Communication in a foreign language is essential, and it requires an individual's competence in speaking skills. It needs to be improved to enhance an effective means of communication. The current study investigates the relationship between L2 communication apprehension and communicative competence of pre-service EFL teachers studying at a state university in Türkiye. The quantitative research approach focuses on understanding pre-service teachers' perceptions regarding communication apprehension and communicative competence. The study included 200 pre-service EFL teachers, with 146 female and 54 male participants. The age range of the participants was between 18 and 34. The results indicate that pre-service EFL teachers have varying levels of communication apprehension and are notably more apprehensive in certain situations. Additionally, the study found that perceived communication competence significantly influences communication apprehension. Some pedagogical strategies are discussed and suggested according to the findings of the study.

In recent years, the increase in the use of computer and the internet has led to a change in the traditional concept of formal education today. Distance learning as a more student-centered system has been frequently used at universities. In this context, education has been applied to the individuals consisting of all age groups in accordance with their aspirations, expectations and interest in a more flexible way. This study aims to determine and compare the motivation and attitudes of language learners of online distance and traditional in-classroom education, in a state university in Turkey. Participants were 500 undergraduate university students in various disciplines. About 250 (half) of the participants studied English as a foreign language through traditional in-classroom education whereas the rest of the participants (250) studied English through online distance education in the same university by the same instructors. Two questionnaires (one to evaluate motivation level and one to evaluate attitudes of the participants related to English as a foreign language) and a background information form investigating individual information of the participants were used to collect data from the students of nine faculties at the University (including Faculty of Dentistry, Faculty of Pharmacy, Faculty of Education, Faculty of Arts and Sciences, Faculty of Fine Arts and Design, Faculty of Law, Faculty of Economics and Administrative Sciences, Faculty of Engineering, and Faculty of Medicine). According to the nature of the research, the study used descriptive statistics (frequencies, range, means, and standard deviations), t-test and ANOVA as the statistical analysis methods. All collected data were coded and computerized using the SPSS software and the alpha level for the tests was set at .05. After calculating each participant’s motivation and attitudes scores, their scores were compared to the variables selected for the study and each other. The findings indicated statistically significant relationships between motivation and attitudes of the participants and some individual variables. Some conclusions were reached based on the findings of the research and some recommendations and suggestions were made for future research into areas not covered by this study.

This study aims to discover the impact of a technology-based course on the self-efficacy and knowledge levels of the pre-service English as a foreign language (EFL) teacher about integrating Web 2.0 tools into the foreign language teaching process. The study also intends to determine the self-efficacy and knowledge levels of the pre-service EFL teachers. A quasi-experimental study design without a control group was employed. The participants are 48 third-year undergraduate English language teaching (ELT) students enrolled in a required "teaching English to young learners (TEYL)" course. A pre-and post-test design was used and data were collected from participants through the technology integration self-efficacy scale and self-reported knowledge scale. Some important conclusions and suggestions for teacher trainers and curriculum designers have been drawn from these findings. It was seen that pre-service EFL teachers' self-efficacy and knowledge levels were average at the start of the study. After the training on integrating Web 2.0 tools into the language teaching and learning process, the experimental process had a significant effect on the participants’ knowledge and self-efficacy levels. Some important conclusions and suggestions for teacher trainers and curriculum designers have been drawn from these findings.

The current quantitative research uses the survey technique to examine English as a foreign language (EFL) preservice teachers’ technological pedagogical and content knowledge (TPACK) proficiency levels. Participants were 129 preservice EFL teachers from a Turkish state university. There is evidence that English Language Teaching student teachers believe they possess technological knowledge most among the other knowledge domains, and third-grade EFL student teachers seem to have a higher level of proficiency in TPACK than fourth graders, and female EFL student teachers appear to be more proficient in TPACK than male student teachers. Some recommendations followed the research findings.

In recent years, the widespread use of online learning environments and tools, especially with the outbreak of the COVID-19 pandemic, has brought students’ readiness for online learning and their ability to manage their own learning processes to the fore. This study aims to investigate the online learning readiness (OLR) and self-directed learning skills of English language learners at a state university in Turkey. For this purpose, a cross-sectional, descriptive study methodology was employed. The study group consisted of 202 randomly selected first-year volunteer students. An information form and two scales were used to collect data. Additionally, the effects of some demographic factors on EFL students’ OLR and self-directed learning skills were also investigated. The results of the study revealed that university students have a moderate level of self-directed learning and readiness to learn in the online environment. As another result of the study, it was determined that various independent variables had an impact on the participants’ OLR levels. In parallel with the findings of the study, some pedagogical strategies were discussed and suggested.

In the academic year 2017-2018, the Ministry of National Education in Türkiye launched intensive English as a foreign language program specifically designed for fifth-grade students in middle school. This study, employing a quantitative research design methodology, aims to assess the program's effectiveness from the perspective of fifth-grade students and include sixth, seventh, and eighth-grade students who have previously undergone this program. The study adopts the CIPP (Context, Input, Process, and Product) evaluation model developed by Stufflebeam (2003) to achieve this goal. Data were collected through a comprehensive questionnaire consisting of 31 questions, administered to 208 students enrolled in a secondary school in Diyarbakır, Türkiye. Statistical analyses, encompassing both descriptive and inferential methods, were conducted using the SPSS software. The findings indicated an overall positive attitude among students towards the program, with female students expressing more favorable opinions than their male counterparts. Furthermore, it was observed that fifth and sixth-grade students held more positive views compared to seventh and eighth-grade students. Consequently, the study suggests that certain adjustments and refinements may be necessary for the program.