Please fill up the following information accurately. (Please use Times New Roman, 12 pt. Teachers ' opinions on the use of L1 in EFL classes The use of L1 in EFL classes has still been a controversial topic. Therefore, this study investigates the attitudes of university teachers towards the use of L1, and seek their opinions regarding the purposes for which L1 should be used in English classes. A questionnaire of 26 items with a five-point likert-type scale was administered, followed by a face-to face semi-structured interview through two open-ended questions. Descriptive and content analysis methods were employed. The results show that the use of L1 in L2 classes has facilitating functions in L2 learning environment and teachers do not perceive L1 as a hindering factor at the early stages of English learning; they believe that L1 should be used with low-proficiency level students when making students aware of the differences and similarities between L1 and L2, explaining new vocabulary, clarifying difficult concepts, solving disciplinary problems and teaching grammar. The teachers’ overall attitude towards using L1 was found to be slightly negative in line with the results of the questionnaire, yet contradicted with those of the interview. It could be concluded that judicious use of L1 is favoured by teachers. Information about Author(s)* Author 1 Author (Last name, First name) İnal, Sevim Affiliated institution (University) Country Email address sevim.inal@gmail.com Department & Rank Corresponding author (Yes/No) Write only one corresponding author. Author 2 Author (Last name, First name) Turhanlı, Irmak Affiliated institution (University) Country Email address irmakturhanli@hotmail.com Department & Rank Corresponding author (Yes/No) Author 3 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No) Author 4 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No)

Professional development is the essential part of education. Rapid development globaly, technology dominated our life. Language teaching and learning was mainly shaped by the digital mode and this necessiates teacher educators to relay on webinars to maintain professional exchange and networking during pandemic. Even after, it seems that webinars continue to be a part of professional lives. However, not many studies have been conducted about its impact on teacher educators. Given that a great amount of time and effort is invested in preparing and attending professional webinars, it is a good time to hear the participants’ voices. With this in mind, a total of 115 English language teacher educators were requested to evaluate their webinar-attending experiences. The data were collected through an online survey and focus group interviews. Participants mentioned that webinars generaly are male keynote-speaker dominated, need improvement and propose some implications to increase the effectiveness of future webinars.

Increasing scholarly attention has been directed to integrating environmental issues into educational contexts across academic disciplines. Within this context, foreign language classrooms offer valuable opportunities to incorporate environmental content into language learning. This study examines the impact of integrating environmental issues into English as a Foreign Language (EFL) instruction on students' environmental attitudes and behaviors. The study involved 562 EFL learners. A quantitative research design was adopted, and three hypotheses were tested using Structural Equation Modeling. The proposed model assumes that the presence of environmental issues in language instruction positively influences environmental attitudes and environmental behavior, and that environmental attitudes also positively affect environmental behavior. The findings reveal that the inclusion of environmental topics into EFL instruction significantly strengthens students' environmental attitudes and behaviors, both directly and indirectly. In addition, gender-based analyses indicate that female students scored significantly higher across all three scales. Similarly, students who had previously taken a course related to environmental issues exhibited significantly higher levels of environmentally responsible behavior compared to those who had not. Overall, these findings emphasize the potential of foreign language classrooms to function as interdisciplinary spaces that foster environmental awareness, positive attitudes, and environmentally responsible behaviors.

While self-handicapping has been extensively studied in the literature, there is limited research in the field of teaching English as a foreign language (EFL). This current study addresses this gap by investigating self-handicapping behaviours among EFL preservice teachers at a state university. The research focused on examining the frequency of self-handicapping behaviours among participants and identifying the factors influencing these. This quantitative study utilized a survey design and involved 106 participants who completed the abridged Self-Handicapping Scale. The descriptive statistics of the responses revealed a moderate level of self-handicapping among preservice teachers, with procrastination and insufficient study habits being the most common behaviours. To identify the factors affecting self-handicapping, various inferential analyses were conducted. Independent samples t-tests were employed to assess the impact of gender and grade, neither of which yielded statistically significant differences. However, there was a notable statistical significance in the participants’ GPA categorizations, as determined by ANOVA, and their external self-handicapping behaviours. Additionally, Pearson correlation analyses indicated a negative relationship between overall self-handicapping and achievement levels. Furthermore, participants’ self-reported achievement levels were found to be significant factors in the manifestation of self-handicapping behaviours. The findings of this study corroborate the results of similar research in the field.