Background: With the growing trend of integrating technology into teaching environments, using Automated Writing Evaluation (AWE) in writing instruction has been extensively studied over the last two decades. The studies on AWE mostly investigated its impact on students' writing proficiencies and revealed conflicting results. However, very few studies have investigated how the use of AWE impacts learners' writing‐specific psychological factors, such as self‐efficacy, self‐regulation, and anxiety, from an empirical perspective. Therefore, further experimental studies are needed in this regard.Objectives: This study aimed at examining how a combined automated‐teacher feedback condition in which the students received automated feedback on their sentence‐level errors alongside teacher feedback on content and organization impacted English as a Foreign Language (EFL) students' self‐efficacy, self‐regulation, anxiety, and writing performance, compared with a traditional teacher‐only feedback condition.Methods: The study utilized a quasi‐experimental design in which two intact classes were randomly assigned to the experimental and control groups. During one semester (16 weeks), students in the experimental group received both automated and teacher feedback, referred to in this study as combined automated‐teacher feedback. In contrast, students in the control group received only teacher feedback. Two scales, a questionnaire and a focus group interview, were used to obtain the data. The data were analysed using both quantitative and qualitative techniques.Results and Conclusion: The quantitative results demonstrated no statistically significant difference between the two types of feedback procedures in promoting the use of self‐regulated writing strategies by the students. However, the use of combined automated‐teacher feedback was found to be more effective than conventional teacher‐only feedback in enhancing the students' writing self‐efficacy and writing performance. The two different feedback processes were shown to be ineffective at helping the students' writing anxiety, however. The qualitative data also showed that students had favourable opinions of their experiences with receiving automated and teacher comments together.Implications: Considering the findings of this study regarding the impact of combined automated‐teacher feedback on students' writing self‐efficacy and writing performance, as well as positive student perceptions, it is suggested that this feedback model is used as an alternative to teacher‐only feedback in EFL writing instruction.

Feedback is generally regarded as an integral part of EFL writing instruction. Giving individual feedback on students’ written products can lead to a demanding, if not insurmountable, task for EFL writing teachers, especially in classes with a large number of students. Several Automated Writing Evaluation (AWE) systems which can provide automated feedback on written texts have been developed to reduce the time and effort teachers need to give individual feedback on students’ writings. Employing a quasi-experimental research design, this study aimed to examine how automated feedback impacted students’ writing scores and writing accuracy. The data were collected from 75 Turkish EFL university students. The experimental group students were exposed to combined automated-teacher feedback while the control group students received full teacher feedback. Both quantitative and qualitative data were collected through pre-test/post-test writing tasks, Criterion error analysis reports, and student reflections. The results of the study revealed that the students who received combined automated-teacher feedback improved their analytic writing scores as much as the students who received full teacher feedback. However, combined automated-teacher feedback was more effective than full teacher feedback in reducing the students’ grammar and mechanics errors. The qualitative findings obtained from the student reflections about the Criterion feedback helped to understand its impact on writing improvement. The study provided implications for effective use of AWE in EFL writing classrooms.

The aim of this study is to investigate the construct of English as a foreign language (EFL) pre-service teachers' feelings of anxiety before, while, and after experiencing teaching English within a Turkish elementary classroom setting. Specifically, this intrinsic qualitative study investigates the anxiety sources for pre-service teachers in their practicum experiences and the ways they adapted to cope with these anxiety-provoking sources. The data were triangulated by consulting three sources of data (e.g., open-ended questions in the self-report forms, open-ended questions in the peer-reflection forms, and diaries) relating the 32 participants' teaching experiences. The findings indicated that prior to teaching experience, classroom management is the major teaching anxiety source and the frequently employed coping strategy is to consult their mentors and cooperating teachers. However, during the actual teaching experience, being observed by a mentor was the most common concern and to cope with it, each participant developed different coping mechanisms. Finally, receiving negative feedback from mentors decreased self-confidence and to compensate, pre-service teachers frequently asked mentors to provide further advice. It is implicated that teacher education programs raise the awareness of pre-service teachers of the potential challenges awaiting them in the practicum experience and equip them with coping strategies.

In an established convention regarding the e-mail communication setting, the e-mails should be linguistically polite to facilitate interaction by reducing the likelihood of conflicts and preventing pragmatic failure regarding the comprehension of any meaning conveyed by what is stated. These are potential problems for most English-as-a-foreign-language (EFL)/English-as-a-second-language (ESL) learners. Therefore, it is the aim of this study to investigate the issue in Turkish EFL context (i.e. the English request emails of Turkish EFL university students to their non-native professors). Specifically, the extent of directness used and the extent and nature of lexical modification employed by Turkish EFL students to mitigate their requests were examined by using authentic data. The data is a part of natural e-mail corpus of 34 Turkish EFL students’ e-mail requests to their two non-native foreign professors over a period of 2 months at English-medium University in Turkey. First, the corpus was coded via coding schemes, (see Appendices A and C) and ranked with a rubric (Appendix B). The results indicated that the Turkish EFL students’ e-mails involved a) direct strategies rather than conventional indirect strategies, b) overusing direct questions and ‘want’ statements, c) underused query preparatory questions, d) insufficient mitigation causing directness and impoliteness, and e) inappropriate greetings and closing statements affecting degree of direction. It is implicated that e-mail instruction (to recipient in various degrees) should be included in EFL books and curricula.

This article is the report of a qualitative case study proposed to investigate the demotivation factors of foreign EFL teachers in Turkish context. To that end, two foreign teachers of English language were chosen as the subjects at a primary/ secondary school in east of Turkey. Face-to-face interviews, profile forms, field notes and diaries were used to obtain the necessary data for the research. The findings indicated that lack of effective communication with school administration and colleagues and lack of interest, attention and respect from behalf of students were the main causes of demotivation at work for both teachers.

The aim of this study is to investigate the flow experiences of foreign language (EFL) learners in online classes during Covid-19 pandemic outbreak. The participants were 84 university students as EFL learners. Data were collected by a perception survey, a background questionnaire and open-ended questions to provide triangulation. The results showed that participants had flow experiences with different levels of different categories of flow. The results also showed that there was no significant difference in terms of gender. Additionally, the findings proved that participants’ flow experiences were partially interrupted by some problems they faced during their online classes.