The present study aims primarily to find out whether different instructional framing conditions named as promotion and prevention and learners’ inherent regulatory orientations affect second language (L2) learners’ speaking ...

Being an essential component of vocabulary knowledge and contributing to native-like fluency, collocational knowledge deserves to be explored. This study explores the factors that affect receptive and productive collocational ...

The current study aims to investigate the distribution of the speaking skill in the English language curricula and the coursebooks of high schools in Turkey from the perspective of Bloom’s revised taxonomy. The relationship ...

Assessment of L2 interactional competence has undergone scrutiny in recent decades with the increasing attention directed to social facets of the process. While oral proficiency interviews have been largely investigated ...

This dissertation explores student teachers’ construction of formative assessment teacher cognition with a sociocultural perspective in language teacher education context. The current study has three focal points to ...

Among four language skills, writing is considered to be one of the most challenging skills to develop both for L2 students and teachers. When writing is compared to speaking as a productive skill, it seems to be more ...

Virtual exchange practices are steadily gaining importance in the academic world. These practices are echoed in foreign language pedagogy along with its merits to interculturality. Through virtual exchange, foreign language ...

Linguistic multi-competence holds that the knowledge of more than one language in the L2 user’s mind results in an overall system in which there is a constant state of inter-connectedness between cross-language components. ...

This study uncovers an unexplored phenomenon of “Assuming Learner Behavior” (ALB) emerging within the context of testing and evaluation course in an English Language Teaching (ELT) program by using Conversation Analysis ...

The study explored the impact of an 8-week process-based metacognitive instruction with pedagogical procedures on listening comprehension performance and metacognitive awareness of 37 EFL listeners in Turkey regarding ...