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The Relationship Between Critical Thinking, Its Subscales and Academic Achievement of English Language Course: the Predictability of Educational Success Based on Critical Thinking

Among the factors influencing students' educational performance of English language course, critical thinking is thought to be of crucial importance. Thus, the present study set out to explore the relationship between critical thinking, its subscales and English language achievement. Also, the predictability of English language proficiency based on critical thinking was investigated. The statistical population included all eleventh grade female students in district one of Zanjan city in the academic year of 2018-2019 with1400 people. The statistical sample was300 people based on Cochran's formula. A multi-stage random sampling method was used to select the participants. The design of the study was ex-post facto design. The California Critical Thinking Skills Test, Form B was used to assess students' critical thinking ability. The participants' scores of English language course at the end of the first semester were considered as a criterion for their English language proficiency. The results of the correlation analyses revealed that critical thinking and its subscales correlated significantly with academic achievement (p=0.0). Also, based on regression tests, it was revealed that English language proficiency is predictable based on critical thinking. The findings of this study would be beneficial for students, teachers, schools and educational officials.
Journal article

Preparing Turkish Language Learners for Erasmus Experience: Bartın Case

Since Turkey started participating in Erasmus+ program in 2002, the interest in studying abroad has been growing in terms of popularity among Turkish students. With the aim of better preparing these students before their experience abroad, Bartın University decided to implement a language course for the outgoing students, and the researcher was responsible for the speaking lessons. The researcher implemented a plan that mainly included dialogue preparation, acting out and getting to know each other activities, icebreakers, and giving presentations in different contexts related to real life situations. The data was collected with the participation of four students who agreed to participate in the semi structured interviews during their stay. The result of the interviews indicated that the students felt positively towards the language course and the speaking lessons and the situation-based dialogue exercises generally enabled them to better cope with the challenges they faced while they were studying abroad. Moreover, the participants also expressed that they made use of the phrases they practiced in the lessons during their stay abroad and that they could easily adapt to the similar icebreaker activities organized during the programs weeks of the universities abroad.
Journal article

Impact of Teaching Cohesive Devices on L2 Students' Language Accuracy in Written Production

A well-written text is not only grammatical, but also cohesive and coherent. Cohesive devices play the most basic role in cohesion of a text and should be taken into consideration in teaching writing. This paper reports on a study investigating the impact of teaching academic text cohesive devices on L2 students' language accuracy in written production. The main objective of the study is to find out if teaching cohesive devices would enhance students' prior knowledge and subsequently result in increased written language accuracy. Based on a pre-post-test research design, 40 students enrolled in English for Academic Purposes course at a university in Malaysia were engaged as participants. A note-taking test was conducted prior to and post intervention. The intervention consisted of lessons on academic text cohesive devices. The data was then analysed and reported using descriptive statistics and paired sample t-test. From the findings, it is clear that there is an increase in the minimum and maximum scores as well as in the mean scores between the pre- and post-test. More importantly, there is evidently a significant improvement in the participants' post-test language accuracy as evaluated through number of error-free t-units. In sum, the teaching of academic text cohesive devices does have a significant impact on language accuracy in written production. Hence, this study recommends L2 learners' prior knowledge activation to enhance written language accuracy.