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Home > Archives > Vol 13, No 2 (2017)

Table of Contents

Articles

EFL teachers' conceptualizations of their roles through metaphor analysis Mehmet Asmalı, Handan Çelik

PDF 01-13

Comparison of Chinese and Turkish EFL learners on the use of Compliment Responses Ilknur Istifci

PDF 14-29

Investigating lifelong learning dispositions of faculty members who teach foreign languages Şenel Elaldı

PDF 30-42

The children’s foreign language anxiety scale: Reliability and validity Selami Aydın, Leyla Harputlu, Özgehan Uştuk, Serhat Güzel, Şeyda Savran Çelik

PDF 43-52

The impact of contextual factors on English language teachers’ beliefs Ertan Altınsoy, Zuhal Okan

PDF 53-70

Teaching ELF as a motivation source for learners: An action research study Emrah Muyan, Mehmet Tunaz

PDF 71-81

Investigating problems of English literature teaching to EFL high school students in Turkey with focus on language proficiency Ceren Işıklı, Aslı Özlem Tarakcioglu

PDF 82-95

The role of academic motivation in predicting preservice EFL teachers’ achievement Şenay Kırkağaç, Hüseyin Öz

PDF 96-108

Achievement attributions of preparatory class learners in learning English Turan Paker, Alev Özkardeş-Döğüş

PDF 109-135

The impact of online reading tasks and reading strategies on EFL learners’ reading test scores İsmail Fırat Altay, Ayşe Altay

PDF 136-152

Investigating ESL/EFL students’ approaches in response to feedback: A case study Amerah Abdullah Alsharif, Hesham Suleiman Alyousef

PDF 153-181

Gender related differences in using intensive adverbs in Turkish Engin Evrim Önem

PDF 182-189

The role of L+ Turkish and English learning in resilience: A case of Syrian students at Gaziantep University Emrah Cinkara

PDF 190-203

Autonomous language learning on Twitter: Performing affiliation with target language users through #hashtags Osman Solmaz

PDF 204-220

Translating the metaphor in poetry: A cognitive approach to Le Bateau Ivre and its translation in Turkish Ruhan Güçlü

PDF 221-234

Student teachers’ perceptions on the selection criteria of English language teachers in the Sultanate of Oman: Implications for policy reconsideration Ali Al-Issa, Ali Al-Bulushi, Rima Al-Zadjali

PDF 235-259

/æ/ versus /ɑ/: Vowel fossilization in the pronunciation of Turkish English majors: Rehabilitation 1 Mehmet Demirezen

PDF 260-284

A text world theory approach to the teaching of short stories in an EFL context: A pedagogical stylistic study Behbood Mohammadzadeh

PDF 285-295

A constraint-based approach to acquisition of word-final consonant clusters in Turkish children Burcu Gokgoz-Kurt

PDF 296-308

International students’ challenges in academic writing: A case study from a prominent U.S. university Nazmiye Gürel Cennetkuşu

PDF 309-323

Classroom assessment practices of English language instructors Meryem Özdemir Yılmazer, Yonca Özkan

PDF 324-345

Deontic modals in RP-US Visiting Forces Agreement (VFA): A corpus-based analysis John Paul Obillos Dela Rosa

PDF 346-366

Comparison of speaking activities in Turkish and English language teaching coursebooks regarding self-assesment grid of CEFR Gülden Tüm, Gülşah Emre-Parmaksız

PDF 367-378

Investigation of Turkish EFL learners’ attributions on success and failure in learning English Aysun Yavuz, Devrim Hol

PDF 379-396

Factors affecting the use of the self-regulated L2 learning strategies in Turkish FLE context Dinçay Köksal, Sinem Dündar

PDF 397-425

The implementation of flipped education into Turkish EFL teaching context Serkan Boyraz, Gürbüz Ocak

PDF 426-439

Effects of task planning and rhetorical mode of writing on lexical complexity, syntactic complexity, and overall writing quality of EFL writers’ task performance Mine Yıldız, Savaş Yeşilyurt

PDF 440-464

Investigating collocational priming in Turkish Hakan Cangır, S. Nalan Büyükkantarcıoğlu, Philip Durrant

PDF 465-486

Students’ perceptions of ‘Good English’ and the underlying ideologies behind their perceptions Ali Karakaş

PDF 487-509

Position of the translator as an agent in website localization: The case of Turkey Sinem Canim Alkan

PDF 510-525

A study on metadiscoursive interaction in the MA theses of the native speakers of English and the Turkish speakers of English Zehra Köroğlu, Gülden Tüm

PDF 526-534

Exploring EFL students' use of writing strategies and their attitudes towards reading-to-write and writing-only tasks Azimeh Soltani, Shiela Kheirzadeh

PDF 535-560

Digital self-review and anonymous peer feedback in Turkish high school EFL writing Ayten Kayacan, Salim Razı

PDF 561-577

Factors impeding the learning of a second language in Spanish school system: Valladolid University Sample Orhan Kocaman

PDF 578-592

Competence in lexical boosters and nativeness in academic writing of English: The possible relation Cuneyt Demir

PDF 593-614

Variation in the status of the P and its effects on relative clause construction Ager Gondra

PDF 615-631

Collaborative teaching from English language instructors’ perspectives Hanife Taşdemir, Tuğba Yıldırım

PDF 632-642

ELT teacher education flipped classroom: An analysis of task challenge and student teachers’ views and expectations Hatice Karaaslan, Hatice Çelebi

PDF 643-666

Foreign language anxiety: A study at Ufuk University Preparatory School Ceyhun Karabıyık, Neslihan Özkan

PDF 667-680

Integrating cognitive linguistics insights into data-driven learning: Teaching vertical prepositions Abdurrahman Kilimci

PDF 681-719

An analysis of Turkey’s Pisa 2015 results using two-level hierarchical linear modelling Doğu Ataş, Özge Karadağ

PDF 720-727

A sample implementation of corpus integration through coursebook evaluation: Implications for language teacher education Asuman Aşık

PDF 728-740