Abstract-This research was conducted for revealing the missing point of the discussions related to foreign language teaching and learning in Turkey. This study intended to investigate the relationship between selfefficacy and learner autonomy, self-efficacy and academic success, learner autonomy and academic success, and these two concepts and academic success. Also, it was aimed to explore the effect of self-efficacy on academic success, the effect of learner autonomy on academic success and the effect of self-efficacy and learner autonomy on academic success. The study was applied to 250 preparatory level students at Gaziantep, Zirve, İnönü, Selçuk and Karatay Universities in 2010-2011 academic year. The data were collected through SelfEfficacy Questionnaire (SEQ) and Autonomous Learner Questionnaire (ALQ) and analyzed by SPSS 19.0. The analysis of the data revealed that there was a positive relationship between self-efficacy and learner autonomy (r= .667 p>.01), self-efficacy and academic success (r=.597 p>.01), and learner autonomy and academic success (r=.506 p>.01).

This study seeks to determine whether any significant relationship exists among EFL learners’ autonomy (LA), self-esteem (SE), and choice of vocabulary learning strategies (VLS) as well as whether LA and SE are predictors of these strategies. To achieve these aims, this study employed a descriptive research design. Participants included 157 male and female undergraduate EFL learners, all within the age range of 17 to 25 years. They were studying English within the sub-disciplines of English Literature, Linguistics, and General English. Participants were administered the following three types of questionnaires adapted by the researcher: a) a 30-item VLS questionnaire based on that of Schmitt taxonomy (1997); b) a 30-item LA questionnaire developed by Sakai, et al. (2008); c) and a 30-item SE questionnaire based on Coopersmith’s SE inventory (1967). Upon conducting preliminary analyses of this study’s assumptions, the characteristics of the data were proven legitimate via correlation and regression analyses. Correlation analysis demonstrated that a statistically significant relationship existed between EFL learners’ autonomy and VLS, with (r = .555, p < .05), and SE and VLS, with (r = .678 p < .05). Furthermore, regression analysis revealed LA and SE to be significant predictors of VLS. LA predicted 30.7% of scores in the choice of VLS (R = .555, R2 = .307), and SE predicted 45.9% of scores in the choice of VLS (R = .678, R2 = .456). These findings demonstrate that both LA and SE make strong contributions to VLS.

This experimental study is an attempt to bring a new perspective and a new teaching method CDIO (Conceiving, Designing, Implementing, and Operating) to the ELT field. The CDIO method was applied in the 11th grade in a private high school in Diyarbakir, Turkey. The students were subjected to a pretest before the treatment process and to a posttest after the process. The treatment procedures and materials were prepared according to the CDIO curriculum and standards. The treatment process lasted for fifteen weeks for the experimental group while the control group continued learning English without being exposed to the CDIO teaching method. Subsequently, the collected data was analyzed with the assistance of IBM SPSS Statistics 23.0 to see whether the CDIO methodology has effective results on the students’ performance or not. After the data was collected and analyzed, the results showed that the students performed better after learning English using CDIO in the rate of 14.45%, where the mean score of the pretest was 71.66 while the mean score of the posttest was 86.23. Moreover, the results exhibit that the participants’ fulfillment developed in grammar, vocabulary and reading comprehension skills. Accordingly, there is a great improvement in the students’ performance of the experimental group. Also, the outcomes show that the CDIO has played a big role in developing the students’ level and has shown a positive effect on learning English. Finally, it is expected from this research to open the door for schools and faculties of teaching English to adopt the CDIO approach and apply it in their programs.

The present study investigates the relationship between self-regulation, self-esteem, attitude and foreign language achievement (FLA). The research was conducted with 383 students from Gaziantep University Higher School of Foreign Languages. The data were collected through a modified questionnaire adapted from three different questionnaires. The statistical results showed that there was a positive relationship between self-regulation and foreign language achievement (r= .319 p >.01), self-esteem and foreign language achievement (r= .404 p >.01), and attitude and foreign language achievement (r=.425 p >.01). Moreover, when self-regulation, self-esteem and attitude came together, a statistically significant positive relationship with foreign language success was observed (r= .540 p >.01). Self-regulation, self-esteem and attitude in relation to academic success have been analyzed together for the first time in this study.

Lean is regarded as a systematic approach to maximizing value by minimizing waste, and by flowing the product or service at the pull of the customer demand. These key concepts of "value," "flow," and "pull," align with the ultimate lean goal: "perfection," or a continuous striving for improvement in the performance of the organization. Through applying a lean methodology to the teaching processes, additionally the teachers can eliminate reasons that do not add value and are thus wasteful, and they can focus their efforts on the advancement of teaching and learning. By applying the lean principles and techniques developed in the industry, educators can refine the content, pedagogy, organization, and assessment methods employed in their accounting courses to help and ensure that students gain the knowledge and skills that will make them most desirable to students. Lean can be taught throughout several methods and tools, such as readings and class discussion, game-and simulation-based methods, and the open forum method. The readings and discussion method present students with the opportunity, and even the obligation, to express their Point of view on certain issues, requiring the students to think critically on the subject and use logic to evaluate others' positions through open and active participation. When applying lean production to learning, we should first identify the process and then maintain focus on what adds value (i.e., student improvements), empower students to do CI (continuous improvement), eliminate what does not add value through Kaizen (brainstorm alternatives and identify a hypothesis to test), conduct PDCA (develop an experimental plan, carry out the plan or do it and then check for results and adjust accordingly), and make a team work to support and share with each other. To apply lean thinking and to create a lean culture classroom, the classroom should first be organized; thereafter, visual sheets should be managed, pre-planning must be done, take-time should be established, and work should be standardized by creating syllabi and schedules and associated materials. Other classroom tools must be available as well, such as Pareto charts, root cause, and weekly quality assessments. To fulfill this objective, a research question has been approved as a data collection instrument in this descriptive study, a 35 item questionnaire was administered to English preparatory school student at Duhok city and an interview was conducted with twelves students with different levels in Sabis International School. In addition, the descriptive statistics indicated that the male learners employed language learning strategies more frequently (average=3.3) than the female learners (average=3.2) One can conclude that male students use lean learning strategies more than female student do. The value of (F) is 2.479, which reflects the dependency to be at significant levels (>0.01 at the level of 1%). Rendering to this model, duration of taking English (b = 1.534, p= .116 p > .01) is statistically not significa...