A quasi-experimental study. Journal of Language and Literature Education 8, 78–95.Google Scholar
Üstünbaş, Ü. & Ortaçtepe, D. (2016). EFL learners’ use of formulaic language in oral assessments: A study on fluency and proficiency. Hacettepe University Journal of Education 31.3, 578–592.Google Scholar
Üstünel, E. & Öztürk, S. (2014). The impact of culturally enriched classes on young learners, ELT Research Journal 3.4, 222–244.Google Scholar
Uysal, H. H. (2014). English language spread in academia: Macro-level state policies and micro-level practices of scholarly publishing in Turkey. Language Problems and Language Planning 38.3, 265–291.Google Scholar
Uztosun, M. S. & Erten, İ. H. (2014). The impact of English proficiency on the use of communication strategies: An interaction-based study in Turkish EFL context. Journal of Language and Linguistic Studies 10.2, 169–182.Google Scholar
Uztosun, S. & Troudi, S. (2015). Lecturers’ views of curriculum change at English language teaching departments in Turkey. Novitas-ROYAL (Research on Youth and Language) 9.1, 15–29.Google Scholar
Uzun, K. (2013). Grammar learning preferences of Turkish undergraduate students of translation-interpretation. ELT Research Journal 2.1, 26–39.Google Scholar
Watt, H. M. & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice scale. The Journal of Experimental Education 75.3, 167–202.Google Scholar
Yağız, O., Aydın, B. & Akdemir, A. S. (2016). ELT research in Turkey: A content analysis of selected features of published articles. Journal of Language and Linguistic Studies 12.2, 117–134.Google Scholar
Yaman, S., Irgın, P. & Kavasoğlu, M. (2013). Communication strategies: Implications for EFL university students. Journal of Educational Sciences Research 3.2, 255–264.Google Scholar
Yaylı, D. (2012). Tracing the benefits of self-annotation in genre-based writing. The Journal of Language Teaching and Learning 2.1, 45–58.Google Scholar
Yazan, B. (2016). Early career EFL teachers’ instructional challenges. Journal of Theory and Practice in Education 12.1, 194–220.Google Scholar
Yeşilbursa, A. A. (2011a). Mitigation of suggestions and advice in post-observation conferences between three English language teacher educators. Journal of Language and Linguistics Studies 7.1, 18–35.Google Scholar
Yeşilbursa, A. A. (2011b). Descriptive versus dialogic reflection and positive versus negative stance in the reflective writing of Turkish prospective English language teachers. Novitas-ROYAL (Research on Youth and Language) 5.2, 169–182.Google Scholar
Yıldız-Ekin, M. T. & Atak-Damar, E. (2013). Pragmatic awareness of EFL teacher trainees and their reflections on pragmatic practices. ELT Research Journal 2.4, 176–190.Google Scholar
Yılmaz, Y. Y. (2011). The Mozart effect in the foreign language classroom. A study on the effect of music in learning vocabulary in a foreign language. International Journal on New Trends in Education and their Implications 2.3, 88–98.Google Scholar
Yücel, B., Arman, D. & Yapar, D. P. (2016). Through the looking glass: Video coaching. ELT Research Journal 5.2, 123–144.Google Scholar
Zehir-Topyaka, E. (2010). Pre-service English language teachers’ perceptions of computer self-efficacy and general self-efficacy. TOJET: The Turkish Online Journal of Educational Technology 9.1, 143–156.Google Scholar