Positive emotions are vital in learning English as a foreign language (EFL). However, while research on EFL learning mainly focuses on negative emotions, there has been growing interest in positive emotions under an interdisciplinary perspective with Positive Psychology. On the other hand, current research results are conflicting in terms of foreign language enjoyment (FLE), depending on the Broaden-and-Build Theory and the Control-Value Theory. Moreover, research is not conclusive in terms of the levels of FLE regarding gender, age, and proficiency in the target language. This study aims to find the levels of FLE among Turkish EFL learners and the differences between the levels of FLE in accordance with the variables of age, gender, and proficiency in the target language. A background questionnaire and the Foreign Language Learning Enjoyment Scale (FLLES) were administered to 609 EFL learners enrolled at state high schools, language preparatory schools, and universities. The results showed that EFL learners experience a high level of FLE. It was also concluded that while the level of FLE significantly differs in accordance with EFL learners’ age and proficiency levels, gender does not seem to be a significant variable that considerably relates to FLE.

A logic model can be used to present, understand, and evaluate the planned work and intended results of a program or a course.  Using the logic model as a tool, this study explored the outcomes and activities of a writing course in English for General Purposes (EGP) context at the tertiary level in Türkiye to clarify the links and potential gaps between course outcomes and activities. To this end, developing a study-specific logic model the study utilized a qualitative research design based on the data obtained through one-on-one and focus group interviews with the voluntary participation of ten students and two English language instructors.  Based on the analysis of the interview data, two logic models were developed reporting a number of course outcomes and activities with regards to the English Writing course offered at the tertiary level. Of these, 6 outcomes using linking words appropriately; enriching vocabulary; planning an outline; organizing ideas; achieving unity and coherence; writing different types of paragraphs and 5 related activities writing model essays; analyzing sample texts; making presentations; having weekly assignments; writing a review of a book were found to be the same on both models. The differences detected in the logic models, on the other hand, indicate a need to develop a comprehensive course content, in which specific outcomes and their links to the activities are more clarified.

Foreign language speaking anxiety has been a problem experienced by students for a long time. It has been thought to hinder students’ learning a foreign language, also to affect students’ achievements. Although it has been studied widely, its causes are not still fully understood. Attitude has an important role for learning a foreign language. Self-efficacy beliefs of students also have influence on language learning. The attitudes and self-efficacy beliefs are known to be factors that promote learning a foreign language or cause learners to avoid it. Therefore, it is considered that foreign language speaking anxiety may be related to students’ attitudes towards foreign language learning and their self-efficacy beliefs. This study aimed to investigate the correlation between foreign language anxiety and self-efficacy and the correlation between foreign language anxiety and the students’ attitudes. Interviews were also conducted to determine the factors and possible solutions for foreign language speaking anxiety. Three Likert-type scales were used with the participation of 32 eleventh grade EFL students to gather data. The quantitative data results showed that while there was a correlation between foreign language speaking anxiety and self-efficacy, there was no correlation between foreign language speaking anxiety and attitude. The findings of interviews indicated that from participants’ point of views there were several academic factors that cause foreign language speaking anxiety such as exams, activities during classes. The participants’ solutions for foreign language speaking anxiety were academic such as more speaking activities during class time.

Technological advancements have prominently affected foreign language (FL) education. From the early uses of cassette-players to personal laptops and mobile phones, educational technologies have played a transformative role in FL classes through several contributions they have made to foster student achievement including increased motivation, better engagement with learning tasks, and more personalized and meaningful learning. Nevertheless, teachers as the change agents in the classroom feature to be a highly ignored stakeholder in this transformation. Given critical functions that teachers perform in the plan and design of lessons, training teachers for appropriate and maximal integration of educational technologies into FL classes still forms the ‘missing piece of the jigsaw’.  Expanding on the extensive experience with educational technologies use during the Covid-19 pandemic, the present study investigated in-service FL teachers’ perceptions about a training program they voluntarily joined to gain and promote their awareness about educational technologies integration into FL classes. Designed as a descriptive study, the present study used qualitative methodologies to collect and analyze data. Delving into FL teachers’ perceptions of educational technologies in line with the training program they joined, the present study shed light on perceived weaknesses and strengths of online FL education apart from possible insider suggestions to improve it.

The aim of this study is to investigate the impact of the digital storytelling method on the development of vocabulary and reading skills among students at an English preparatory school in Türkiye. This study utilized an experimental design with a pre-test post-test control group and employed both quantitative and qualitative data collection methods leading to a mixed-method study. An achievement test was used to measure vocabulary and reading skills and semi-structured interviews were conducted to collect student views. Paired samples and independent samples t-tests were used to analyze the quantitative data, while content analysis was used to analyze the qualitative data. The results indicated a significant difference in vocabulary and reading skills development in favor of the experimental group. The students in the experimental group expressed satisfaction with the process, noting its usefulness in promoting active use of English language skills and the efficacy of Google and Microsoft tools for digital story creation, file sharing, and communication. They also found the application innovative and attractive and suggested its use as an alternative assessment to traditional exams. Based on these results, digital storytelling can be considered an effective tool for improving vocabulary and reading skills and promoting language competencies among students.

The use of English language instructors actively utilise various technology tools meant to enhance the delivery of optimal instruction. the main aim of the current study is to give a literature review of several studies conducted to explore the role of technology in teaching English to EFL students. The study selects a number of published articles between 2013 and 2020 for this aim. Each article was summarized after a rigorous and comprehensive perusal. The majority of the research found that employing technology in the ELT/ELL substantially impacted students' ability to learn the language. In addition, it will improve students' ability to speak as well. As a result, recommendations are technology marks a significant advancement in teaching English at present. The majority of current suggested to utilize various technological devices in learning because their incorporation has improved EFL learners' four skills.