Data-driven learning (DDL) has become an innovative approach developed from corpus linguistics. It plays a significant role in the progression of foreign language pedagogy, since it offers learners plentiful authentic corpora examples that make them analyze language rules with the help of online corpora and concordancers. The present study attempts to reveal Turkish EFL learners' attitudes and beliefs about DDL instruction in terms of lexical awareness and development. A mixed method including a questionnaire and a focus group interview was used to gather data. The statistical analysis of the results indicated positive attitudes towards DDL instruction in terms of raising the depth of lexical awareness particularly for synonyms and collocations. However, participants reported that their awareness towards word frequency, idioms and vocabulary learning strategies did not increase satisfactorily. Negative attitudes were also observed due to technical problems of the software and time-consuming nature of doing tasks through corpus.

The study aims to present how technology integration can be fulfilled into Language Teacher Education (LTE) contexts by tracking the development of Technological Pedagogical Content Knowledge (TPACK) of the pre-service English Language teachers through Learning Technology By Design approach. A total of 100 senior student teachers (STs) of English at a large state university in Turkey participated in the study. The STs were required to train their peers about one digital tool and prepare digital materials to be used in language classrooms. The data were collected through three instruments quantitatively and qualitatively: the TPACK-EFL survey, peer reflective discussion forms and focus-group interviews. The findings revealed that the TPACK-EFL knowledge of the STs has improved significantly in all domains after the research intervention, and the STs reported considerably positive perceptions about the digital tools such as increasing motivation and positive atmosphere, more attractive and content-rich materials and more practical and found the experience of peer teaching very effective. The study suggests implications for a variety of digital tools to be used in language classrooms and an effective technology training in LTE contexts.

Öz: Bu çalışmanın amacı, Türkiye'deki devlet üniversitelerinin İngiliz Dili Eğitimi Programlarındaki zorunlu derslerden biri olan Sözcük Bilgisi dersi için, öğrenci gereksinimlerini ve öğretmen bilişini belirlemektir. Öğretmen bilişi ve öğrenci inanışlarının bir arada ele alındığı bu çalışmada, sormaca ve görüşme tekniklerinden yararlanılarak veri toplanmıştır. Araştırmanın çalışma grubunda 27 üniversitenin İngiliz Dili Eğitimi Programlarında, Sözcük Bilgisi dersini vermiş ya da halen vermekte olan 42 öğretmen ve örneklem olarak seçilen 5 üniversitenin İngiliz Dili Eğitimi Programlarında öğrenim gören 666 ikinci sınıf öğrencisi yer almıştır. Sözcük Bilgisi dersiyle ilgili belirlenen öğrenci gereksinimlerinin ve öğretmenlerin sözcüksel edinç kavramı ve sözcük bilgisi dersi hakkındaki bilişlerinin, dersi veren ya da verecek olan öğretmenlere daha belirgin, ayrıntılı ve tutarlı ders izlenceleri oluşturmaları açısından katkı sağlayacağı düşünülmektedir. Dolayısıyla dersi alan İngiliz Dili Eğitimi Programı öğrencileri için hedeflenen öğrenim çıktılarında bir tutarlılık olmasına olanak sağlayacağına inanılmaktadır. Anahtar Sözcükler: Sözcüksel edinç, sözcük bilgisi, öğretmen bilişi, öğrenci inanışı Abstract: The purpose of this study is to determine the students' needs and teacher cognition about the Lexical Competence course in English Language Teaching Programmes of Turkish state universities. Using questionnaires and standardized open-ended interviews as data collection techniques, both teacher cognitions and students' beliefs were investigated. The study group included 42 instructors who have been teaching the Lexical Competence course in 27 different universities and 666 second grade students, attending English Language Teaching Programmes in 5 different state universities selected as a sampling setting. The students' needs and teacher cognition about the Lexical Competence course are expected to aid the instructors to prepare a clearer, more detailed and consistent syllabus. Additionally, this will provide the ELT students with opportunities to have similar learning outcomes in different ELT Programmes in consequence.

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