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Research into second language acquisition (SLA) has confirmed the inadequacy of Intelligent Quotient (IQ) in accounting for success in second or foreign language learning (L2). Many studies conducted on the role of intelligence in successful learning, especially in English as a foreign language (EFL) classroom settings in different contexts, have shown that there are other areas of intelligence that contribute to quality learning. Thus, the present study investigated the possible relationship between perceptions of Emotional Intelligence (EI) and attitudes towards foreign language learning among university students majoring in English as a foreign language in a Turkish context. A total of 159 EFL learners participated in the study. The Emotional Intelligence Scale (SEIS) and the Attitudes towards Foreign Language Learning (A-FLL) Scale were used to collect data. The findings revealed high levels of overall EI (95%). There was a statistically positive correlation between components of EI and A-FLL. Perception of emotion was found to be the strongest predictor of cognitive and behavioral/personality, and utilizing emotions the strongest predictor of affective/evaluative components of attitudes toward foreign language learning. The magnitude of mean differences between male and female participants reached a significant difference between male and female students only in teacher influence and exhibition subcomponents of A-FLL, with females scoring higher than males. It is concluded that an awareness of the importance of students' emotional intelligence and its role in shaping their attitudes towards learning an L2 will yield more insightful implications regarding quality language learning and better educational outcomes.

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DIN 41Cr4 and DIN 42CrMo4 materials have been widely used in automotive driving elements. Although 42CrMo4 is more expensive than 41Cr4, it is more preferable in terms of material properties. In this study, these two materials were heat treated by austenitizing in a continuous furnace at 850°C and quenched in oil at 90°C. After they were tempered at various temperatures, mechanical properties were determined for each tempering temperature. The material properties for both materials were compared with each other. Results indicated that same mechanical properties for 41Cr4 and 42CrMo4 can be achieved by tempering 41Cr4 about 50°C lower temperature than for 42CrMo4. In addition to the mechanical tests, fatigue tests were performed for both materials. Weibull distributions were plotted. Results indicated that 42CrMo4 had a longer life than 41Cr4 material.

The current study sought to investigate the relationship between computer literacy, attitudes towards foreign language learning and computer-assisted language learning. A total of 123 university students majoring in English as a foreign language from a major state university participated in the study. Data were collected using the Attitudes towards Foreign Language Learning (A-FLL) Scale and the Attitudes towards Computer-Assisted Language Learning (A-CALL) Scale. The findings revealed that there were statistically positive correlations between attitudes toward foreign language learning (A-FLL) and attitudes toward computer-assisted language learning (A-CALL), indicating that 28% of attitudes toward CALL could be predicted by attitudes toward FLL. Moreover, computer literacy was a significant determinant of attitudes toward CALL. Gender differences were also found to potentially affect computer literacy and prior CALL experience. It is concluded that inquiry into language learners' levels of computer literacy and their attitudes towards foreign language learning might provide useful insights into the nature of technology-based L2 learning, which can, in turn, greatly contribute to the betterment of L2 learning programs and better educational outcomes.

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