This study investigates how postgraduate writers use adjectives in acknowledgements written in English, focusing on their frequency, syntactic characteristics, and distribution across academic degrees and disciplinary domains. The corpus, titled ACK-CO, comprises 256 acknowledgements written by Turkish L1 postgraduate writers in two domains, Humanities and Social Sciences (HSS) and Science, Technology, Engineering, and Mathematics (STEM), and at two degree levels (MA/MS and PhD). All texts were compiled from the Council of Higher Education (CoHE) National Thesis Centre and analysed using R and Sketch Engine. Descriptive analysis showed that acknowledgements in PhD dissertations were longer and contained a higher density of adjectives than those in MA/MS theses. However, chi-square tests comparing the frequency of adjective use across degree levels did not reach statistical significance. The results, nevertheless, suggested a slight tendency toward higher adjective use in the PhD acknowledgements. In contrast, comparison of disciplinary domains revealed a significant difference, with HSS acknowledgements containing more adjectives overall than those in STEM. To gain further insight into how adjectives function within texts, a syntactic analysis revealed a strong preference for an attributive position among the most common adjectives, such as special, valuable, and great. These results, together with the frequency patterns, indicate that disciplinary domain tends to influence adjective use more strongly than degree level. Writers in the soft sciences appear more inclined to use adjectives expressing gratitude and appreciation. The study contributes to corpus-based research on academic register variation by suggesting that adjective use may vary across degree levels and disciplinary domains in postgraduate acknowledgements.

Current research mainly focuses on cognitive processes, negative emotions, and adult learners, while limited studies investigate FLE among children and its variation by age, gender, and grade in the Turkish EFL learning context. This study investigates foreign language enjoyment (FLE) levels among young learners of English as a foreign language (EFL) in Turkey and examines whether FLE varies according to age, gender, and grade level. A descriptive research design was employed, with 667 primary school students aged eight to 11 participating. Data were collected using a background questionnaire and the Foreign Language Enjoyment Scale for Children (FLES-C). Descriptive statistics, ANOVA, and independent samples t-tests were used for the data analysis. The study concluded that young learners have high levels of FLE. It was also found that female students have higher levels of FLE than males. It is recommended that teachers should foster positive, engaging, and inclusive learning environments that are sensitive to individual differences.

The purpose of this study is to determine how blended learning (BL) might be used as remedial assistance for low-achieving students, who are repeating at the beginning level of English as a foreign language (EFL). In order to make recommendations that will best promote students' success, this qualitative study looks at how students reflect on their experiences with BL. The sample setting was selected from a repeat A1 class of prospective engineering students enrolled in a preparatory program that teaches intense English courses at a Turkish university. The researcher's nine years of teaching and research expertise in the same setting, previous formal and informal feedback from low-achieving students, and the most recent literature were the main sources of shaping the BL design. It was carried out over a period of twelve weeks. Weekly forms, semi-structured interviews, and class discussions were used to collect data on students' reflections, which were then subjected to content analysis. The findings were revealed under the parameters used to define BL, such as mode, sequences of modes, level of integration, and so on. The results showed that students preferred contextualized design that was primarily supported by face-to-face contacts, traditional procedures, and teacher attention and was assisted by the online portion. These results would improve implementation techniques and advance our understanding of low-achieving EFL learners in BL.

The aim of this contrastive study is to analyze temporal converb constructions between Turkish and Lezgian and it is a morphological analysis since it examines inflectional temporal converb constructions between two languages. The contrastive analysis involves three methodological steps: description, juxtaposition, and comparison and the analysis is based on the classifications of temporal converb constructions by Nedjalkov (1998) and Çetintaş Yıldırım (2004), namely, (i) simultaneity, (ii) anteriority and (iii) posteriority meaning relationships. The temporal converbial suffixes examined in this study are -(y)IncA (when), -DIğI zaman (when), -DIğIndA (when), -(A/I) r…-mAz (as soon as), -DIğIndAn beri (since), -DIktAn sonra (after), -mAdAn önce (before), -(y)IncAyA kadar / dek (until), -ken (while) and -DıkçA (whenever) in Turkish and -la (when), -waldi (as soon as), -namaz(di) (as soon as), -zamaz (as soon as), -daldi (before) and -daldi (until) in Lezgian. In terms of meaning relationships, the results of the study show that although Turkish and Lezgian employ same strategies in that both languages express three temporal relationships of anteriority, posteriority, and simultaneity for temporal converb constructions; the number of the suffixes and temporal meaning relationship parameters differ for these categories. In terms of morpho-syntactic relationships, the results of the study show that all converbial suffixes are added to the base verb segment in Turkish and they are attached to verb stems or participles in Lezgian. Moreover, temporal converbial suffixes may be simple and composite in both languages.

The evaluation conundrum during teaching practicum concerning the criteria used and perception of them by faculty mentors, school mentors, and preservice teachers remains a critical concern in language teacher education. This multi-perspective research quantitatively investigates the viewpoints of preservice English teachers and their school and faculty mentors regarding the significance of the evaluation criteria set by the Ministry of National Education for evaluating preservice teachers’ teaching in teaching practicum. While all three groups considered the evaluation criteria to be significant—although at varying degrees—the faculty mentors ascribed greater importance to the evaluation criteria, compared to school mentors and preservice teachers, for both the evaluation criteria used by faculty mentors and school mentors. The study highlights the key role of evaluations and feedback provided by school and faculty mentors during teaching practicum despite higher degrees of significance attached to the evaluation criteria used by school mentors. The implications can inform policy and practice in language teacher education, promoting better outcomes for the preparation of future English language teachers in Türkiye.

Writing poses a substantial yet demanding challenge for individuals learning English as a foreign language (EFL). In contemporary frameworks, this skill is characterized as a complex, recursive, strategic, and multifaceted process that engages both cognitive and metacognitive faculties. Consequently, recent decades have witnessed a burgeoning body of research spotlighting the pivotal role of metacognition in EFL writing. This study, employing an explanatory sequential mixed methods approach, set out to delve into the depth of metacognitive awareness among Turkish EFL students concerning English writing. The study encompassed a cohort of 120 Turkish EFL students at the B2 level. To gauge the participants' metacognitive understanding concerning the variables of person, task, and strategy, a questionnaire was administered. Additionally, interviews were conducted with 35 participants to augment and elucidate the quantitative findings. Analyzing the data disclosed that participants exhibited an average level of knowledge with respect to person and strategy dimensions, but they demonstrated a robust understanding of the task dimension. Further scrutiny through correlation analysis, which explored the link between students' writing achievement and their metacognitive awareness, revealed a weak positive relationship between students' writing proficiency and their comprehension of both person-related and strategy-related aspects. In contrast, there was no statistically significant correlation between task-related knowledge and writing achievement. Content analysis of the findings shed light on noteworthy disparities among high-achieving, average-achieving, and low-achieving EFL writers concerning their grasp of metacognitive knowledge. In alignment with their writing performance, high-achieving writers outperformed their counterparts in all the metacognitive subcategories.

Öğretimi eğlenceli ve çok boyutlu hale getirebilen görsel, işitsel pek çok materyal hazırlanabilmesini sağlayan Web 2.0 araçları yabancı dil öğretmenlerinin büyük yardımcısı olmuştur. Bu araştırmada Arapça öğretmenlerinin Web 2.0 araçlarına yönelik algıları, bu araçları kullanmaya yönelik mesleki yeterlilik algıları, kelime öğretiminde bu araçları kullanmaya yönelik algıları ve bu araçları kullanma sıklıklarını ölçmeye yönelik olarak uygun örneklem yöntemi ile ulaşılan 80 Arapça öğretmeniyle anket çalışması yapılmış, elde edilen bilgiler betimsel çözümleme yöntemi ve karşılaştırmalı analiz testleri kullanılarak yorumlanmıştır. Araştırma sonucunda Arapça öğretmenlerinin Web 2.0 araçlarına yönelik algılarının son derece olumlu olduğu görülmüş, demografik verilerin yukarıda bahsedilen algılara etkisine bakılmış, Arapça öğretmenlerinin cinsiyet, ders verilen kademe, mezun olunan bölüm değişkenleri açısından Web 2.0 araçlarına yönelik algılarında anlamlı bir farklılık görülmemiş, yaş değişkeni açısından ise anlamlı bir farklılık gözlenmiştir. Araştırma sonucuna göre genç öğretmenlerin Web 2.0 araçlarını kullanmaya yönelik mesleki yeterlilik algılarının ve Web 2.0 araçlarını kullanım sıklıklarının yaşça daha büyük katılımcılara göre daha yüksek olduğu görülmüştür.

Translation studies (TSs) has emerged as a new international and interdisciplinary academic field in the last three decades. Due to the interdisciplinary nature of TSs, many developments are observed in this field concerning the translation process. TSs is a discipline characterized by theories such as Skopos, post-structuralism, feminism, semiotics, and linguistics such as pragmatics and critical discourse analysis. When the developments in the field of TSs since the cultural turn in the early 1980s are examined, it is seen that linguistics is undoubtedly one of the most important disciplines affecting the field of TSs. In addition to linguistics, it is seen that the disciplines such as psychology, communication, literature, and philosophy that translation scientists benefit from in this process and the methodologies specific to these disciplines -as an integrative discipline-are constantly adapted to serve the needs of TSs. In addition, during the 1990s, TSs has been a field of research and discussion in the conceptual and interdisciplinary field, influenced by linguistics, communicative, psycholinguistic, and cognitive approaches. The aim of this study is to examine the developments in the field of TSs in the last thirty years and to contribute to the literature by discussing the disciplines that have historically influenced or been affected by TSs.

Çeviri yüzyıllardır önemli bir iletişim aracı olagelmiştir. Yazılı, sözlü ve işaret dili ana başlıkları altında birçok farklı türü ve boyutu olan çeviri işlemi sonuçları itibariyle ciddiyetle ve titizlikle ele alınması gereken bir konudur. Bu çerçevede, Cumhurbaşkanlığı İletişim Başkanlığı eşgüdümünde kamuda çeviri süreçlerini belirli bir standarda oturtmak amacıyla hazırlanan açık erişimli Kamu Terim Bankası ve Kamu Kurumları Sözlüğü çalışmalarına tamamlayıcı çerçeve olarak yayınlanan İletişim ve Medya Bağlamında Çevirmen Başvuru Kitabı tüm çeviri süreçlerine rehberlik etmeyi amaçlayan bir başucu kitabı olma özelliğini taşımaktadır. Çeviride Temel Konular, İletişim ve Medya, ve Çeviri ve Teknoloji olmak üzere üç ana bölümden oluşan 282 sayfalık bu eserin yazar ekibi farklı üniversitelerden çeviribilim alanında yetkin akademisyenlerden oluşmaktadır.

This paper presents a research study investigating students’ perceptions about the use of COCA (Corpus of Contemporary American English) to expand their English vocabulary. The purpose of the study is to determine perceived benefits of using online corpora for improving EFL students’ vocabulary from the perspective of students. In the study, a group of EFL students in the Preparatory School at a state university in Turkey were introduced what a corpus is and how to use it to develop their vocabulary. The study was carried out for four weeks and the participants attended three hours of instruction each week. After each instruction, students were required to do some corpus-based vocabulary activities. The data for this research were collected via a questionnaire. At the end of the fourth week, the students reflected their perceptions about using the online corpus (COCA) in the questionnaires given. The data gathered from the study were analyzed quantitatively. The results indicated that most of the students think that using COCA as an online corpus is highly beneficial to enriching their English vocabulary. The results will supply EFL teachers with planning information about how corpora and corpus-based vocabulary activities might best be integrated into English language curriculum