The main aim of this study was to investigate the correlation among test anxiety (TA), foreign language anxiety (FLA) and language achievement of university preparatory students learning English as a foreign language. The sample of the research consisted of 301 (211 females, 90 males) attending a one-year EFL preparatory school at Ondokuz Mayıs University, School of Foreign Languages. The TAI (Test Anxiety Inventory) developed by Spielberger (1980), FLCAS (Foreign Language Classroom Anxiety Scale) developed by Horwitz (1986) and the students' language achievement scores were used to collect data. In addition, this study aimed to determine the effect of gender on both TA and FLA. The findings of the study revealed that there was no relation between students' TA and their language achievement. It was also found a significant positive correlation between students' TA and FLA. Besides, the result demonstrated that there was a significant reverse correlation between students' FLA and their language achievement. Following t-test results, it was found out that females exhibited higher mean scores than males in both TAI and FLCAS. Finally, certain suggestions were set for EFL teachers to reduce text anxiety and language learning anxiety in foreign language classroom settings.

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The primary aim of current study was to investigate the possible relationship between Metacognitive Awareness (MA) and Critical Thinking Skills (CTS) in a foreign language learning context. In addition, this research aimed to probe the effect of gender and years of pre-service English language teachers on the relation between metacognitive awareness and critical thinking abilities. 218 pre-service EFL (English as a Foreign Language) teachers participated in the study. Metacognitive Awareness Inventory and Critical Thinking Questionnaire were employed to gather necessary data. Obtained results confirmed that there existed a highly significant positive correlation between MA and CTS. Besides, the results indicated that there was a strong relation between the years of pre-service EFL teachers and their MA and CTS. Seniors were found to be more metacognitively aware and critical thinkers than their counterparts. Conversely, it was revealed that there was no gender effect on both MA and CTS. Finally, certain suggestions were set for tertiary institutions to develop metacognition and critical thinking skills in foreign language classroom settings.

This study investigated the teachers' perceptions as to what extent learners should be involved in decision making processes concerning the general aspects of learner autonomy. The primary aim of the research was to find out learning autonomy perceptions of Turkish prospective teachers of English. It is also aimed to explore the effect of gender on the views held by prospective English as a foreign language (EFL) teachers. To this end, a total of 88 senior students (54 females, 34 males) in the Department of English Language Teaching (ELT) at Ondokuz Mayıs University participated in this study. Data were collected by the questionnaire "Learner Autonomy: the Teachers' Views" developed by Camilleri (1997). The obtained data were analyzed and interpreted in the form of percentage level for related items. The results of this study indicated that EFL student teachers seem to be ready to take more responsibility and control for their own learning in certain aspects of learner autonomy, whilst in some other areas they still demand teacher's support and guidance. Furthermore, the results demonstrated that overall males and females held similar views about learner autonomy in EFL context. However, a significant gender-based difference was reported in three items.

With the technological developments, social, cultural and political relations among countries have increased nowadays, and this has increased the interaction among people. Therefore, countries which want to get knowledge about different countries; to understand them and to improve their relations with them has begun to place much more emphasis on foreign language education. Turkey, which is a candidate country for EU membership, has gradually decreased the starting age of foreign language learning. Firstly, it was decreased at the 4th grade of primary schools, and recently it has decreased at the 2nd grade classes. This study aims to give some information about the history of early foreign language teaching both in the world and Turkey, and to describe the views of parents and English language teachers of primary school students about the optimal age for foreign language learning and early foreign language education after the recent regulation change in Turkey. It is expected that the views of the English language teachers may provide some information especially about the deficiencies in early foreign language education, and that the views of the parents may show what the parents' attitudes and views about early foreign language learning in Turkey are. A total of 205 EFL primary school teachers and 212 parents voluntarily participated in the study. Two different questionnaires have been used to collect data for the research. In the light of the questionnaires, it is concluded that teachers and parents attending the research are in favor of early foreign language education, especially at between the ages 4-7. It shows that the recent regulation change, which states English courses will be started at the 2nd grade of the primary schools, is a positive and valuable attempt for early foreign language education in Turkey.