Editorial
Dr. Carlo Granados-Beltrán

Academic Vice Chancellor ÚNICA

Welcome to the 27th issue of GiST Journal. This edition brings together 
a rich selection of research that offers valuable insights into various 
aspects of English language teaching (ELT), spanning autonomy in 
learning, willingness to communicate, and the complex interplay 

between cognitive and psychological factors in language acquisition.

One of the recurring themes in this issue is the importance of learner autonomy 
and motivation, particularly in the context of innovative teaching methods. The study 
by Büşra Nur Çiftçi Aksoy and Aysegul Takkac Tulgar introduces us to the Flipped 
Classroom Model (FCM) and its ability to foster both autonomy and motivation among 
EFL students. Their research highlights how flipped learning not only engages students 
more actively but also encourages them to take charge of their learning process. This 
focus on student empowerment resonates with other studies on this issue, where the 
need for engaging and interactive learning environments takes center stage.

Similarly, the willingness to communicate (WTC) explored by Dereje Teshome 
Abebe, Getachew Syoum Weldemariam, and Guta Legese Birrasa complements 
the conversation about student engagement. Their study in the Ethiopian context 
reveals how psychological factors such as self-confidence and motivation, alongside 
the classroom environment, play a crucial role in learners’ participation in oral 
communicative tasks. This research underscores the importance of building supportive, 
confidence-boosting environments to promote active language use—a theme that 
aligns with the autonomy fostered through the flipped classroom model.

Expanding on the role of innovative methodologies, Sibel Söğüt brings Data-
Driven Learning (DDL) into the discussion, focusing on how L2 learners use corpora 
to enhance their understanding of near-synonymous words. Through this exploration, 
we see how technology can serve as a powerful tool in vocabulary acquisition, providing 
learners with context-rich, experiential tasks that enhance lexical knowledge. The 
integration of corpus tools like YouGlish shows us how digital resources can support 
not only autonomy but also a deeper, more nuanced understanding of language use.

At the same time, this issue takes a step into the intricate world of syntax and 
pragmatics, with Abhinan Wongkittiporn’s study on the syntax of determiner phrases 

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(DP) deletion and the pragmatics of DP movement in passive voice. By applying these 
principles to academic writing, Wongkittiporn’s research offers practical insights for 
language learners and educators alike, bridging theoretical linguistic concepts with 
real-world applications in research methodology 

This connection between cognitive factors and language learning is further 
explored by Duygu Ispinar Akcayoglu and Omer Ozer, who examine the relationship 
between test anxiety and self-regulated learning. Their findings, which highlight 
significant gender differences in anxiety and learning strategies, suggest that a deeper 
understanding of students’ emotional and cognitive processes is key to creating more 
effective learning environments. The emphasis on self-regulation, much like autonomy, 
reinforces the idea that fostering independent learning strategies can alleviate some of 
the psychological barriers to language acquisition 

In addition to these insightful articles, we are pleased to feature a book review 
by Saieed Moslemi Nezhad Arani and Arzu Atasoy on Shahrzad Mahootian’s 
Bilingualism, further contributing to the broader conversation around multilingualism 
and language education 

This issue also celebrates the diversity within our academic community, featuring 
contributions from scholars across Turkey, Ethiopia, Thailand, Iran, and Colombia. 
We are particularly proud of the gender diversity represented in this issue, with 
female and male scholars collaborating to advance knowledge in ELT. This rich 
mix of perspectives—across both gender and nationality—enhances the depth and 
breadth of academic dialogue, contributing to a more inclusive and comprehensive 
understanding of the field 

Moreover, this issue marks the first in which we implement our AI usage policy. 
Readers may encounter some articles containing a disclaimer about the use of AI tools 
during the research or writing process. Articles without this disclaimer reflect the 
authors’ declaration of not using AI. For more information on this policy, we invite 
readers to visit our website or read the policy at the end of this issue 

Our deepest gratitude goes to our peer reviewers, who play an essential role in 
maintaining the quality of the journal. Reviewers from Colombia, Mexico, Germany, 
Spain, Turkey, Iran, and the United States have contributed their expertise, helping to 
ensure the rigorous academic standards of this publication 

We invite scholars from around the world to continue contributing to GiST 
Journal, whether by submitting articles, participating as reviewers, or offering book 
reviews. Your support is invaluable to us, and we hope you enjoy this issue as much as 
we enjoyed creating it 

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