This paper moves away from reminiscent mechanical repetition and drills, which were in vogue when teaching vocabulary before the rise of technology. With the support of technology, innovative methodologies that are more effective and enjoyable can be implemented into vocabulary teaching. In this particular context, there seems to be a lack of technology integration in vocabulary teaching because of teachers being untrained and/or not provided with the necessary technology. The aim of this study was to foster vocabulary development through the implementation of Vine vocabulary videos in English vocabulary learning. An embedded mixed methods design was employed to collect necessary data for analysis. The results of the post‐test revealed that the practice of Vine vocabulary videos was effective and improved participants' vocabulary. The content analysis of the semi‐structured interviews carried out with participants indicated that they had enjoyed the whole process and found it very motivating and effective. This study claims that adopting smartphones into a vocabulary course will enable English as a foreign language learners to expand and consolidate their vocabulary learning outside the classroom, engage them in a collaborative learning environment, practice and use the language being learnt and share their knowledge and experiences with their peers.

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The main aim of this study was to investigate and discover whether going through the process of reflection by keeping reflective design journals (RDJ) enhances architecture students’ metacognition and whether this enhanced metacognition improves their design understandings and skills. The study was a mixed‐methods design and utilised content analysis method to identify the metacognitive actions of the participants. The study also investigated participants’ attitudes towards RDJs and their views regarding the effect of enhanced metacognition on their design understandings and skills. Twenty college students registered to an undergraduate course offered by the department of Architecture participated in the research. The findings of the study revealed that by writing in their RDJs, participants were able to progressively enhance their metacognitive skills and performed several metacognitive actions by using the four main metacognitive strategies: awareness, organisation and planning, monitoring, and evaluation. The results also disclosed that participants found RDJ keeping exceptionally effective and stated that their enhanced metacognition improved their design understanding and abilities.

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Although many studies have investigated writing apprehension among students of different education levels during the last decades, several of its aspects have remained uninvestigated in different contexts. One of these contexts is North Cyprus. For this reason, this study aimed to measure the level of writing apprehension experienced by English as a foreign language (EFL) postgraduate students at this particular context when writing in English. The study also tried to explain whether variables such as age, gender, academic level, and socioeconomic status were correlated with writing apprehension. To achieve these aims, the researchers adopted Daly and Miller’s questionnaire called Writing Apprehension Test. A total of 37 EFL postgraduate students belonging to different ages, genders, academic levels, and socioeconomic statuses took part in the study. The collected data were analyzed using the SPSS program to reveal whether there was a significant correlation between the aforementioned variables. Mean scores, standard deviations, Pearson correlation, frequencies, and percentages were employed to reveal the results. The study demonstrated that, though almost nearly half of the students were highly apprehensive, the majority of them experienced a moderate level of apprehension when writing in English and the relationship between writing apprehension levels and the variables was not statistically significant, that is, the results showed that age, gender, academic level, and socioeconomic status did not have any influence on writing apprehension.

This experimental research study attempted to examine the effectiveness of an advanced writing course integrating the stream of consciousness technique and collaborative writing. The writing course was designed for eleven undergraduate English as foreign language students studying at the English language teaching department. Adopting a mixed methods research design, qualitative and quantitative data were used to answer the research questions. Qualitative data were gathered from pre and post-intervention interviews and the quantitative data from the pre and post-tests. The results revealed that a great majority of the participants made considerable progress in terms of creativity and overall writing performance. The fact that the intervention was effective was apparent in a great majority of the participants’ preference for collaborative writing over individual writing and all participants’ preference for the stream of consciousness technique over traditional writing modes. In terms of the use of the stream of consciousness technique and collaborative writing, it was found that collaborative writing was a more pleasing experience. It was also found that due to the intervention they not only made good progress in terms of their writing skills but also their attitudes changed in a positive way towards writing.

It is significant to immerse tech-savvy English language learners in interactive learning environments in order to maximize their comprehension and verbal communication. This quasi-experimental study set out to elucidate the effect of a learning management system (LMS) on speaking fluency and listening skill development among intermediate students. A total of 50 Turkish-speaking students from two intact classes were assigned into a control and an experimental group that utilized an interactive platform for learning English in 8 weeks. The study adopted a pre and posttest design. The mean listening and speaking posttest scores of both groups were compared according to effect size, analysis of covariance, paired sample t-test, and independent samples t-test. In addition, students’ perceptions regarding the impact of LMS on these two skills were investigated with a questionnaire and an interview. The results showed that there was a significant difference between the two groups as the experimental group surpassed the control group in both speaking fluency and listening posttest. Participants also reported from the questionnaire and the interviews that they held positive evaluations of LMS as a result of elevating both language skills. The contribution of the study lies in providing an innovative solution to promote learners’ speaking fluency and listening skill.

Errors are inevitable in the foreign language learning process. They are indications to educators of the unlearnt knowledge and problematic areas of the learners. For this reason, it is important to investigate and classify the most frequent errors produced by non-native speakers of English. The present research investigated the spoken errors of university level learners. A classifi cation of spoken errors using the Common European Framework for Language's (CEFL) (2001) on the communicative language competences was developed to shed light into the diffi culties which learners experience in their learning progress. Data were collected from 40 EFL learners through in class observations and recordings. The results of revealed that the most prevalent errors were produced in the main category of linguistic competences. Within the linguistic competence the most prevalent errors were produced in the sub category of lexical competence followed by grammatical competence, functional competence, phonological competence, sociolinguistic competence, pragmatic competence and lastly semantic competence. The fi ndings have implications for educators to understand the problems which learners encounter and set more realistic expectations for themselves and their learners.