Listening ability is significant for both daily life and second language acquisition. There are many factors affecting listening ability in second language acquisition. Motivation and metacognitive strategy use are two of these factors and they are variables which students bring with themselves and can develop with their teachers. Motivation is a significant factor which determines the effort a learner puts into language learning. Metacognitive strategy use as the other variable of the study is defined as thinking about thinking or thinking about your own studies. The strategy use is also an important factor for language learning. Therefore, the purpose of the study is to investigate the relationship among listening proficiency, motivation and metacognitive strategy use. The participants of this study are 33 students majoring in the ELT Department of the Buca Education Faculty at Dokuz Eylül University. The research was designed primarily to collect quantitative data to be analyzed. The data was collected using three instruments: Metacognitive Awareness Listening Questionnaire (MALQ), Language Learning Orientations Scale (LLOS) and the listening section of the TOEFL.

This systematic literature review aims to gain a comprehensive understanding of the opportunities thataction research (AR) provides for initial teacher education and the challenges that teacher educators andpre-service teachers (PSTs) may experience during the AR process. We analyzed 20 empirical studies onAR conducted in initial teacher education programs, adopting a hybrid approach to thematic analysis. Thefindings indicate that AR is a promising practice that helps PSTs to reflect critically, (re)construct theirteacher identity, see students as partners, value collaboration, and (re)conceptualize their understanding ofresearch. However, it is also important to consider the challenges faced during the AR process, such aspracticum restrictions, assessment demands, weak communication between partners, and time constraints.Therefore, it is essential to consider AR within initial teacher education as distinct from in-service ARpractices since the needs and concerns of PSTs might be different in this transitional period of theirlives. Implications are included for initial teacher education programs which are planning to use AR as atool for teacher learning and development

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 Development of iron modified chitosan (CSFe) adsorbents  Characterization of iron modified chitosan adsorbents  Reactive Orange (RO16) dye removal with developed CSFe adsorbents The aim of the study was investigation of Reactive Orange 16 (RO16) textile dye removal with developed iron modified chitosan (CSFe) adsorbent materials. Productions of CSFe adsorbents were carried out with 0.5 mg/L chitosan and 250, 500 and 750 mg/L [Fe +2 ] concentrated 500 mL FeSO4 solutions at 25 ºC for 2 hours at 250 rpm and iron-modified adsorbents were named as CSFe-1, CSFe-2 and CSFe-3. Adsorption studies were conducted by using 0.5 g/L adsorbent to remove of 50 mg/L RO16 dye solution for 2 hours.Figure A. Production of iron modified chitosan adsorbent materials Purpose: Development of iron modified chitosan adsorbent materials and determination of the adsorption effects of these adsorbents with the removal of RO16 textile dye was aimed in this study.Theory and Methods: 0.5 mg/L chitosan was placed in 250, 500 and 750 mg/L [Fe +2 ] concentrated 500 mL FeSO4 solutions were shaken at 25℃ for 2 hours at 250 rpm in order to determine the amount of maximum iron loading capacity on chitosan. Iron-modified adsorbents were used to examine the effect of RO16 dye removal. Using the adsorption equilibrium equation, the amount of Fe +2 adsorbed per unit chitosan was calculated as 79, 112 and 110 mg/g for CSFe-1, CSFe-2 and CSFe-3. The SEM, EDS and FT-IR analysis were applied on the ironmodified adsorbents. In order to determine the optimum adsorption conditions for CSFe-1 adsorbent in the RO16 dye removal process, the amount of adsorbent (0.25, 0.5 and 1 g CSFe-1/L), shaking speed (250 and 350 rpm), dye solution concentration (25, 50 and 100 mg/L) and temperature (25 and 50 ºC) were investigated. Results:The amount of Fe +2 adsorption capacity values of iron-modified adsorbents (CSFe-1, CSFe-2 and CSFe-3) were calculated as 79, 112 and 110mg/g, respectively. The CSFe-1 and CSFe-2 adsorbent materials were selected to examine the effect of RO16 dye removal. In adsorption studies, the dye removal efficiencies were achieved as 25 and 90% for pure and iron modified chitosans. The 0.5 g CSFe-1/L adsorbent amount, 250 rpm shaking speed, 25℃ and 50 mg/L dye solution concentration were determined as optimum adsorption conditions and 92% color removal efficiency was obtained under the conditions. Conclusion:The dye removal efficiencies were achieved as 25 and 90% for pure and iron modified chitosans. Moreover, the maximum adsorption capacity of pure and modified adsorbents for RO16 dye solutions was calculated as 27, 91 and 88 mg/g, respectively. It was observed that RO16 adsorption capacity and decolorization efficiency increased by iron modifying chitosan up to 70% and it can be used in dye removal.