The aim of this study is to discuss the film posters of Parasite, Mother and Whiplash through semiotic landscape. The analyses have been based on Halliday’s Functional Grammar (1985) and, Kress and van Leeuwen’s Visual grammar (2020). The film Parasite has been analysed within the actional and classificational processes, whereas the film Mother has been examined within the reactional and analytical processes and the film Whiplash has been investigated through the speech and mental processes, and the symbolic processes. The film posters have been also discussed in terms of the descriptive and connotative meanings, as well as the significance of colours in conveying emotions and cultural meanings. Besides, the widespread use of disguised symbols has been identified in film posters. This study sheds light on the influence of visual discourse analysis on film posters, emphasizing the study of semiotics and visual communication in a media-dominated society.

Academic discourse is complex and dense regarding the information it conveys by nature. This complexity requires more effective ways of communication, which is possible by utilizing different modes of meaning–in other words, multimodality. English for Academic Purposes (EAP) aims to prepare learners for the academic discourse that they will be exposed to during their studies. Accordingly, multimodality has become one of the skills learners require to develop during their EAP experiences. This study attempts to reveal how much multimodality is included in EAP objectives and practices. For that purpose, target skills defined for academic English by the Global Scale of English (GSE) (Pearson, 2019) are analyzed to study the multimodal aspect of objectives. For the practice aspect, the tasks in two EAP course books are analyzed using a qualitative approach. The results of the analyses revealed that the use of multiple modes is set as an objective skill for EAP learners within the descriptors of GSE, especially for academic speaking, and this expectation is reflected within the tasks designed in EAP coursebooks. These findings are in agreement with the assumption that multimodality is considered a necessity for academic contexts and, therefore, EAP.

Deixis are generally expressed as words or phrases whose meaning changes depending on who is talking, who is listening, where and when it is spoken (I, you, here, there, yesterday etc.). Foreign language learners have difficulties in decoding deixis in reading and listening skills. Therefore, this study aims at discussing how well the 6th graders are able to comprehend deixis in a written discourse. In order to collect data, twenty-two students have divided into two groups with even numbers as control and experimental groups. The 6th graders in experimental group have been given three different written texts in which deixis are clarified in parenthesis just after the use deictic words whereas the 6th graders in control group have been given the same three different written texts without identified deixis. The data have been collected through the reading comprehension questions after each text used in both groups. The findings have been analyzed by the SPSS 22 version program and t-test. As a result, the analysis indicates that there is a significant difference between the graders in both groups. The 6th graders in the experimental group seem more successful in reading comprehension than those in the control group because of the deictic words clarified.

The move to online teaching has brought with it fresh opportunities for students to violate academic integrity. This paper considers such violations from within the domain of online English language teaching, although many of the ideas presented are applicable to other disciplines. The paper reports on a two-part study conducted at a university in Turkey. In the first part, qualitative data collected from students and staff through an online survey form were used to identify a new way of categorizing academic integrity violations. This provided three such categories, namely; exam-related, assignment-related, and online session-related violations. In the second part of the study, 462 students completed a survey related to their attitudes towards both academic integrity violations and the associated threats that may lead to these violations. Although the results revealed students generally presenting a commitment to the fundamental values of academic integrity, many students showed willingness to engage with machine translation software to prepare answers at times when they were expected to be working unaided. The findings underline a need for further consideration about how students are taught and assessed with integrity in an online environment. They also suggest that nuanced discussions about academic integrity need to take place between students and English language teachers.

Given that universities have transitioned to emergency remote teaching, academic integrity becomes a subject of ongoing inquiry. Students taking an English Preparatory Program (EPP) in universities aim to gain sufficient proficiency in English to continue with their courses in their departments. In an online teaching context, coping with requirements of the EFL (English as a foreign language) curriculum becomes a challenge for the students as students are deprived of their communities where they collaborate, interact and learn from each other. In this sense, teachers need to refocus not only on subject matter, but also ethical mores of academe and it is often simple day-to-day practices that build the community and establish a climate of integrity. While academic integrity has been researched extensively, more research is still needed about developing a learning community in online classes as a way to promote academic integrity. This investigation seeks to explore daily teaching practices towards community-building and analyse elements of the curriculum that work in favour of academic integrity in the context of emergency remote teaching. Six teachers and eighty EFL students (N=86) in an EPP of a state university in Turkey participated in the study. This case study drew upon an exploratory sequential mixed methods approach. The triangulation of the findings was carried out through a combination of various data sources. Qualitative data were collected through content analysis of course syllabi, assignment documents and policy statements, classroom self-observations; and focus groups with teachers and students. Quantitative data were gathered through a short survey with questions specifically designed for this context. Another aim of using the survey was to promote awareness on academic integrity among students. The results from multiple sources revealed that community-building not only facilitates positive collaboration in online classes, but also creates room for mutual trust and reduces chances of academic misconduct. Exploring results from the research can help faculty design measures to prevent academic dishonesty and eventually shape institutional policies. The positive implications for classroom practices of community-building towards academic integrity are discussed.

Performing reflective procedures is among the attempts to improve the quality of professional development in teacher training process. Reflective procedures are assumed to be functional for increasing normative ways of thinking and for encouraging student teachers to develop more enthusiastic attitudes towards teaching profession. Action research, among such procedures, is used to employ numerous teaching drills and to reflect on the teaching practice. Therefore, this study discusses the importance of action research in teacher training process for developing reflective thinking skills of student teachers and for fostering their enthusiastic attitudes towards professional development. In the study, action research was designed with the participation of the student teachers attending English Language Teaching Department at a Turkish university. The results of this small scaled study demonstrated that action research reasonably contributed to professional innovation and renovation of the student teachers, helped them reflect on their inner thoughts about the process, and increased their enthusiastic behaviors towards teaching practices.

Offering insights into varieties of English language, corpus compilation practices and corpus-based research have great potential to enhance the field of English for Academic Purposes (EAP). Among different types of corpora, learner corpora seem particularly promising as they document different aspects of learner language that might otherwise go unnoticed. Acknowledgement of potential contribution of learner corpora to EAP has led up to scientific efforts to compile learner corpora for academic purposes. This paper is the description of such an effort. The aim of this study is twofold: first, to highlight the possible contributions of language corpora to EAP; and second, to introduce the Turkish subcomponent of the Corpus of Academic Learner English (CALE-TR), as a new English for Academic Purposes corpus, currently being compiled for the investigation of learner academic writing.