Author name: Admin Ejal

Seher Balbay Middle East Technical University https://orcid.org/0000-0001-6276-053XKeywords: Socratic pedagogy, critical awareness, Spoken English, diasadvantaged groups, cooperative learning Abstract Socratic pedagogy is an approach to teaching through questioning mainstream practices without being judgmental in an effort to understand, empathize and reach more objective conclusions about reality. This study explores the effects of its use on student […]

Gholam Hassan Khajavy University of Bojnord https://orcid.org/0000-0002-0926-960XHossein Makiabadi Ferdowsi University of Mashhad https://orcid.org/0000-0002-5631-5007Samaneh Abdi Navokhi Ferdowsi University of Mashhad https://orcid.org/0000-0002-9726-8796Keywords: psychological capital, positive psychology, L2 WTC, L2 motivational self system, language achievement Abstract By shifting the focus of studies in applied linguistics from negative psychology to positive psychology, psychological capital (PsyCap) consisting of self-efficacy, hope,

Fatih Güngör Afyon Kocatepe University https://orcid.org/0000-0002-0800-4212Keywords: academic writing, corpus study, research article, introductory-it pattern Abstract Introductory it pattern, as in it was found that, is of significance in academic writing but the use of introductory it might be challenging especially for native- and non-native students and non-native academic writers. However, few studies have been conducted

Chunxiang Wu Shanghai International Studies University https://orcid.org/0000-0002-1176-7501Jennifer Baccanello Shanghai International Studies University https://orcid.org/0000-0003-1714-023XKeywords: contract, contract law, semantic equivalence, contrastive linguistics, Chinese for Special Purposes (CSP) Abstract This study focuses on teaching Chinese for Special Purposes (CSP) and explores how terminology used in Chinese commercial contracts can be taught using a contrastive terminology analysis. Firstly, we

Nayef Jomaa Jomaa Karabuk University https://orcid.org/0000-0001-8952-5812Siti Jamilah Bidin Universiti Utara Malaysia https://orcid.org/0000-0001-9365-5038Keywords: Academic writing, citations, EFL Arab postgraduates, literature review, PhD theses Abstract Academically, citation is pivotal since it presents justifications for the arguments and a demonstration of the writer’s position. Despite the increasing number of studies on citations, little knowledge has been reported regarding

Osman Solmaz Dicle University https://orcid.org/0000-0003-2983-1177Keywords: social networking sites, pre-service teachers, language learning, attitudes, digital literacies Abstract This study examined pre-service language teachers’ attitudes towards social networking site (SNS) use for language learning, their SNS practices for improving their target languages, and the relationship between them. 279 English and German language teacher candidates participated in the

David Newby University of GrazKeywords: Pedagogical grammar, communicative, cognitive, 2nd-language acquisition Abstract One of the most controversial areas of modern language teaching is that of pedagogical grammar. There is little consensus on what methodology should be applied in order to facilitate grammar acquisition; as a result, in classrooms throughout the world, grammar is taught in

İskender Hakkı Sarıgöz https://orcid.org/0000-0003-1426-5002Fatıma Nur Fişnehttps://orcid.org/0000-0001-9224-2485Keywords: Assessing young EFL learners, task-based language assessment, integrated language testing program for young learners Abstract Task-based language assessment (TBLA) is a way of providing information about language learning in authentic settings. Not only does it present language learners with a meaningful and embedded context of assessment but also promotes

Rod EllisUniversity of Auckland and Shanghai International Studies UniversityKeywords: Form-focussed instruction, focus-on-forms, focus-on-form Abstract Long (1991) distinguished two approaches to language teaching, which he called ‘focus-on-forms’ and ‘focus-on-form’. In this article I discuss ‘focus-on-form’ from both a theoretical perspective by outlining the psycholinguistic rationale for this type of instruction and from a practical perspective by

Mine Gündüz KartalBahçeşehir University https://orcid.org/0000-0003-2983-1177Derin AtayBahçeşehir UniversityKeywords: Cognitive-interactionist approach, corrective feedback, explicit feedback, graduated feedback, sociocultural approach Abstract Although there is a disagreement among researchers on the effectiveness of corrective feedback (CF) in L2 writing (Ferris, 1999; Truscott, 1996; Truscott 1999), many studies proved that CF improves L2 learners’ accuracy in writing over time. Therefore,