Today, educational practices are being designed and varied due to advance of millennium generation who tend to use mobile technologies in every aspect of their lives. Accordingly, growing interest towards mobile learning in education brings several opportunities and advantages for English as foreign language teachers and learners. Augmented reality, which is another growing phenomenon on mobile devices, is a technology that incorporates digital information such as images, video, and audio into real-world spaces. As a part of mobile learning, augmented reality technique has potential to facilitate learning through enjoyment over learning tasks, engagement and motivation. Designed in descriptive survey model, this study intended to assess English as a foreign language learners’ subjective experience regarding the implementation of augmented reality-based learning materials in their language classes with a game-based approach in Anadolu University, Turkey. The analysis of the questionnaire items showed that most of the students accepted the activities in augmented learning environment highly motivating and enjoyable, which is common in augmented reality research.

Education in 21st century is dominated by the generation of digital natives who are greatly exposed to and participate in technology in their social and educational lives. There is no doubt that anything experienced in social life directly affects learners' educational experiences. Highly popular social networks are being used in almost every educational area. In the process of teaching English as a foreign language social networking sites enhance active participation of learners for real purposes. This helps them gain motivation and real life experience through gaining different roles, such as authors and readers. One of the most widely used social networking sites is Twitter, a microblogging platform. This study focuses on use of twitter as a microblogging platform by learners of English as a foreign language (EFL) at Anadolu University School of Foreign Languages. The study aims to gain insights about learners' perceptions of the use of Twitter in language learning process and how participants feel about their tweeting as an extra -curricular activity throughout 4 weeks, each consisting of three different hot topics either determined by the class teachers or by students themselves. The study based on voluntary participation, and the content had no relation with the curriculum. The participants answered a questionnaire and evaluated Twitter along with language learning process. The results reveal that Turkish learners had mostly positive opinions on using Twitter and stated that twitting messages facilitated their language learning experience. Including extracurricular activities, such as Twitter, into language teaching is suggested as a result of this study.

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This study explores the similarities and differences between adult language learners' and their teachers' attributions of perceived success and failure in learning English as a foreign language in an intensive program. It examines attributions along with three dimensions: locus of causality, stability and controllability. 319 students and 81 teachers responded to a self-administered questionnaire and reported more attributions for failure than for success. The most frequent attributions both groups stated were effort, teacher, motivation, and participation. Causal dimensionality patterns of success and failureoriented students did not show much differences. They both had significantly more controllable and unstable attributions. Teachers' dimensionality patterns did not differ from that of the students except for locus of control dimension. Causal dimensionality of both teachers and students seemed to be healthy attributional styles according to Weiner's attributional model of achievement motivation. Highlights• Effort, teacher, motivation, and participation in the class activities are the most frequent attribution of success for the teachers and the language learners • Success in learning a language is attributed to more controllable and unstable factors • Language teachers and learners have healthy attributional styles for achievement motivation