Language learning has become one of the needs of humans to maintain communication in the globalized world. However, it is not an isolated process and confined to linguistic skills. It gets affected by a lot of affective factors and learners' beliefs. One of these elements is undoubtedly academic motivation, which makes language learning a more complete process, and it brings the sense of empowerment together. Therefore, the present study focuses on the academic motivation and learner empowerment from the students' perspectives and on the probable relationship between them. 150 vocational high school students who took English as a compulsory course constituted the participants of the study. The study used mixed methods research design. The quantitative data were gathered through Academic Motivation Scale and Learner Empowerment Scale. The qualitative data were obtained via open-ended questions. Both quantitative and qualitative data analysis methods were utilized. Quantitative data were analyzed through Statistical Package for Social Sciences (SPSS). The qualitative data were subjected to the content analysis. As a result of the study, students appeared to have moderate level of academic motivation. Similarly, perceived learner empowerment was found to be at moderate level. The correlation between academic motivation and learner empowerment was positive. What is more, the findings indicated a statistically significant relationship between academic motivation and learner empowerment. Higher motivation could feed the sense of empowerment in learning English. The study aimed to provide insights and implications for instructors to build a supportive learning environment based on students' perceived academic motivation and learner empowerment levels.

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Media literacy is defined as the ability to encode and decode the symbols transmitted via media and to synthesize, analyze and produce mediated messages. Media literacy raises questions about the impact of media and technology, which has the potential to increase individuals' awareness about the effects of media on daily life. The aim of media literacy is to help students become competent, critical and literate in media forms because they need to interpret what they see or hear and prevent the interpretation from controlling them. Therefore, perceptions of students about their media literacy is a topic that requires attention at various education levels. The present study aimed to identify preparatory year program students' self-perceptions about media literacy and to explore whether they benefited from mass media in learning a foreign language, English in this context. Data were collected using Media Literacy Level Determination Scale developed by Karatas (2008). Open-ended questions that aimed to reveal students' perceptions of media literacy were asked with a view to supporting the data obtained from the scale. Both data collection tools also aimed to find out the factors associated with media literacy. The findings of the study are believed to open a perspective for the stakeholders in language teaching process by providing insight into the university students' stance towards media literacy.

Introduction: Assuming responsibility of learning and showing flexibility in case of changes and problems in learning could make this process more conscious and fruitful. This is significant, particularly at a time when traditional universities are increasingly moving into online education. To address the gaps in previous self-regulated learning and cognitive flexibility research, the current study examined the students’ perceived online self-regulated learning and cognitive flexibility, and looked into the probable relationship between them. Methods: The present study used mixed-research design. The data were gathered from 115 English-major students both quantitatively and qualitatively. The quantitative data were collected through two different scales as Online Self-regulated Learning Questionnaire (OSLQ) and the Cognitive Flexibility Scale. Two open-ended questions probing into both online self-regulation and coping skills of the students constituted the qualitative data. Results: The results revealed that online self-regulated learning and cognitive flexibility correlated positively although the relationship was found to be quite slight, and the students had online self-regulated learning and cognitive flexibility at relatively high level. Students also provided examples of online self-regulated learning strategies they used, and they presented probable solutions to their problems they experienced in improving their level of English. Discussion: Online self-regulated learning and cognitive flexibility, which were positively correlated, are likely to feed the language learning and improving processes since both variables could enable students to take decisions multidimensionally, without confining them to only one type of study skill. Higher level of cognitive flexibility which is associated with adapting to new situations and problem solving could help students to better manage their online learning. However, it should be noted that both self-regulation and flexibility require time and effort, and they are not products, but processes, in the journey of learning; therefore, they could be achieved through raising awareness, providing opportunities for students to self-direct their own learning and to cope with their problems, and undoubtedly instructors’ role-modelling. Higher self-regulation and cognitive flexibility could turn students into autonomous and lifelong learners. Limitations: The study was conducted among undergraduate students in Turkish context. The participants were English majoring students. It could also be carried out among non-English major students because self-regulation and coping skills should be supported in every department at tertiary level. The number of participants could be increased, and students in different departments or in different years of education could be compared. Different variables such as age, gender and language proficiency levels could be included into the study to measure the influences of various elements. Conclusions: Transition into online education at tertiary level brings both advantages and disadvantages; hence, it becomes a must to promote positive aspects and to minimize negative sides. Since online education necessitates more learner autonomy, students should be trained on how to use self-regulatory strategies in language learning. Likewise, such a change in learning setting could require students to be more cognitively flexible to be able to cope with probable difficulties and to expand their thinking skills. Thus, cognitive flexibility should be instilled into the curriculum. The last but not the least, the importance of taking responsibility of learning and seeking for alternatives in the face of problems should be reminded frequently. The study aimed to provide insights and implications for all stakeholders to consider self-regulation and cognitive flexibility in designing online courses.

Human learning is multi-dimensional and progressive in nature, and it lasts a lifetime, getting influenced through a variety of elements. One of those elements, that is students' own mental lives, nurture and complete this process since students' standpoints pertinent to learning can give a certain shape to their own learning and provide insight into their stance as language learners. Misconceptions or negative beliefs also have a role in shaping this process. Therefore, the aim of this study is to investigate the sense of helplessness felt among the university students learning English as a foreign language and the probable reasons behind learned helplessness in EFL context. The data were gathered from a state university in Turkey and the participants of the study were chosen via "Purposive Sampling". A total of 35 students, which include freshmen, sophomores, juniors and seniors participated in the study. Data were collected through Learned Helplessness Scale, open-ended learned helplessness questionnaire and grid table. The quantitative data were analysed with the use of SPSS, on the other hand, the qualitative data were subjected to content analysis. Thus, the present study used mixed research design. The study findings pictured two groups of students with and without learned helplessness, and uncovered the students' self-concepts as language learners and beliefs on learned helplessness in learning English.

Language learning constitutes an essential need in today's world. From academic to social settings, humans need to communicate in a different language to survive in their target community. However, despite this increasing importance of language, it is difficult to say we have learned a foreign language successfully on a large scale since there are a lot of factors in language learning process. Language attitudes, one of these factors, influence this process both positively and negatively, depending on how we view learning a foreign language. Therefore, this study deals with the issue of language attitudes to uncover learners' language conceptions and probable effects on their learning. Moreover, this study aims to reveal the potential positive or negative role of past learning experiences on the development of language beliefs. Thus, 35 university students in their 1 st , 2 nd , 3 rd and 4 th years constitute the participants of the study. Based on mixed research design, the study is comprised of both quantitative and qualitative data. Quantitative data were gathered through Attitude Scale towards English Course, and the analyses were performed with Statistical Packages for Social Sciences (SPSS 17.0 version for Windows). The qualitative data were collected from students' reports of their own autobiographies regarding their previous language learning experiences in elementary, secondary, high school and university years, and were subjected to the content analysis. The study showed language attitudes from behavioural, cognitive and affective perspectives and found out different factors in shaping students' learning conceptions.

Digital era necessitates not only knowledge of content and teaching methods but also integration of technology in language instruction. Covid-19 pandemic has constituted one of the critical reasons that accelerated the inclusion of digital tools into the teaching practice.  Using the technological pedagogical and content knowledge framework, the present study dwelled upon the EFL instructors’ perceived TPACK levels and the probable changes that they experienced in their technological skills and knowledge after pandemic. The EFL instructors working at both state and private universities formed the participants of the study. Based on the mixed research method, the study gathered the data were both quantitatively and qualitatively. The quantitative data were collected through TPACK-Deep Scale and, open-ended question form was administrated for the qualitative data. The results indicated that EFL instructors had higher perceptions of TPACK, and they had differing levels for each factor level depending on gender, workplace, years of experience and educational status. They also mainly experienced positive changes after pandemic and had favorable attitudes towards technology use in language teaching. Finally, the study suggested pedagogical implications to benefit from technology for instructional purposes.

Purpose: Emergency distance learning that started in the middle of 2019-2020 education year caused a lot of uncertainties and even chaos in many education settings around the world. However, conditions were different when the 2020-2021 education year started fully online. This descriptive inquiry aims to explore the views, perceptions, and experiences of learners and instructors, who started fully online distance education in the preparatory class of a School of Foreign Languages at a state university and compare and contrast these experiences with the emergency distance education they had in the previous term. Design/Methodology/Approach: The participants of the study included 247 students and 27 instructors who were administered open-ended questions as the data collection tool. Hence, the study utilized qualitative data collection and analysis methods. Findings: The results provided insights about the participants’ experiences from various aspects and showed that both parties were conscious of the benefits and challenges of the online courses. Highlights: Different from emergency remote learning, online classes in 2020-2021 academic year were seemingly organized with better planning, which also contributed to instructors’ and students’ adaptation.