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<p>In this study we aim to conduct a complete evaluation of the e-portfolio application in the distance teaching practice course that is part of the Distance English Language Teacher (DELT) program at Anadolu University from the perspective of three groups: university supervisors, preservice teachers, and cooperating teachers. Using a survey on the needs of preservice teachers and how well these were met according to the three groups’ perspectives, we gathered qualitative and quantitative data on the feasibility of the e-portfolio application. Our analysis of the findings revealed that all three groups agreed about the needs of preservice teachers. And despite some minor variance in the perspectives of each group, we determined that e-portfolio applications can meet the majority of the planning, teaching, and reflection needs in the teaching process. We offer suggestions to improve e-portfolio applications so they will better meet preservice teachers’ needs.</p><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

Academic vocabulary knowledge and use are critical for students’ language proficiency and academic achievement. Through the constructs of lexical competence and performance, the multidimensional nature of academic vocabulary and its interrelated components could be described better so that students’ development of academic vocabulary knowledge through their education could be revealed effectively. Considering this, the present study aimed to examine the university students’ academic lexical competence and performance combing all main dimensions, namely receptive (size; how many words), and productive (use) dimensions. In that way, it was aimed to reveal 371 ELT majors’ academic vocabulary development in English as Foreign Language environment through cross-sectional evaluation. Applying multi-test approach, the receptive and productive sub-dimensions were investigated. The results indicated that both academic lexical competence and performance developed through the years. Particularly, a salient jump of size of academic vocabulary from the 1st year to the 2nd year indicated the effect of proficiency and education. In spite of promising increase in the students’ academic lexical competence, limited use of academic vocabulary in the essays drew attention. It was observed that the students tend to avoid using academic vocabulary while writing. In this study, the reasons underlying these findings were discussed within related literature

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