Current study investigated applicability of the 9 th Grade EFL Program with regard to proficiency descriptors and educational principles of the Common European Framework of Reference for Languages (CEFR). Qualitative inquiry was followed by adopting a phenomenological approach to conduct the study. The data were collected through document analyses, face-to-face interviews, and teacher and students observations regarding classroom instructions. Descriptive analysis was administered to analyze the data obtained from the document analyses, interviews, and observations. The results showed that the EFL program corresponds to students' language levels and needs, while teachers come across problems due to course materials and insufficient class hours during implementations. Besides the participant teachers reported problems in terms of seminars and in-service training activities.

Inspired from problematic nature of writing, this study adopted an action research through peer editing as a way of developing writing skills of students at an ELT department. This study was designed through the specific stages of an action research which are planning, action, observation and reflection. In planning and action stages, the researchers designed general and specific criteria to follow during the cycles, and they applied these criteria accordingly. In observation stage, the peer editing processes in specific cycles were observed. The researchers used cycles at this stage. These cycles were application processes which were followed step by step during peer editing. In reflection stage, reflections of the participants on peer editing in writing classes were gathered through a form. Qualitative data collected from participants were analyzed and reported descriptively at the end. The reflections were categorized as before and after writing classes, advantages and disadvantages of peer editing. In conclusion, peer editing in writing classes affects foreign language learners positively, and peer editing can be used in writing classes as an alternative way of developing ELT students' writing skills.

The use of music in second language teaching is important due to the large number of benefits it can bring to the students and the whole educational process. The present study investigates students’ and teachers’ perspectives on using music in five Muslim countries, namely, Iraq, Turkey, Oman, Yemen, and Indonesia. It also attempts to show whether there is any correlation between using music in English as a second language classes and students’ motivation, intelligence, and social skills. The other important thing that this study focuses on is the cultural and religious matters that may prevent using music in schools in the researched countries. The study comprises participants, teachers and students, from all the mentioned countries. The researchers used two online interviews with the respondents. The interviews with the students were conducted Arabic, Turkish, and Indonesian to facilitate reliable data collection from the students. The findings of the study show the very positive attitudes of teachers and students in relation to the use of music in all the countries mentioned. It clearly shows that basically all participants, i.e., both the students and the teachers are very much motivated to implement or use more music in their classes. It also shows the enthusiasm of teachers to use music in their daily lessons and how they are ready to have any required training on musical aids. Teachers were convinced that using music can enhance students’ motivation, intelligence, and social skills. So, no cultural or religious ideas, regarding not using music in classes, were mentioned. On the other hand, the present study constructs a global vision towards the main challenges of teachers when using music, namely, the lack of training, no extra time available, and no resources for supporting music rooms or musical aids.

This study aims to determine the possible relationships among foreign language vocabulary size, foreign language grammar proficiency, and critical thinking skills. To this end, 126 adult language learners were examined in terms of vocabulary size, grammar proficiency, and critical thinking skills. The results revealed that participants’ grammar proficiency levels and their vocabulary size scores correlated significantly with certain aspects of critical thinking skills. However, unlike their vocabulary size scores, grammar proficiency level scores of the participants correlated significantly with their overall critical thinking skills scores. These results will be discussed in relation to adult language learners.

The current study focused on English as a Foreign Language (EFL) learners' immediate reactions towards total digitalization at higher education during the Covid-19 pandemic. Accordingly, the perceptions of EFL learners on online foreign language learning during the COVID-19 pandemic were investigated. After discussing the advantages and disadvantages of online foreign language classes during the pandemic from the viewpoints of the participants studying at a public university in Turkey, the study questioned whether the participants preferred online foreign language classes or traditional face-to-face foreign language classes. The study adopted the phenomenological method of qualitative design and employed open-ended questions to collect data. The data were analysed by following a bottom-up strategy, and the categories were formed inductively. The results showed that online foreign language classes had both positive and negative aspects for the learners. Additionally, it was found that more than half of the participants preferred traditional face-to-face foreign language classes to online foreign language classes.