Vol. 6 No. 1 (2020)

Tanju Deveci Khalifa University, Abu Dhabi https://orcid.org/0000-0001-5905-9793Keywords: Authorial voice, CARS model, education research articles, introduction Abstract Readers’ decisions about the relevance and significance of research presented in a journal article are often influenced by the introduction section. Several factors contribute to authors’ writing of effective introductions. This descriptive study aimed to explore strategies used by …

The introduction section of research articles in English and Turkish: The case of educational sciences – a preliminary study Read More »

İlyas YakutZonguldak Bülent Ecevit University, Department of English Language and Literature, Zonguldak https://orcid.org/0000-0001-9680-4561Keywords: explicit vs. implicit instruction, extensive reading, segmental pronunciation, teaching pronunciation Abstract Correct pronunciation of English words is of vital significance for mutual intelligibility in the EFL context. Despite its prominence in L2 learning, teachers of English cannot decide whether and how to …

Promoting the correct production of English sounds in extensive reading-circle classes: Explicit vs. implicit pronunciation training Read More »

Elyas BarabadiUniversity of Bojnord, Bojnordhttps://orcid.org/0000-0002-8457-3046Mohammad Ali RobatjaziUniversity of Bojnord, Bojnordhttps://orcid.org/0000-0002-2245-624XMokarrameh BayatUniversity of Bojnord, Bojnord https://orcid.org/0000-0002-4527-7594Keywords: Phrase frame, phraseology, discipline-specific, L2 writing pedagogy, environmental science Abstract Given that formulaic sequences play an important role in enhancing L2 learners’ academic writing skills and that phraseological sequences constitute a large proportion of written discourse, the current study was …

A phraseological examination of research articles in the field of environment using key phrase frame Read More »

Alireza KhoramEnglish Department, Faculty of Letters and Humanities, Shahid Chamran University of Ahvaz https://orcid.org/0000-0003-0068-7634Ali Darabi BazvandEnglish Department, Faculty of Education, Halapche University, Halapchehttps://orcid.org/0000-0002-2620-4648Jwamer Sarkawt SarhadcNational Institute for Technology, Sulaymaniyah https://orcid.org/0000-0002-4981-6145Keywords: Intra-error feedback, inter-error feedback, teacher feedback, speaking ability Abstract Over the past few decades, error feedback has received substantial attention in language pedagogy. Despite this, …

Error feedback in second language speaking: Investigating the impact of modalities of error feedback on intermediate EFL students’ speaking ability Read More »

Betül Bal-Gezegin Ondokuz Mayıs University, Samsun https://orcid.org/0000-0001-9818-9347Melike BaşAmasya University, Amasyahttps://orcid.org/0000-0002-4104-8719Keywords: Book review, corpus, genre, metadiscourse, research articles Abstract The aim of this comparative study is to investigate the deployment of interactional metadiscourse features in two different academic genres. For this purpose, a small, specialized corpus of 48 research articles and book reviews from seven different …

Metadiscourse in academic writing: A comparison of research articles and book reviews Read More »

Majid Elahi Shirvan University of Bojnord, Bojnord https://orcid.org/0000-0003-3363-8273Nahid TalebzadehUniversity of Bojnord, Bojnordhttps://orcid.org/0000-0002-0871-4791Keywords: foreign language classroom anxiety, foreign language enjoyment, signature dynamics, retrodictive qualitative modeling, archetype Abstract With the shift from negative psychology to positive psychology in the field of applied linguistics, and in alignment with the dynamic turn in this filed, recent studies have tried …

Tracing the signature dynamics of foreign language classroom anxiety and foreign language enjoyment: A retrodictive qualitative modeling Read More »

Ayfer Tanış Kırklareli University, Kırklareli https://orcid.org/0000-0003-2344-5216Feyza Harman ŞensoyKing’s College London, Londonhttps://orcid.org/0000-0002-1623-3541Derin AtayBahçeşehir University, İstanbul https://orcid.org/0000-0002-4147-7177Keywords: Dialogic instruction, EFL writing, L1, L2 Abstract This paper investigates the effects of three different types of prewriting instruction on Turkish students’ L2 writing production capabilities. This mixed method study was carried out with 45 Turkish EFL students enrolled at …

The effects of L1 use and dialogic instruction on EFL writing Read More »