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Gizem Akçor Sakarya University https://orcid.org/0000-0001-5997-1029Keywords: Action research, reading, EFL, motivation Abstract During my two-year teaching experience in a university setting one of the biggest problems I faced was to motivate my students at a private (mostly) technical university for the reading classes. It is an undeniable fact that reading classes require EFL learners to have […]

Kübra Örsdemir Osmaniye Korkut Ata University https://orcid.org/0000-0002-6628-3942Keywords: Incidental vocabulary acquisition, input hypothesis, lexical processing strategies, retention Abstract This article tends to investigate the lexical processing strategies adopted by 12 elementary level participants while doing reading-for-comprehension activities together with the effectiveness of these strategies on the retention of new vocabulary items in incidental vocabulary acquisition. The

Yusuf Şen Duzce University https://orcid.org/0000-0003-1975-3099Mesut Kuleli Duzce University https://orcid.org/0000-0002-3477-0412Keywords: Spoken English, plural in English, EFL context, L1 interference Abstract The aim of this study is to determine students’ use of plural in speaking in an EFL context. To this end, 48 students’ speaking exams, which were recorded during the oral exams in 2014-2015 academic year,

Jaeuk Park Newcastle University https://orcid.org/0000-0002-6957-3208Keywords: Classroom Interactional Competence (CIC), learning, multimodality, CA, teacher education Abstract This paper of action research discusses the emergent progress of multimodality in the classroom interaction. Despite the pivotal role of multimodality in interaction in the foreign language classroom, little attention has been paid to how embodied behaviours are used as

Elaine K. Horwitz The University of Texas at Austin https://orcid.org/0000-0002-6537-6207Lama Nassif Williams College https://orcid.org/0000-0002-3858-9821Duygu Uslu-Ok The University of Texas at Austin Claire Meadows-Parrish The University of Texas at Austin Keywords: Learner support, learner autonomy, learner beliefs, language anxiety, L2 motivation, teacher training Abstract This paper offers a number of suggestions for foreign and second language

Filiz Mergen İzmir University of Economics https://orcid.org/0000-0002-9583-9153Gulmira Kuruoglu Dokuz Eylul University https://orcid.org/0000-0002-4172-0253Keywords: Bilingualism, lexical processing, emotion words, lateralization Abstract There is a great deal of evidence showing that, in monolinguals, various emotional stimuli are processed by the brain in different ways. This view has found considerable support from studies conducted with verbal stimuli. In bilinguals,

Maide Yılmaz Gazi UniversityKeywords: CDS, variation sets, Turkish, first language acquisition, mother tongueData-Driven Learning, Corpus, EFL Writing, Lexico-Grammatical Patterns, Concordance Abstract The present study investigated whether and to what extent data-driven learning (DDL) can improve the lexico-grammatical use of abstract nouns in L2 writing. A corpus composed of 40 graded readers was compiled to make

Zeynep Özdem Ertürk Niğde Ömer Halisdemir UniversityKeywords: Collocations, meaning, receptive and productive vocabulary tasks Abstract Collocations are one of the important components of native speaker competence. For this reason, there have been many studies investigating explicit teaching methods of them. However, most of them did not focus on receptive and productive tasks independently. This study

Bouchaib Benzehaf Chouaib Doukkali UniversityKeywords: Language proficiency, CAF measures, writing Abstract Since complexity, accuracy and fluency (CAF) have been suggested as measures of language development (Larsen-Freeman, 1978), a heated debate has surrounded the issue of whether they can sufficiently capture the multi-dimensional facets of language proficiency and be reliable indices of language proficiency levels. Contributing

Shantha Sambath National Institute of Technology https://orcid.org/0000-0002-7129-0813Mekala Sethuraman National Institute of TechnologyKeywords: Affective factors, engineering students, oral communicative tasks, speaking constraints, spoken proficiency Abstract Spoken proficiency in English has become indispensable in engineering industry. It is expected of an engineering student to possess requisite spoken proficiency for his/her career growth prospects. The paper focuses on