The use of technological devices, especially mobile devices, in language learning has increased the number of studies in this field. In this regard, it is essential to identify students' attitudes towards mobile-assisted language learning (MALL). Therefore, the present study aimed to translate, adapt, and validate Gönülal's (2019) attitudes…

Machine translation (MT) is the automated process of translating text between different languages, encompassing a wide range of language pairs. This study focuses on non-professional bilingual speakers of Turkish and English, aiming to assess their ability to discern accuracy in machine translations and their preferences regarding MT. A particular…

The purpose of the current study is to determine Turkish as a foreign language learners' tendency to use communication strategies. Quantitative and qualitative research models were used together in the study. The survey method was used in the qualitative part and the phenomenological method was used in the quantitative part of the study. The study…

The aim of this study was to adapt the Affective, Behavioural, and Cognitive Connectedness to Nature Scale (ABC-CNS), which was developed by Cuadrado et al. (2022) and focuses on the affective, behavioural and cognitive components of the interrelationships between knowing, feeling and doing towards the natural environment, into Turkish conditions.…

Translation courses in foreign language teaching are an important and integral part of language teaching at almost every level. Knowing how the translation course, which has such an important place in the eyes of students will help the language instructor to apply different methods and techniques during translation education. In addition, knowing…

Frequent use of common words in teaching Turkish to Kyrgyz helps to increase students' attention to the lesson. However, some words may cause translation problems because their spelling and pronunciation are the same but their meanings are different. In this framework, it is important to take into consideration the false equivalents between…

The Common European Framework of Reference for Languages (CEFR) is one of the most widely consulted reference works that define international standards for the learning, teaching, and assessment of languages. Since its appearance in 2001, the CEFR has been translated into more than 40 languages, including Turkish, making it the second…

Integrating internationalized songs into English language teaching has emerged as a dynamic strategy to ignite students' interest and enhance their language proficiency. This article comprehensively explores internationalized songs' significance in language education. A central focus lies on a detailed case study that demonstrates how the…

In linguistically diverse contexts, language repertoires include various literacy skills in multiple languages across different modes of representation (multiliteracies), where multilingual writing can be conceptualized as a synthesized competence that includes all languages in a person's repertoire and is continuously evolving. We respond to the…

The present study, conducted with the phenomenology method, a qualitative research design, aimed to determine the awareness of pre-service Turkish language teachers about the catchphrases printed on t-shirts that individuals notice or do not notice in daily life or do not pay much attention even if when they notice them. The study sample included…

Translanguaging pedagogies have been documented to support language minoritized students in various ways, such as supporting their academic learning, affirming their bi-/multilingual and cultural identities, and disrupting the colonial and monolingual ideologies dominating school curricula. Yet, very few scholars have pointed to the existing…

Interculturality and intercultural communicative competence were accepted as significant concepts in second/foreign language learning. In particular, intercultural sensitivity (IS) has been regarded as a precondition for intercultural communicative competence and interculturality. Due to the increased interest in intercultural sensitivity and…

Providing first language (L1) translations in L2 vocabulary interventions may be beneficial for L2 vocabulary learning. However, in linguistically diverse L2 classrooms, teachers cannot provide L1 translations to all children. Social robots do offer such opportunities, as they can be programmed to speak any combination of languages. This study…

The vocabulary of a language is a system of interrelated lexical networks but not a collection of independent items. Vocabulary of a language is organised into fields within which words interrelate and define each other in various ways. Sense relations are not enough to explain the relation between some lexical items. For example, we cannot…

The present study reports on an investigation of secondary school teachers' purposes of the first language (L1) use in foreign language (L2) classes and reflects on teaching practices implemented in secondary schools in Turkey. The study also aims to explore the teachers' beliefs about the use of L1 in L2 teaching. The study utilized ethnography…