# bib

id: foe-21
author: Başal, Ahmet; Yükselir, Ceyhun; Akbaş, Erdem
title: Editorial Note: Letter from the Editors-in-Chief
date: 2020-06-22
pages: 3
extension: .pdf
mime: application/pdf
words: 1140
sentence: 39
flesch: 39
cache: cache/foe-21.pdf
txt: txt/foe-21.txt
summary:
  Devoted to and focused on solely to the English language teaching and learning, FELT is an open source journal and accepts articles written from a theoretical or applied perspective with the possible applications to the field of English language teaching and learning. We believe that our community, specifically practitioners, researchers and academicians in the field of English language teaching and learning shall greatly benefit from each of the articles in the current issue.


id: foe-71
author: Başal, Ahmet ; Yükselir, Ceyhun; Akbaş, Erdem
title: Editorial: Letter from Editors
date: 2021-12-30
pages: 9
extension: .pdf
mime: application/pdf
words: 2204
sentence: 86
flesch: 33
cache: cache/foe-71.pdf
txt: txt/foe-71.txt
summary:
  Prof. Dr., Yıldız Technical University, İstanbul, Turkey, abasal@yildiz.edu.tr b Assoc. Dr. Ece Zehir Topkaya Çanakkale Onsekiz Mart University Dr. Dr. Jan Hardman University of York Dr. Isabel Herrando-Rodrigo University of Zaragoza Dr. Kenan Dikilitaş University of Stavanger Dr. Olcay Sert Mälardalen University Dr. Selami Aydın Istanbul Medeniyet University Focus on ELT www.focusonelt.com Editorial & Technical Office Lecturer Muhammet Toraman Yıldız Technical University Lecturer Fatih Ercan Osmaniye Korkut Ata University Reviewers for Volume 3/2021 Dr. Asuman Aşık Dr. Çiğdem Karatepe Dr. Dilek Büyükahıska Dr. Fatma Şeyma Doğan Dr. Hakan Demiröz Dr. Handan Çelik Dr. Kürşat Cesur Dr. Levent Uzun Dr. Mehmet Kılıç Dr. Nalan Bayraktar Balkır Dr. Sedat Akayoğlu Dr. Semin Kazazoğlu Dr. Serpil-Meri Yılan Dr. Sezen Arslan Dr. Şeyda Selen Çimen Dr. Yunus Emre Akbana Dr. Yusuf Demir Focus on ELT Journal is currently abstracted/indexed by: https://doaj.org/toc/2687-5381?source={query:{bool:{must:[{terms:{index.issn.exact:[2687-5381]}}]}},size:100,sort:[{created_date:{order:desc}}],_source:{},track_total_hits:true} https://journals.indexcopernicus.com/search/journal/issue?issueId=all&journalId=64195 https://search.crossref.org/?q=2687-5381&container-title=Focus+on+ELT+Journal https://portal.issn.org/resource/ISSN/2687-5381 https://www.base-search.net/Search/Results?lookfor=Focus+on+ELT+Journal&name=&oaboost=1&newsearch=1&refid=dcbasen http://www.idealonline.com.tr/IdealOnline/lookAtPublications/journalDetail.xhtml?uId=815 http://journalseeker.researchbib.com/view/issn/2687-5381 http://esjindex.org/search.php?id=3948 https://app.dimensions.ai/details/publication/pub.1123627827?and_facet_journal=jour.1145432 https://asosindex.com.tr/index.jsp?modul=journals&keyword=Focus+on+ELT+Journal&secenekler=dergi_adi&page=1 http://www.linguistlist.org/pubs/journals/get-journals.cfm?JournalID=69542 https://www.scilit.net/journal/4341154 Focus on ELT www.focusonelt.com


id: foe-77
author: Kılıçkaya, Ferit; Akayoğlu, Sedat
title: Guest Editorial: Preface to the Dedicated Issue Honoring Prof. Dr. Gölge Seferoğlu
date: 2022-04-04
pages: 11
extension: .pdf
mime: application/pdf
words: 2828
sentence: 128
flesch: 45
cache: cache/foe-77.pdf
txt: txt/foe-77.txt
summary:
  2022 ISSN: 2687-5381 Focus on ELT www.focusonelt.com Guest Editorial: Preface to the Dedicated Issue Honoring Prof. Dr. Gölge Seferoğlu https://doi.org/10.14744/felt.2022.4.1.1 aFerit Kılıçkaya and bSedat Akayoğlu aAdam Mickiewicz University in Poznan, Poland, ferit.kilickaya@gmail.com bBolu Abant İzzet Baysal University, Turkey, akayoglu_s@ibu.edu.tr Dear Focus on ELT Journal Readers, We are very pleased and honored to have edited this special issue of Focus on ELT (FELT) Journal, which has been prepared as a dedicated issue honoring Prof. Dr. Gölge Seferoğlu. The honor of this dedicated issue of FELT has been bestowed on Prof. Dr. Gölge Seferoğlu and the field of language teaching and learning that she has always loved and fostered through her professional career, which also underlies her teaching and research philosophy: ‘Live to Learn, Learn to Live.’


id: foe-1
author: Jaber, Reem Ali; Dollar, Yeşim Keşli
title: A meta-analysis of the effect of bimodal subtitling on vocabulary learning among adult EFL learners
date: 2019-12-21
pages: 10
extension: .pdf
mime: application/pdf
words: 4268
sentence: 214
flesch: 48
cache: cache/foe-1.pdf
txt: txt/foe-1.txt
summary:
  According to article studies used in this paper, other countries as Iran, Norway, and Brazil showed major interest in experiments and research on different kinds of subtitles in relationship to different components of language. The main point here is to systemize the existing literature on bimodal subtitles in relation to vocabulary learning as a topic and to compare the results of different studies in this respect.


id: foe-28
author: Banli, Seda
title: How to handle with EFL learners’ negative attitudes towards speaking English
date: 2020-12-30
pages: 10
extension: .pdf
mime: application/pdf
words: 4825
sentence: 292
flesch: 62
cache: cache/foe-28.pdf
txt: txt/foe-28.txt
summary:
  New ways of motivating foreign language learners: generating vision. Apart from these two traits, foreign language learning is affected by a number of other factors such age, aptitude, intelligence, cognitive style, and personality.


id: foe-73
author: Lehman, Clayton
title: ESL teacher and department autonomy in English-medium international schools
date: 2022-06-28
pages: 11
extension: .pdf
mime: application/pdf
words: 5507
sentence: 258
flesch: 49
cache: cache/foe-73.pdf
txt: txt/foe-73.txt
summary:
  https://doi.org/10.14744/felt.2022.4.2.3 ABSTRACT Although the English-medium international school market continues to grow and primarily enroll English language learners, the autonomy of ESL teachers and the ESL department appears to be eroding, as some schools have already combined ESL with the English department or Special Education Needs (SEN). This quantitative survey- based study with 279 participants explored and compared the opinions of 80 ESL, 119 Primary, and 80 Secondary English teachers concerning ESL teacher and ESL department autonomy in English-medium international schools.


id: foe-17
author: Cesur, Kürşat; Balaban, Sezen
title: Suggested Syllabus for World Englishes and Culture Elective Course at ELT Departments
date: 2020-06-22
pages: 11
extension: .pdf
mime: application/pdf
words: 5674
sentence: 300
flesch: 53
cache: cache/foe-17.pdf
txt: txt/foe-17.txt
summary:
  RQ1: What are the most-preferred World Englishes (WE) and Culture course topics in ELT departments at education faculties in Turkey? RQ2: What are the most-preferred World Englishes (WE) and Culture course topics favored by the teacher trainers?


id: foe-23
author: Karanfil, Ferhat
title: Content-based instruction (CBI) challenges in Turkey: Voices of high school students
date: 2020-12-30
pages: 13
extension: .pdf
mime: application/pdf
words: 5832
sentence: 315
flesch: 58
cache: cache/foe-23.pdf
txt: txt/foe-23.txt
summary:
  The findings of the current study have shown that language and content integration provide high school students with a clear and relevant learning background. No study, to our knowledge, has ever investigated challenges that high school students face while learning content in English.


id: foe-20
author: Au, Hong Yu Connie; Yalçın Tılfarlıoğlu, Filiz
title: Non Critical Analysis of EFL Classroom Discourse in a Speaking Course through Bower’s model
date: 2020-06-22
pages: 13
extension: .pdf
mime: application/pdf
words: 6171
sentence: 401
flesch: 59
cache: cache/foe-20.pdf
txt: txt/foe-20.txt
summary:
  This study is a descriptive qualitative and quantitative study of speaking classroom discourse to determine the functions of classroom discourse. Classroom Observation Tasks: A resource book for language teachers and trainers.


id: foe-67
author: ÖLÇÜ DİNÇER, Zeynep
title: What is Grammar for Pre-service English Teachers? Entrance and Exit Level Beliefs
date: 2022-04-04
pages: 14
extension: .pdf
mime: application/pdf
words: 6093
sentence: 337
flesch: 55
cache: cache/foe-67.pdf
txt: txt/foe-67.txt
summary:
  Schooling, for example, refers to teachers’ experiences as learners and pre-service teachers come to teacher education programs with preoccupied belief systems rooted in their learner backgrounds (Richardson, 1996) through the apprenticeship of observation (Borg, 2004; Lortie, 1975). Perceptions of pre-service teachers of English towards grammar teaching in the Turkish context.


id: foe-22
author: Irgin, Pelin
title: English as a lingua franca: From classroom to out-of-class communication
date: 2020-12-30
pages: 13
extension: .pdf
mime: application/pdf
words: 6570
sentence: 317
flesch: 44
cache: cache/foe-22.pdf
txt: txt/foe-22.txt
summary:
  Since roughly one of every four users of English around the world is the native speakers of English (Crystal, 2003), the native speakers are outnumbered by non-native speakers of English, which creates a distinctive insight about ELF communication. With the use of English for communication by the learners from different cultural backgrounds, ELF communication is driven by out of native-speaker norms.


id: foe-26
author: Saraç, Mehmet; Atay, Derin
date: 2021-06-24
pages: 13
extension: .pdf
mime: application/pdf
words: 7049
sentence: 354
flesch: 53
cache: cache/foe-26.pdf
txt: txt/foe-26.txt
title:
  Cross linguistic influence in learning english as a third language: The case of L1 Arabic, L2 Turkish learners and their attitudes towards learning foreign languages

summary:
  Methodology Research Design A mixed research approach was used in the current study to investigate attitudes and origins of syntactic and lexical transition of L1 Arabic L2 Turkish L3 to English language learners at the Uludağ University School of Foreign Languages. Another factor regarding L2 lexical transfer during third language acquisition is the amount of L2 exposure in the learner's environment, as Williams and Hammarberg (1998) show.


id: foe-32
author: Bal Gezegin, Betül
title: Review of World Englishes in English language teaching
date: 2021-06-21
pages: 4
extension: .pdf
mime: application/pdf
words: 1639
sentence: 65
flesch: 48
cache: cache/foe-32.pdf
txt: txt/foe-32.txt
summary:
  Review of World Englishes in English language teaching. Alex Baratta’s book World Englishes in English Language Teaching is a great contribution to the current discussions on the plurality of mailto:betulbal@gmail.com


id: foe-6
author: Cinkara, Emrah ; Au Ede, Hong Yu Connie
date: 2019-12-21
pages: 17
extension: .pdf
mime: application/pdf
words: 7738
sentence: 472
flesch: 57
cache: cache/foe-6.pdf
txt: txt/foe-6.txt
title:
  Effects of writing portfolio assessment at tertiary level intensive English program: An action research

summary:
  Student portfolio as an assessment tool. Vol 1, Issue 1, 2019 ISSN: 2687-5381  Contact: emrahcinkara@gmail.com Effects of writing portfolio assessment at tertiary level intensive English program: An action research aEmrah Cinkara and bHong Yu Connie Au a Associate.


id: foe-107
author: Vega Abarzua, Jessica; Vezzoli Lara, Fanny; Villegas Ramirez, Francisco
date: 2023-06-30
pages: 16
extension: .pdf
mime: application/pdf
words: 6916
sentence: 337
flesch: 46
cache: cache/foe-107.pdf
txt: txt/foe-107.txt
title:
  Information and communication technologies in the Chilean English as a foreign language classroom: A systematic review of the literature

summary:
  ICT Studies Published Per Year Limitations Crompton and Burke’s (2018) analysis framework did not include the dimension of limitations. 1) Developing a research question 2) Designing a conceptual framework 3) Constructing a selection criteria 4) Developing a search strategy 5) Selecting studies using selection criteria 6) Coding studies 7) Assessing the quality of studies 8) Synthesizing 9) Reporting findings Developing a Research Question


id: foe-101
author: Kuru Gönen, Safiye İpek
title: Mindfulness-based practices for EFL teachers: sample tasks and insights to cultivate mindfulness
date: 2022-12-30
pages: 16
extension: .pdf
mime: application/pdf
words: 7102
sentence: 370
flesch: 53
cache: cache/foe-101.pdf
txt: txt/foe-101.txt
summary:
  Sample breathing exercises Breathing exercises lie at the heart of MBP, and when used as part of instruction, such exercises may have positive effects on FL language learning (Tasan et al., 2021). The effect of pranayamic breathing as a positive psychology exercise on foreign language learning anxiety and test anxiety among language learners at tertiary level.


id: foe-33
author: Başal, Ahmet; Yükselir, Ceyhun; Akbaş, Erdem
title: Editorial Note: Letter from Editors-in-Chief
date: 2020-12-30
pages: 8
extension: .pdf
mime: application/pdf
words: 1950
sentence: 58
flesch: 27
cache: cache/foe-33.pdf
txt: txt/foe-33.txt
summary:
  Mayıs University Erdoğan Bada Çukurova University Fatma Yuvayapan Kahramanmaraş İstiklal University Gökhan Öztürk Anadolu University Greg Kesler Ohio University Gölge Seferoğlu California State University İrem Çomoğlu Dokuz Eylül University Isabel Herrando University of Zaragoza İsmail Hakkı Mirici Near East University Jan Hardman University of York Kenan Dikilitaş University of Stavanger Leyla Harputlu Alanya Alaaddin Keykubat University Martha Nyikos Indiana University Mehmet Takkaç Atatürk University Mehmet Bardakçı Gaziantep University Nemira Mačianskienė Vytautas Magnus University Neslihan Önder Özdemir Uludağ University Ömer ÖzerAdana Alparslan Türkeş Bilim ve Teknoloji University Rana Yıldırım Çukurova University Reyhan Ağçam Kahramanmaraş Sütçü İmam University Richard Smith University of Warwick Saadet Korucu Kış Necmettin Erbakan University Selami Aydın İstanbul Medeniyet University Servet Çelik Trabzon University Şevki Kömür Muğla Sıtkı Koçman University Turan Paker Pamukkale University Turgay Han Ordu University Vilma Bijeikienė Vytautas Magnus University Yasemin Kırkgöz Çukurova University Editorial & Technical Office Instructor Fatih Ercan Osmaniye Korkut Ata University Instructor Muhammet Toraman Yıldız Technical University Focus on ELT www.focusonelt.com Reviewers of the current issue Dr. Ali Dinçer Dr. Ali Şükrü Özbay Dr. Asuman Aşık Dr. Cihat Atar Dr. Eser Ördem Dr. Ferit Kılıçkaya Dr. Handan Çelik Dr. Hasan Çağlar Başol Dr. Hatice İrem Çomoğlu Dr. Orhan Kocaman Dr. Oya Tunaboylu Dr. Özgehan Uştuk Dr. Savaş Yeşilyurt Dr. Semin Kazazoğlu Dr. Yunus Emre Akbana Focus on ELT Journal is currently abstracted/indexed by: https://journals.indexcopernicus.com/search/journal/issue?issueId=all&journalId=64195 https://search.crossref.org/?q=2687-5381&container-title=Focus+on+ELT+Journal https://portal.issn.org/resource/ISSN/2687-5381 http://www.idealonline.com.tr/IdealOnline/lookAtPublications/journalDetail.xhtml?uId=815 http://journalseeker.researchbib.com/view/issn/2687-5381 http://esjindex.org/search.php?id=3948 https://app.dimensions.ai/details/publication/pub.1123627827?and_facet_journal=jour.1145432 https://asosindex.com.tr/index.jsp?modul=journals&keyword=Focus+on+ELT+Journal&secenekler=dergi_adi&page=1 Focus on ELT www.focusonelt.com Focus on ELT Journal Volume 2 Issue 2 December 2020 Editors-in-Chief Dr. Ahmet Başal Yıldız Technical University Dr. Ceyhun Yükselir Osmaniye Korkut Ata University Dr. Erdem Akbaş Erciyes University ISSN: 2687-5381 www.focusonelt.com


id: foe-61
author: Özcan, Eda Nur
date: 2022-06-28
pages: 14
extension: .pdf
mime: application/pdf
words: 7287
sentence: 427
flesch: 59
cache: cache/foe-61.pdf
txt: txt/foe-61.txt
title:
  Turkish instructors’ beliefs and EFL learners’ realization of speech act of requests: A descriptive case study 

summary:
  Özcan, E. N. / Focus on ELT Journal, 2022, 4(2) Focus on ELT www.focusonelt.com 89 Since this joint project gave rise to a growing body of studies adopting this classification while analyzing data, the present study will use this classification while discussing the findings obtained from EFL students at the preparatory level to contribute to the findings of previous studies for a better understanding of the issue in different contexts. The pragmatic knowledge of Turkish EFL students in using certain request strategies.


id: foe-70
author: Erkan, Gökçe
title: The The Impact of Teacher E-feedback on Students’ Writing: A Waste of Time or a Road to Success?
date: 2022-04-04
pages: 14
extension: .pdf
mime: application/pdf
words: 7558
sentence: 429
flesch: 56
cache: cache/foe-70.pdf
txt: txt/foe-70.txt
summary:
  Teacher feedback was always carried out through face-to-face but with the pandemic, it has been carried onto the online world as well. Such teacher interferences have been frequently valued and students have become familiar to make better use of teacher feedback.


id: foe-65
author: Taşdemir, Hanife; Gümüşok, Fatma
title: An EFL Instructor’s Study and Teach Abroad Experiences and Complementary Views from Learners
date: 2022-04-04
pages: 14
extension: .pdf
mime: application/pdf
words: 7302
sentence: 367
flesch: 46
cache: cache/foe-65.pdf
txt: txt/foe-65.txt
summary:
  The process of preparing intercultural language teachers could be aided by teacher study and/or teach abroad programs. Byram (1991) has as well argued that teachers’ having intercultural experiences is the prerequisite condition in order to achieve intercultural language teaching.


id: foe-60
author: DEMİR, Ayşe Nesil
title: An extended literature review on in-service EFL teachers’ self-efficacy beliefs
date: 2021-12-30
pages: 15
extension: .pdf
mime: application/pdf
words: 6899
sentence: 336
flesch: 43
cache: cache/foe-60.pdf
txt: txt/foe-60.txt
summary:
  Causative factors behind an efficacious teacher: Evaluating teacher efficacy. Teacher efficacy: Its meaning and measure.


id: foe-14
author: Denkci Akkaş, Ferdane; Aydin, Selami; Baştürk Beydilli, Asiye; Türnük, Tülin ; Saydam, İlknur
title: Test Anxiety in the Foreign Language Learning Context: A Theoretical Framework
date: 2020-06-22
pages: 16
extension: .pdf
mime: application/pdf
words: 7840
sentence: 423
flesch: 50
cache: cache/foe-14.pdf
txt: txt/foe-14.txt
summary:
  The fundamental constructs of test anxiety involve evaluative situations, personal variables, perceptions of test situations, state test anxiety, coping reactions, and adaptive outcomes (Zeidner, 1998). https://doi.org/10.14744/felt.2020.00014 ABSTRACT While test anxiety is a strong predictor that affects the achievement and proficiency in the foreign language learning process, how it relates to the current theories and hypotheses remains an unanswered question.


id: foe-64
author: Tekin, Mustafa
title: An An Experimental Study on EFL Teacher Trainees’ Opinions about English as a Lingua Franca
date: 2022-04-04
pages: 19
extension: .pdf
mime: application/pdf
words: 8505
sentence: 436
flesch: 54
cache: cache/foe-64.pdf
txt: txt/foe-64.txt
summary:
  These results clearly indicate the superiority of native English accents over nonnative ones as role models for the Turkish EFL teacher candidates in this study. Csizér and Kontra’s (2012) study, which was conducted on 239 Hungarian language learners, reported similar findings in the sense that their participants were trapped between, on one side, awareness of the ELF perspective, and on the other, the importance of native English as a role model.


id: foe-110
author: Fındıklı, Samet; Büyükkarcı, Kağan
title: Factors affecting students' speaking anxiety in English language classroom
date: 2023-06-30
pages: 17
extension: .pdf
mime: application/pdf
words: 8547
sentence: 493
flesch: 53
cache: cache/foe-110.pdf
txt: txt/foe-110.txt
summary:
  These themes revolved around the sources of anxiety, techniques and approaches to alleviate foreign language anxiety, teachers' perceptions of foreign language speaking anxiety, strategies for overcoming speaking anxiety, the impact and outcomes of speaking anxiety, and the definition of an ideal anxiety-free classroom atmosphere. The study examined foreign language anxiety levels based on various factors.


id: foe-69
author: Terzi, Canan
date: 2022-04-04
pages: 18
extension: .pdf
mime: application/pdf
words: 9436
sentence: 399
flesch: 54
cache: cache/foe-69.pdf
txt: txt/foe-69.txt
title:
  From Practicum to Real Classroom: Does Experience Change Perceived Self-efficacy Beliefs of English Language Teachers?

summary:
  In a similar study, Aslan-Yazıcı (2019) studied the impact of self-efficacy beliefs of English language teachers working in state high schools on their teaching practices and the correlations between the participants’ self-reported proficiency levels and teacher efficacy. The results of the study revealed positive correlations between self-reported proficiency and teacher efficacy and a high correlation between teachers’ self-efficacy levels and their teaching performance.


id: foe-16
author: Çakır, İsmail; Işık, İrem
date: 2020-06-22
pages: 17
extension: .pdf
mime: application/pdf
words: 8850
sentence: 435
flesch: 59
cache: cache/foe-16.pdf
txt: txt/foe-16.txt
title:
  The Effects of Reflective Teaching Techniques on Teachers’ Self-Evaluation for Further Lessons: Analysis through Diary Keeping

summary:
  If diaries can be used throughout a term or one academic year, a richer discourse composed of teacher reflections can be obtained and more can be contributed to the field. Similar to the research studies based on teacher diaries and journal entries, Ho and Richards (1993) also studied journals with ten teachers who were in-service TESOL teacher education program at tertiary level to identify the ways journals promote reflective thinking and found out that teachers mainly wrote about the problems they faced in the classrooms and included the techniques and procedures they used.


id: foe-68
author: Taner, Gülden; Balıkçı, Gözde
title: EFL Teachers’ Opinions on the Use of L1 in L2 Classrooms: Role of Experience and Context
date: 2022-04-04
pages: 17
extension: .pdf
mime: application/pdf
words: 8654
sentence: 410
flesch: 57
cache: cache/foe-68.pdf
txt: txt/foe-68.txt
summary:
  When the initial observations during the data collection revealed differences between the attitudes of L1 teachers teaching different age groups for different aims in different contexts, the analyses were conducted separately for these sub-groups as well whenever possible, creating four groups of participants in total. Article History Received : 01.11.2021 Revised : 19.12.2021 Accepted : 26.12.2021 Published : 04.04.2022 Type Research Article Introduction The use of native language (L1) in foreign language classrooms (L2) has been studied from various perspectives, and it has been concluded that L1 use is an unavoidable reality of L2 classrooms (Hall & Cook, 2013).


id: foe-62
author: Aslan, Reyhan
date: 2022-04-04
pages: 18
extension: .pdf
mime: application/pdf
words: 8844
sentence: 469
flesch: 48
cache: cache/foe-62.pdf
txt: txt/foe-62.txt
title:
  ‘What Kind of Teacher I Wish to Be’: Exploring Prospective English Language Teachers’ Future-oriented Identities

summary:
  Kubanyiova’s (2007, 2009) studies introduced the concept of ‘possible language teacher selves’ as a construct through which to investigate L2 teacher development. In particular, it is not clear what kind of teacher prospective language teachers hope to become, expect to become, and fear becoming in the future.


id: foe-76
author: Akayoglu, Sedat; Üzüm, Babürhan; Yazan, Bedrettin
date: 2022-04-04
pages: 21
extension: .pdf
mime: application/pdf
words: 9342
sentence: 496
flesch: 55
cache: cache/foe-76.pdf
txt: txt/foe-76.txt
title:
  Supporting Teachers’ Engagement in Pedagogies of Social Justice (STEPS): Collaborative project between five universities in Turkey and the USA

summary:
  Working in solidarity: An intersectional self-study methodology as a means to inform social justice teacher education. Keywords teaching diverse learners of English, social justice pedagogy, virtual intercultural exchange, teacher education.


id: foe-66
author: Tomak, Burak
title: Language Learning Strategies Used by the Turkish EFL Learners to Improve their Reading Skill
date: 2022-04-04
pages: 19
extension: .pdf
mime: application/pdf
words: 10015
sentence: 483
flesch: 63
cache: cache/foe-66.pdf
txt: txt/foe-66.txt
summary:
  Language learning strategies used by the Turkish EFL learners to improve their reading skill. Language learning strategies: what every teacher should know.


id: foe-74
author: Nguyen, Duy Binh; Nguyen, Hai Quan; Le, Thanh Thao
date: 2022-06-28
pages: 17
extension: .pdf
mime: application/pdf
words: 9348
sentence: 506
flesch: 48
cache: cache/foe-74.pdf
txt: txt/foe-74.txt
title:
  EFL teachers’ perceptions of professional development activities and their effects in a non-anglosphere context

summary:
  Similarly, this current study was conducted in the Mekong region where teacher PD activities had been received a lot of attentions from local educators. Richards and Farrell (2005) define the conceptualization of teacher PD as the approaches used to develop teachers’ quality in order to help them to keep up to date with developments in the field, to review and evaluate their pedagogical abilities, to deal with new teaching tasks according to the changing needs of the institution, to be good mentors for novice teachers, to organize training workshops and other professional events, to present papers or research at seminars or conferences, and to publish articles in trustworthy journals and teaching magazines, to maintain excellent professional standards, to pursue professional development, and to achieve higher levels of learning among their students.


id: foe-113
author: Kazu, İbrahim Yaşar; Kuvvetli, Murat
title: A descriptive analysis of digital game-based foreign language education
date: 2023-06-30
pages: 18
extension: .pdf
mime: application/pdf
words: 9246
sentence: 488
flesch: 41
cache: cache/foe-113.pdf
txt: txt/foe-113.txt
summary:
  The findings show that studies focusing on the use of digital games for foreign language learning have multiplied in recent years. Several studies have demonstrated the positive impact of digital games on foreign language learning, aligning with Krashen's theory.


id: foe-49
author: Demirci, Rabia İrem
title: Book Review: Language Teacher Educator Identity
date: 2021-06-24
pages: 3
extension: .pdf
mime: application/pdf
words: 1447
sentence: 58
flesch: 36
cache: cache/foe-49.pdf
txt: txt/foe-49.txt
summary:
  This book not only presents theoretical aspects of language teacher educator identity but also provides personal narratives to support theoretical parts with practical sides to offer the reader to conceptualize the perfect matches and ill-matches between theory and practice regarding language teacher educator identity. Towards the end of this chapter, the author emphasized the dynamic nature of language teacher educator identities, highlighting the fact that they are shaped and reshaped in the transition process.


id: foe-78
author: Aydin, Deniz Alkan
title: Preparedness for online learning: An analysis of English teachers in Türkiye
date: 2022-06-28
pages: 27
extension: .pdf
mime: application/pdf
words: 11006
sentence: 543
flesch: 51
cache: cache/foe-78.pdf
txt: txt/foe-78.txt
summary:
  The quantitative data collection was performed with a five-point Likert scale online survey with statements related to the essential skillsets of online teachers. The third critical skill for OLL teachers stated by Burns (2011) is adapting instructional skills from face-to-face education to the online learning environment.


id: foe-55
author: Haq, Haris
title: Book Review: Writing for Change: An Advanced ELL Resource
date: 2021-12-30
pages: 4
extension: .pdf
mime: application/pdf
words: 1436
sentence: 80
flesch: 50
cache: cache/foe-55.pdf
txt: txt/foe-55.txt
summary:
  Such texts are needed in our ever-diverse classrooms, where we, as educators, have a responsibility to give our students the confidence to express their voices in the most effective way possible. The text is an open-access web-text available in three formats: PDF, Online, and XML.


id: foe-117
author: Ince, Mehmet Akif; Meier, Gabriela
date: 2023-06-30
pages: 24
extension: .pdf
mime: application/pdf
words: 11386
sentence: 554
flesch: 51
cache: cache/foe-117.pdf
txt: txt/foe-117.txt
title:
  Plurilingual repertoires and identity constructions in transit states of the Arabian Gulf: A language portrait study with young people in a Turkish school

summary:
  Incorporating the innovative and multimodal tool of LPs into English language teaching practice proved to offer a profound way to weave the complex concept of linguistic identity into everyday pedagogy in TCS, suggesting that this may be a useful tool in GCC contexts. Literature review and the gap in research In shaping our research design, we drew on literature concerning plurilingual repertoires and language learner identity, and we incorporated the use of language portraits as a research tool specifically tailored to investigate learner identities.


id: foe-54
author: Békés, Erzsébet Ágnes
title: Book Review: Developing language teacher autonomy through Action Research
date: 2021-12-30
pages: 5
extension: .pdf
mime: application/pdf
words: 2235
sentence: 76
flesch: 44
cache: cache/foe-54.pdf
txt: txt/foe-54.txt
summary:
  304 pp., Paperback: € 99.99, ISBN: 978-3-319-50739-2. Action Research, as a form of teacher research, has gained more ground in English Language Teaching (ELT) contexts in the past several decades. Chapter 3 provides a detailed presentation of research methods describing the options that teacher researchers may have and discussing the issues that Békés E. Á. / Focus on ELT Journal, 2021, 3(2) 71 Focus on ELT www.focusonelt.com often arise in classroom research contexts.


id: foe-50
author: Başal, Ahmet; Yükselir, Ceyhun; Akbaş, Erdem
title: Editorial: Letter from Editors-in-Chief
date: 2021-06-24
pages: 9
extension: .pdf
mime: application/pdf
words: 2714
sentence: 101
flesch: 32
cache: cache/foe-50.pdf
txt: txt/foe-50.txt
summary:
  Prof. Dr., Erciyes University, Kayseri, Turkey, erdemakbas@erciyes.edu.tr Dear Focus on ELT Journal Readers, We are truly excited to announce that the first issue in 2021 of Focus on ELT Journal brings together six contributions, five of which report valuable insights into the process of teaching and learning. Dr. Kılıçkaya and Dr. Akayoğlu, as our guest editors, have already started inviting contributors to send their proposals for the special issue to be published in the second quarter of 2022 following the submission, reviewing and publication processes via our journal management system.


id: foe-36
author: Kazu, İbrahim Yaşar; Issaku, Yakubu
title: The opinion of ELT students on technology-based classroom approach
date: 2021-06-24
pages: 10
extension: .pdf
mime: application/pdf
words: 5456
sentence: 317
flesch: 55
cache: cache/foe-36.pdf
txt: txt/foe-36.txt
summary:
  A study conducted by Hawkar (2010) established that students' opinions and attitudes towards the implementation of technology in teaching and learning of language were encouraging, but the frequency of technology use in English language learning classrooms was inadequate because of insufficient technological materials. The opinions of ELT students on technology-based classroom approach aİbrahim Yaşar Kazu and b Yakubu Issaku aAssoc.


id: foe-2
author: Meri-Yilan, Serpil
title: Learning in scaffolded autonomous e-learning environments amongst EAP students in a UK university
date: 2019-12-21
pages: 16
extension: .pdf
mime: application/pdf
words: 7318
sentence: 482
flesch: 54
cache: cache/foe-2.pdf
txt: txt/foe-2.txt
summary:
  https://doi.org/10.14744/felt.2019.00002 ABSTRACT As learners are working individually in e-learning environments, research has moved to focus on providing guidance for learners and helping them to take responsibility for their own learning. Therefore, this study aimed to shed light on both learner autonomy and scaffolding in e-learning environments.


id: foe-9
author: Başal, Ahmet; Yükselir, Ceyhun; Akbaş, Erdem
title: Editorial Note Letter from Editors-in-Chief: Editorial Note Letter from Editors-in-Chief
date: 2019-12-23
pages: 6
extension: .pdf
mime: application/pdf
words: 1597
sentence: 45
flesch: 32
cache: cache/foe-9.pdf
txt: txt/foe-9.txt
summary:
  About the Journal FOCUS ON ELT Journal (FELT) Editors-in-Chief Dr. Ahmet Başal Yıldız Technical University Dr. Ceyhun Yükselir Osmaniye Korkut Ata University Dr. Erdem Akbaş Erciyes University Editorial Advisory Board Dr. Abdurrazzag Alghammas Qassim University Dr. Ali Erarslan Alanya Alaaddin Keykubat University Dr. Ali Sorayyaei Azar Management and Science University Dr. Arda Arıkan Akdeniz University Dr. Arif Bakla Ankara Yıldırım Beyazıt University Dr. Arif Sarıçoban Selçuk University Dr. Begüm Saçak Ohio University Dr. Buğra Zengin Namık Kemal University Dr. Cihat Atar Sakarya University Dr. Emrah Cinkara Gaziantep University Dr. Emrah Ekmekçi 19 Mayıs University Dr. Erdoğan Bada Çukurova University Dr. Fatma Yuvayapan Kahramanmaraş İstiklal University Dr. Gökhan Öztürk Anadolu University Dr. Greg Kesler Ohio University Dr. Gölge Seferoğlu Middle East Technical University Dr. İrem Çomoğlu Dokuz Eylül University Dr. Isabel Herrando University of Zaragoza Dr. İsmail Hakkı Mirici Near East University Dr. Jan Hardman University of York Dr. Kenan Dikilitaş University of Stavanger Dr. Leyla Harputlu Alanya Alaaddin Keykubat University Dr. Martha Nyikos Indiana University Dr. Mehmet Takkaç Atatürk University Dr. Mehmet Bardakçı Gaziantep University Dr. Nemira Mačianskienė Vytautas Magnus University Dr. Neslihan Önder Özdemir Uludağ University Dr. Rana Yıldırım Çukurova University Dr. Reyhan Ağçam Kahramanmaraş Sütçü İmam University Dr. Richard Smith The University of Warwick Dr. Saadet Korucu Kış Necmettin Erbakan University Dr. Selami Aydın İstanbul Medeniyet University Dr. Servet Çelik Trabzon University Dr. Şevki Kömür Muğla Sıtkı Koçman University Dr. Turan Paker Pamukkale University Dr. Turgay Han Ordu University Dr. Vilma Bijeikienė Vytautas Magnus University Dr. Yasemin Kırkgöz Çukurova University Editorial & Technical Office Instructor Fatih Ercan Osmaniye Korkut Ata University Instructor Muhammet Toraman Yıldız Techncial University Reviewers of the issue Dr. Ali Erarslan Dr. Betül Bal Gezegin Dr. Devrim Höl Dr. Emrah Ekmekçi Dr. Fatma Yuvayapan Dr. Fatih Güngör Dr. Gökhan Öztürk Dr. İsmail Yaman Dr. Kürşat Cesur Dr. Mehmet Bardakçı Dr. Mehmet Kılıç Dr. Nihan Erdemir Dr. Ömer Gökhan Ulum Table of Contents The linguistic dimension of L2 interviews: A multidimensional analysis of native speaker language Pascual Pérez-Paredes & María Sánchez-Tornel 4-26 High school language division students’ perceptions of English as a Lingua Franca Zeynep Yücedağ & Ali Karakaş 27-42 A meta-analysis of the effect of bimodal subtitling on vocabulary learning among adult EFL learners Reem Jaber & Yeşim Keşli Dollar 43-52 Effects of writing portfolio assessment at tertiary level intensive English program: An action research Emrah Cinkara & Hong Yu Connie Au Ede 53-69 Learning in scaffolded autonomous e-learning environments amongst EAP students in a UK university Serpil Meri-Yilan 70-85 How effective is TPRS for adult EFL learners with limited English proficiency? Prof. Dr., Yıldız Technical University, Turkey, abasal@yildiz.edu.tr b Assistant.


id: foe-84
author: Kurnaz, Yıldıray
title: Book Review: New perspectives on willingness to communicate in a second language
date: 2022-06-28
pages: 6
extension: .pdf
mime: application/pdf
words: 2668
sentence: 116
flesch: 43
cache: cache/foe-84.pdf
txt: txt/foe-84.txt
summary:
  In this sense, the concept of “opportunity” in L2 WTC research is discussed from perspectives of opportunities as group boundaries, opportunity in talk, and opportunity as a system. In Chapter “The Opportunity to Communicate: A Social Network Approach to L2 WTC and Classroom-Based Research”, Gallager and Zarrinabadi combine L2 WTC and the social network approach.


id: foe-5
author: Asmalı, Mehmet
title: How effective is TPRS for adult EFL learners with limited English proficiency?
date: 2019-12-21
pages: 10
extension: .pdf
mime: application/pdf
words: 4979
sentence: 269
flesch: 55
cache: cache/foe-5.pdf
txt: txt/foe-5.txt
summary:
  The questions were prepared in line with the target structures and vocabulary included in 4 stories that served as a guide in TPRS classes. Although a consensus has not been reached among the scholars for TPRS method to be the best compared to other existing ones, a brief overview of the existing literature gives us insight that it increases the likelihood of having better results on several aspects, such as vocabulary acquisition (Kara & Eveyik-Aydın, 2019; Türkeş, 2011), speaking skill (Muzammil & Andy, 2017), listening (Susan, 2013), and lexical competence (Demir & Cubukçu, 2014).


id: foe-3
author: Yücedağ, Zeynep; Karakaş, Ali
title: High school language division students’ perceptions of English as a Lingua Franca
date: 2019-12-21
pages: 16
extension: .pdf
mime: application/pdf
words: 7488
sentence: 388
flesch: 59
cache: cache/foe-3.pdf
txt: txt/foe-3.txt
summary:
  It is widely known that the majority of English language teachers do not come from a native English background. Furthermore, as far as gender is concerned, more females than males perceived that native English speaking teachers (NESTs) are more effective teachers for language students, suggesting that government hire NESTs to teach English in Turkey.


id: foe-43
author: Saricaoglu, Aysel
title: A telecollaborative approach to foster students' critical thinking skills
date: 2021-06-24
pages: 15
extension: .pdf
mime: application/pdf
words: 7545
sentence: 387
flesch: 34
cache: cache/foe-43.pdf
txt: txt/foe-43.txt
summary:
  Because it takes a lot of time to organize things and complete everything), (3) better communication between the partners in terms of more timely responses (Students must do their works on time), better attitudes (In my opinion, our partners' should take the project more serious), and synchronous communication rather than asynchronous communication (Video call or audio call should be a must), and (4) common tasks for both groups of students (Participants could argue a certain subject. In a large-scale survey study involving language teachers and students from 23 different European countries encountered in telecollaboration, Helm (2015) reported seven barriers: differences in institutional calendars, differences in language proficiency levels of student groups, differences in the aims and Saricaoglu, A. / Focus on ELT Journal, 2021, 3(1) Focus on ELT www.focusonelt.com 22 approaches of teachers, lack of time for the project, lack of student motivation, cultural clashes and misunderstandings, and lack of institutional support (from the most commonly reported to the least).


id: foe-41
author: Gündüz Kartal, Mine; Atay, Derin
title: Is tutoring a benefit for tutees only, or is it a mutual benefit?
date: 2021-06-24
pages: 16
extension: .pdf
mime: application/pdf
words: 8625
sentence: 452
flesch: 60
cache: cache/foe-41.pdf
txt: txt/foe-41.txt
summary:
  Participants The participants of this study are tutors (ELT pre-service teachers), tutees (EFL Turkish learners), and the researchers of this study. Then these students were informed about the program and asked whether they want to attend one-on- one tutorials given by ELT pre-service teachers.


id: foe-80
author: Üney, Mertcan; Dikilitaş, Kenan
title: EFL teachers’ professional experiences in the southeastern Türkiye
date: 2022-06-28
pages: 14
extension: .pdf
mime: application/pdf
words: 7497
sentence: 456
flesch: 58
cache: cache/foe-80.pdf
txt: txt/foe-80.txt
summary:
  In the final year of training, student teachers have the chance to experience how to teach, observed by a supervisor, an experienced teacher. What influences what and how second and foreign language teachers teach?


id: foe-56
author: ACAR, Sibel Can
title: An investigation into gender representations in an English coursebook
date: 2021-12-30
pages: 14
extension: .pdf
mime: application/pdf
words: 7331
sentence: 475
flesch: 55
cache: cache/foe-56.pdf
txt: txt/foe-56.txt
summary:
  Male characters are presented to be involved in occupational roles more than female characters. This study aimed to investigate the four units of the ELT coursebook “Progress” in order to find out what occupational roles, leisure time activities and household activities are assigned to male and female characters, the proportion of male characters to female characters in images and how gender is positioned in the visual discourse.


id: foe-97
author: Balcı, Ersin; Çomoğlu, İrem
title: Economics keyword lists: A comparative corpus study for ESP
date: 2022-12-30
pages: 12
extension: .pdf
mime: application/pdf
words: 6313
sentence: 354
flesch: 53
cache: cache/foe-97.pdf
txt: txt/foe-97.txt
summary:
  Data analysis and creating word lists The corpus analyzer program's keyness feature was utilized to create the two keyword lists (ETWL and EMWL). AntConc is a free corpus analysis program to create word lists based on frequency/keyness etc.


id: foe-87
author: İnci Kavak, Vildan
date: 2022-12-30
pages: 16
extension: .pdf
mime: application/pdf
words: 8109
sentence: 519
flesch: 60
cache: cache/foe-87.pdf
txt: txt/foe-87.txt
title:
  Exploring factors impeding English language instructors from research engagement at tertiary level in Türkiye

summary:
  Teacher research can be inevitably subjective but this can be regarded as a strength in practical terms. What the future holds for teacher research and its value is rather mysterious, but “effective partnerships” (Rose, 2002) between teachers and academicians, in which academics and teacher-researchers respect and value each other’s expertise (Gewirtz et al., 2009) can be beneficial.


id: foe-99
author: Alrawi, Maather
title: Is teacher’s English good enough?: A case study of Saudi teacher spoken language
date: 2022-12-30
pages: 15
extension: .pdf
mime: application/pdf
words: 7629
sentence: 497
flesch: 57
cache: cache/foe-99.pdf
txt: txt/foe-99.txt
summary:
  Language transfer errors in speaking among Saudi Arabia students: A comparative study between students in Saudi Arabia and students in the UK Error Analysis (EA), linguistic-based classification and linguistic taxonomy of the data reveal seven types of grammatical errors: the wrong use of tenses, errors in the use of prepositions, wrong use of prepositions, errors in the use of articles, omission of a/an, wrong use of articles, and subject-verb inversion in wh-questions, errors due to lack of concord and agreement, and typical Arabic constructions.


id: foe-48
author: Evişen, Nilüfer
date: 2021-06-24
pages: 22
extension: .pdf
mime: application/pdf
words: 11055
sentence: 571
flesch: 51
cache: cache/foe-48.pdf
txt: txt/foe-48.txt
title:
  Turkish EFL pre-service and in-service teachers’ views on professional development and related activities

summary:
  Peer observation, which has been documented to be an effective reflective tool for teacher professional development (Lakshmi, 2014; Peel, 2005) was also appreciated by the participants of the present study, as it assisted teachers to share their ideas, learn from each other and get instant feedback. Trainers' perspectives of teacher professional development.


id: foe-83
author: AlRawi, Maather ; AlShurafa, Nuha ; Elyas, Tariq; Alqurashi , Abdulrahman
title: A blueprint of Saudi English typology: A substrate effect
date: 2022-06-28
pages: 17
extension: .pdf
mime: application/pdf
words: 8152
sentence: 519
flesch: 61
cache: cache/foe-83.pdf
txt: txt/foe-83.txt
summary:
  A blueprint of Saudi English typology: A substrate effect aMaather AlRawi bNuha AlShurafa cTariq Elyas dAbdulrahman Alqurashi aAssoc. A blueprint of Saudi English typology: A substrate effect.


id: foe-92
author: Mutlu Köroğlu, Ümmügül
date: 2022-12-30
pages: 17
extension: .pdf
mime: application/pdf
words: 8605
sentence: 501
flesch: 46
cache: cache/foe-92.pdf
txt: txt/foe-92.txt
title:
  High-school English teachers’ attitudes towards using authentic materials and non-authentic materials in English lessons in Türkiye

summary:
  Data gathered from a questionnaire and semi-structured interviews revealed that high-school English language teachers in Türkiye had positive attitudes toward using authentic materials (materials used by native speakers in their daily life). It was also pointed out that despite their negative attitudes toward these materials, teachers used official textbooks more frequently than authentic materials.


id: foe-86
author: Gedik, Tan Arda
title: Input optimization: Verb-argument constructions in English textbooks in Türkiye
date: 2023-06-30
pages: 18
extension: .pdf
mime: application/pdf
words: 9560
sentence: 551
flesch: 52
cache: cache/foe-86.pdf
txt: txt/foe-86.txt
summary:
  Construction learning as a function of frequency, frequency distribution, and function. The constructions in Table 1 were selected as there is either a large number of studies that show correlation between learner proficiency and the constructional knowledge of the construction, or constructicographic analyses with the frequency profiles of such constructions (Herbst, 2020; Römer & Yılmaz, 2019).


id: foe-8
author: Pérez-Paredes, Pascual; Sánchez-Tornel , María
title: The linguistic dimension of L2 interviews: A multidimensional analysis of native speaker language
date: 2019-12-21
pages: 23
extension: .pdf
mime: application/pdf
words: 9754
sentence: 457
flesch: 51
cache: cache/foe-8.pdf
txt: txt/foe-8.txt
summary:
  Furthermore, our research addresses concerns expressed long ago regarding validity in general and content relevance (or validity) in particular such as those to which Bachman (1990) drew attention: “the problem with language tests, of course, is that we seldom have a domain definition that clearly and unambiguously identifies the set of language use tasks from which possible test tasks can be sampled, so that demonstrating either content relevance or content coverage is difficult” (Bachman, 1990, p. 245). This profiling is of interest in areas such as language assessment, where language interviews are widely used to evaluate the speakers’ communicative competence, but also in the field of learner language research, where corpora such as LINDSEI or the TLC will unlock new perspectives on learners’ spoken communication in similar ways as the International Corpus of Learner English (ICLE; Granger et al., 2009) did for the written mode.


id: foe-98
author: Kaya, Ömer Faruk; Uzun, Kutay; Cangır, Hakan
title: Using corpora for language teaching and assessment in L2 writing: A narrative review
date: 2022-12-30
pages: 17
extension: .pdf
mime: application/pdf
words: 9066
sentence: 541
flesch: 50
cache: cache/foe-98.pdf
txt: txt/foe-98.txt
summary:
  In A. Leńko-Szymańska & A. Boulton (Eds.), Multiple affordances of language corpora for data-driven learning (pp. 15–36). According to Granger (2002, 2015), although investigations of L1 corpora have been beneficial to the field of language learning and teaching, the data on its own is not enough for providing an ideal model for language learners.


id: foe-90
author: Kızıldağ, Ayşe
title: Critical pedagogy in ELT: A scoping review on the studies conducted in Türkiye (2015-2022)
date: 2023-06-30
pages: 20
extension: .pdf
mime: application/pdf
words: 9665
sentence: 590
flesch: 48
cache: cache/foe-90.pdf
txt: txt/foe-90.txt
summary:
  S11 emphasizes the significance of CP in EFL teacher education. As for the context, ELT studies conducted in Türkiye were included.


id: foe-57
author: Yu, Xiaoli; Altunel, Veysel
title: Creating a frequency-based Turkish-English Loanword Cognates Word List (TELCWL)
date: 2021-12-30
pages: 31
extension: .pdf
mime: application/pdf
words: 16523
sentence: 509
flesch: 47
cache: cache/foe-57.pdf
txt: txt/foe-57.txt
summary:
  59 1565 shot şut 60 1631 stretch streç 61 1645 selection seleksiyon 62 1653 entry antre 63 1657 tip tip 64 1659 peak pik 65 1675 guard gard 66 1686 reserve rezerve 67 1695 phase faz 68 1810 politician politikacı 69 1856 passage pasaj 70 1895 slide slayt 71 1908 chip çip 72 1927 creation kreasyon 73 2081 tight tayt 74 2094 phenomenon fenomen 75 2097 assist asist 76 2224 log log 77 2283 button buton 78 2291 resistance reziztans 79 2293 frequency frekans 80 2342 offense ofans 81 2410 counter kontra 82 2483 flash flaş 83 2518 automatically otomatik şekilde 84 2521 dramatically dramatik şekilde 85 2555 potentially potansiyel olarak 86 2626 pro pro 87 2666 exhaust egzoz 88 2780 fragment fragman False cognates No Rank English Turkish & meaning 1 9 it it (T: dog) 2 17 on on (T: ten) 3 22 as as (T: hang) 4 23 at at (T: throw) 5 25 but but (T: chicken drumstick) 6 30 say say (T: count) 7 38 can can (T: soul; life) 8 60 Numara) 9 63 very veri (T: data) 10 99 many meni (T: sperm) 11 117 feel fiil (T: verb) 12 220 pay pay (T: share) 13 245 far far (T: headlight) 14 265 once önce (T: before) 15 279 sure sure (T: section) 16 280 term terim (T: locution) 17 313 care çare (T: cure) 18 352 bit bit (T: end; louse) 19 362 class klas (T: classy) 20 375 top top (T: ball) 21 419 short şort (T: shorts) 22 494 site site (T: building complex) 23 506 nice nice


# url

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domain: asosindex.com.tr
url:
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id: foe-71
domain: doaj.org
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url:
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url:
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id: foe-107
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  https://bibliotecadigital.mineduc.cl/bitstream/handle/20.500.12365/254/mono-%20199.pdf?sequence=1&isallowed=y


id: foe-67
domain: www.britishcouncil.org.tr
url:
  https://www.britishcouncil.org.tr/sites/default/files/turkey_national_needs_assessment_of_state_school


id: foe-67
domain: www.britishcouncil.org.tr
url:
  https://www.britishcouncil.org.tr/sites/default/files/turkey_national_needs_assessment_of_state_school_english_language_teaching.pdf


id: foe-65
domain: www.educationcounts.govt.nz
url:
  https://www.educationcounts.govt.nz/publications/schooling/evaluation-of-teacher-professionaldevelopment-languages-for-teachers-of-languages-in-years-7-10


id: foe-64
domain: www.mendeley.com
url:
  http://www.mendeley.com/research/successful-elf-communications-implications-elt-sequential-analysis-elf-pronunciation-negotiation-str


id: foe-62
domain: www.teachingenglish.org.uk
url:
  https://www.teachingenglish.org.uk/sites/teacheng/files/c683%20identity%20in%20foreign%20language%20report_a4_web%20only_final.pdf


id: foe-62
domain: www.researchgate.net
url:
  https://www.researchgate.net/publication/327514138_a_conceptual_framework_to_understand_language_teacher_identities


id: foe-76
domain: www.humanityinaction.org
url:
  https://www.humanityinaction.org/knowledge_detail/why-they-keep-risking-their-lives-syriansunder-temporary-protection-in-turkey


id: foe-76
domain: www.humanityinaction.org
url:
  https://www.humanityinaction.org/knowledge_detail/why-they-keep-risking-their-lives-syrians-under-temporary-protection-in-turkey


id: foe-78
domain: er.educause.edu
url:
  https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-onlinelearning


id: foe-2
domain: ac.els-cdn.com
url:
  http://ac.els-cdn.com/s8755461511000867/1-s2.0-s8755461511000867main.pdf?_tid=d276d40c-2c35-11e6-875a00000aacb35e&acdnat=1465252215_3b14c12ed69618ca6a7df11c122db969


id: foe-2
domain: www.universitiesuk.ac.uk
url:
  https://www.universitiesuk.ac.uk/policy-and-analysis/reports/pages/quarterly-international-datarelease-pdf.aspx


id: foe-56
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  https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-onlinelearning

lemma:
  https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-onlinelearne


id: foe-80
sid: 21
tid: 4
pos: PROPN
token:
  file:///g:/drive'ım/focus%20on%20elt%20(formlar%20ve%20makaleler)/felt%204(2)%202022%20haziran/kenan.dikilitas@uis.no

lemma:
  file:///g:/drive'ım/focus%20on%20elt%20(formlar%20ve%20makaleler)/felt%204(2)%202022%20haziran/kenan.dikilitas@uis.no


id: foe-99
sid: 274
tid: 1
pos: NOUN
token:
  https://english.alarabiya.net/views/news/middleeast/2014/04/14/those-who-can-t-do-shouldn-t-teach-english-in-saudi-schools

lemma:
  https://english.alarabiya.net/views/news/middleeast/2014/04/14/those-who-can-t-do-shouldn-t-teach-english-in-saudi-school


id: foe-98
sid: 139
tid: 5
pos: PROPN
token:
  https://www.coventry.ac.uk/research/research-directories/current-projects/2015/british-academic-written-english-corpus-bawe/

lemma:
  https://www.coventry.ac.uk/research/research-directories/current-projects/2015/british-academic-written-english-corpus-bawe/


