Journal of Language and Linguistic Studies

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Home > Archives > Vol 14, No 3 (2018)

Table of Contents

Articles

The necessity of teaching culture in English as a foreign language courses: Iranian perspective Farzaneh Solgi, Dara Tafazoli

PDF 01-11

The exploration of the self-efficacy beliefs of English language teachers and student teachers Pınar Çankaya

PDF 12-23

The relationship between Iranian EFL teachers’ reflective behavior and their proficiency level Samad Mirza Suzani

PDF 24-36

Form-meaning-use framework in grammar teaching: Research on noun clauses in writing skills Adnan Yilmaz

PDF 37-55

A descriptive study on in-service English language teachers’ perceptions of the European portfolio for student teachers of languages (EPOSTL) in Turkish setting Ahmet Önal, Nuray Alagözlü

PDF 56-76

Impact of in-service training on English teachers classroom practice at primary level Md. Ashrafuzzaman

PDF 77-103

Promoting intercultural competence of Turkish EFL pre-service teachers via Twitter Esra Harmandaoğlu Baz, Korkut Uluç İşisağ

PDF 104-132

Reflective practice: The experience of pre-service EFL teachers in teaching English Umu Arifatul Azizah, Joko Nurkamto, Nur Arifah Drajati

PDF 133-144

The impact of sentence length and complexity on fluency in Turkish-English simultaneous interpreting Åžeyda Eraslan

PDF 145-153

Particularised checklists in materials evaluation: Developing contextually relevant criteria for Turkish EFL classes Meliha R. ÅžimÅŸek, Esin Dundar

PDF 154-189

A study on Turkish EFL teachers’ beliefs about assessment and its different uses in teaching English Okan Önalan, Ali Emre Karagül

PDF 190-201

Digital storytelling: A multimodal narrative writing genre Sevda Balaman

PDF 202-212

Pre-service teachers’ beliefs about literature integration in English language teaching classrooms Özlem Kaşlıoğlu, Pınar Ersin

PDF 213-232

A language learning adventure of a person succeeded the language training Mehtap Özden

PDF 233-252

The relationship between 8th grade secondary school students' motivational strategies, attitudes and academic achievements concerning English learning Fırat Kanat, İshak Kozikoğlu

PDF 253-268

The identification of difference between achievement levels of optional and compulsory English preparatory class students Bengü Aksu Ataç, Hatice Özgan Sucu, Barış Eriçok, Merve Bulut

PDF 269-280

Do older bilinguals tell better stories? Hatice G Yüksel, Gülümser Efeoğlu, Kıymet Merve Celen

PDF 281-293

An examination of psycholinguistic variables among learners of Turkish Adem Soruç, Carol Griffiths

PDF 294-307

Prospective EFL teachers’ locus of control and academic self-efficacy in Turkish context Özkan Kırmızı, Arif Sarıçoban

PDF 308-324

From students’ viewpoint: Integrating contextual micro-grammar revision with contextual vocabulary teaching consistent with constructivism Bahadır Tosun

PDF 325-335

Length in listening texts; A single determiner of difficulty for comprehension or not Berk Ilhan

PDF 336-346

Use of humour in language classes: an effective ‘filter’ for affective filter? Emre Debreli, Hasan Bilokçuoğlu

PDF 347-359

A study on English preparatory class students’ assessment preferences and test anxieties Bahar Sarısu(Taş), Kağan Büyükkarcı

PDF 360-379

English language assessment and evaluation practices in the 4th grade classes at main stream schools İskender Hakkı Sarıgöz, Fatıma Nur Fişne

PDF 380-395

A study on metadiscoursive interaction in the doctoral dissertations of the native speakers of English and the Turkish speakers of English Zehra Köroğlu

PDF 396-404