In the pronunciation efforts of multilinguals there is a continuous struggle for correct pronunciation. In the field of phonetics and phonology, oral articulations are primarily grouped into primary, secondary, coarticulation, and multiple articulations. . In the pronunciation and intonation of multilinguals, there are solid traces of impacts originating from their native language, age, exposure, innate phonetic ability, identity and language ego, motivation, and concern for good pronunciation. While primary articulation is not a serious problem-posing hardship for non-native learners of English for pronunciation, secondary articulation, coarticulation and multiple articulations give hard times to non-natives of English. Especially, multiple articulations contain two or more articulations due to their articulatory compression that take place simultaneously in different locations of the vocal tract. Double articulations, nasalization, labialization, palatalization, retroflexion, velarization, glottalization, pharyngealization, laryngealization, flapping, and so on can easily take place in the same lexical item.  In this study, the causes and types of fossilized pronunciation errors of Indo-European and Semitic language speakers will be unearthed. 

The goal of this study is to ascertain how students see technology based out-of-class language learning activities as well as their views toward self-efficacy. Additionally, it also identified the relationship between EFL learners' self-efficacy and their usage of technology-based out-of-class language learning activities (TBOCLLAs). There were 133 Turkish EFL learners that participated in this quantitative study. They were requested to complete the TBOCLLA and self-efficacy questionnaires. The findings showed that they perceived positively about using technology for language learning activities outside of the classroom. It also revealed that the majority of students are capable of recognizing and maintaining their own sense of self-efficacy. Furthermore, there is a significant relationship between self-efficacy and TBOCLLAs. However, there is no statistically significant difference in the students' use of technology for activities outside of class based on their gender. The results indicate that students' perceptions of their use of technology for language learning outside of the classroom can be greatly influenced by their sense of self-efficacy.

This study aims a) to investigate EMI lecturers' instructional methods and techniques in two departments with distinct EMI regimes (100% English and 30% English), explore influencing factors underlying their choices and their revision and review policies, and b) to compare lecturers' choices and students' opinions regarding the instructional method and techniques between the two program types. In the case study approach, an explanatory sequential mixed-methods design was utilized where the data were gathered from six EMI lecturers and 81 EMI students from the Molecular Biology and Genetics (MBG) (100 % EMI) and Biology (30 % EMI) departments at a state university in Türkiye through questionnaires. Then, semi-structured interviews were conducted with six EMI lecturers. The questionnaire results show that the EMI lecturers frequently choose to implement individual and interaction-centered methods and techniques. Contrarily, in the semi-structured interviews, the majority of them mentioned teacher-centered methods and techniques.  The analysis of questionnaire and interview data reveals that these choices are influenced by several factors with EMI being one of them. The EMI lecturers generally do not have a systematic practice of exchanging ideas with their colleagues and students to review and revise their methods and techniques.  Regarding the students’ questionnaire findings, the majority reported that the EMI lecturers use teacher-centered methods together with either individual-centered or interaction-centered methods and techniques. In terms of instructional methods and techniques, the lecturers’ choices remain consistent across different departments. Similarly, students’ opinions indicate similarities in chosen methods and techniques in both departments.  Finally, the findings have a number of implications for the use of instructional methods and techniques in the EMI context. 

One of the main objectives of English language teaching is to increase students' intercultural competence (IC). People who will accomplish this goal are mainly English language teachers. For those teachers to assist their students, they must possess strong intercultural competencies. Consequently, it is vital to examine what English language teachers do in this context, but it is even more crucial to find out what they believe about intercultural competence. Traveling overseas and experiencing the target culture firsthand provide English language teachers with a valuable chance to hone their intercultural competency. Indeed, going abroad to travel, train, or receive training requires time and money. Social media is a novel and practical way for educators who lack these possibilities to build relationships with the target culture without having to relocate. There are a few studies about English language teachers' opinions of IC; however, given the current state of technology, social media needs to be covered in IC research. Thus, the purpose of this qualitative study was to learn more about the opinions of English language teachers on the use of Instagram for IC. The participants were English language teachers employed by public schools in Türkiye at the secondary and high school, and English instructors at universities. Data were gathered through semi-structured interviews. Based on the survey utilized in Sercu's (2005) study, the interview questions were created. Permissions from the relevant ethics committee were secured. Content analysis was used to examine and categorize the data. The findings showed that the educators believed that Instagram use helped in the development of intercultural competency. English language teachers reported feeling good about the target culture, knowing about it, and having positive attitudes toward the people of the target culture. This study offers recommendations on how foreign language teachers might utilize Instagram as a social media tool to help students and themselves become more intercultural competent.

The aim of this study is to investigate the relationship between the academic self-concept (ASC) of Turkish ELT students and their reading skills. The study is conducted on 55 first grade English Language Teaching (ELT) university students including males and females and taking Reading Skills course in a foundation university in Istanbul, Turkey. The quantitative data is collected from three different ways. The first data about the academic self-concept of students is obtained from Academic Self-concept Scale by Liu and Wang (2005) consisting of two sub-scales; academic confidence and academic effort scales. The second data about students’ cognitive reading strategies is obtained from Metacognitive Reading Strategies Questionnaire (Taraban, Kerr and Rynearson, 2004). Lastly, reading skills of students’ were assessed through the exam scores taken in the reading skills course which evaluates their reading comprehension. The findings showed that there is a relationship between students’ academic self-concept and reading skills. The results and the relationship between academic self-concept and students’ reading skills are explained with related literature.