The present study aimed at investigating higher education L2 learners in a Turkish context in terms of writing self-efficacy, writing anxiety, and the causes of writing anxiety. The data have been collected through the Second Language Writing Anxiety Inventory (SLWAI), developed by Cheng, (2004), and Causes of Writing Anxiety Inventory (CWAI), and Writing Efficacy Scale (WES), developed by Yavuz-Erkan (2004). The participants of the study are 172 English Language and Literature students enrolled in a Turkish state university. Descriptive, variance and correlation analyses were conducted in order to analyze the data. The results indicate that the participants have a moderate level of writing self-efficacy in terms of content, accuracy, design and unity sub-components of writing self-efficacy and have a high level of efficacy in punctuation. In relation to writing anxiety, the participants were found to have a moderate level of writing anxiety. The results of the study suggest that male students have higher levels of writing self-efficacy and they suffer less from writing anxiety. The study also indicated that the major causes of writing anxiety on the part of Turkish L2 learners were time pressure and negative evaluation of the teacher. Finally, correlation analysis indicated that there is a strong negative correlation between writing self-efficacy and writing anxiety.Hassan (2001, p. 4) defines second language writing anxiety as "a general avoidance of writing and of situations perceived by the individuals to potentially require some amount of writing accompanied by the potential for evaluation of that writing". Likewise, Daly (1978) also believes that writing anxiety is a situation in which a learner avoids the task of writing in the second language on account of the fact that writing necessitates some amount of formal evaluation by the teacher. In a similar vein, Bloom (1981, p. 104) defines second language writing anxiety as "highly situation specific, seems to be self-limiting, is relatively visible, and more importantly appears to be Results Research question 1: What is the level of among Turkish EFL university students' writing self-efficacy?The initial aim of the study was to determine the level of Turkish higher education EFL learners' writing self-efficacy. Table 1 presents the descriptive statistics about writing self-efficacy. In order to analyze EFL learners' writing self-efficacy with its sub-dimensions, the results of 172 participants were grouped as low, medium, and high.

The aim of the present paper is to measure the technological pedagogical content knowledge (TPACK) of preservice EFL teachers learning to teach English as a foreign language (EFL). In order to collect data, a survey, designed and validated by Başer et al. (2016), was used. The survey consists of five sections which are technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK) and a fifth section that combines technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK items. This survey intends to assess pre-service EFL teachers' competencies in pedagogies and technologies. The present study is quantitative in nature. The participants of the study are 77 pre-service EFL teachers. The results indicate that pre-service EFL teachers have a satisfactory level of competence in technological pedagogical content knowledge; yet, there are also some areas in which they need development.

Self-concept, self efficacy, and self-regulation are three important factors that predict the success of L2 learners to a large extent. Therefore, the present study was designed to measure the academic self-concept, self efficacy, self-regulation level of higher education students in relation to academic achievement and self-evaluation and secondarily to investigate the correlation between academic self-concept, selfefficacy, and self-regulation. In the present study, academic self-concept was conceptualized as comprising of two main components: academic confidence and academic effort. The participants of the study are 130 higher education EFL (English as a Foreign Language) learners enrolled in English Language and Literature department. Liu and Wang's (2005) academic self-concept scale was used as the main data collection tool. It consists of two sub-scales; academic confidence and academic effort scales. A four-item questionnaire was formed by examining the literature in order to measure self-efficacy and Motivated Strategies for Learning Questionnaire (MSLQ), developed by Pintrich et al. (1991), was used to measure self-regulation beliefs of students. Descriptive, variance, correlation and regression analyses were conducted in order to analyze the data. The results indicated that higher education Turkish EFL learners have a moderate-to-high level of self-concept, self-efficacy, self-regulation, and self-evaluation. High achieving students were found to have higher levels of selfregulation, self-evaluation and academic confidence. Correlation analysis indicated that all of the variables of the study are highly correlated with academic success and regression analysis revealed that self-efficacy was the most important predictor of academic success.

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The current study was undertaken in order to investigate teachers' and students' perceptions of performance-based assessment in English lessons at Turkish high schools. The study employs both a qualitative and a quantitative approach. The participants of the study were 20 high school teachers and 124 high school students. In order to collect qualitative data, semi-structured interviews were conducted with the teachers; and for quantitative data, a questionnaire was administered to the students. According to the qualitative data, teachers in general complain about problems in application, lack of time, and lack of effort on the part of students who use the Internet improperly. The quantitative data indicates that the most preferred method on the part of students is exams, and that students find exams the most effective testing method, enabling them to demonstrate their language potential. In addition, performance-based assessment is not considered fair by either teachers or students. Teachers expressed concerns about evaluating performance tasks properly.

The aim of the present study was to measure the effect of the flipped classroom on vocabulary learning in terms of both receptive and productive vocabulary. To do this, a post-test experimental research design was implemented. The participants of the study are 58 high school students. The experimental group was exposed to a four-week flipped instruction in which they worked on the pre-prepared videos designed by the teacher. The practice was done collaboratively inside the classroom. The control group was taught the target vocabulary in the traditional way in which the vocabulary presentation took place in the classroom and the practice was done as homework. Following the instruction of each group of words, a vocabulary quiz was administered to both groups. The results were analyzed by using the SPSS package program. The experimental group's perceptions of the flipped classroom were also evaluated through an open-ended questionnaire. Depending on the results, it can be stated that the flipped classroom holds promise for the language learning process in terms of vocabulary learning.

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The purpose of this study was to investigate Vocabulary Learning Strategy (VLS) use of English Language and Literature Department students in relation to academic success and vocabulary size. The participants of the study are 213 English Language and Literature students. Two data collection tools were used in the study. The first tool was theVocabulary Learning Strategy (VLS) questionnaire which was adapted from by Gu & Johnson (1996), and the second data collection tool was a Vocabulary Level Test (VLT) developed by Nation (1983).Descriptive statistics were conducted in order to measure the level of vocabulary learning strategy (VLS) use and vocabulary size of the participants. In addition, correlation analysis was carried out in order to see which VLSs are more frequently used by low, middle and upper level vocabulary size students. The results indicated that the participants have a high level of vocabulary size for 2000 word level, 3000 word level, and academic word levels, a moderate level of vocabulary size for 5000 word level and a low level in 10000 word level. The participants were found to have a moderate level of vocabulary learning strategy use. The study also found that 3 rd grade students had larger vocabulary size in terms of 2000, 3000 and academic vocabulary level. As for the vocabulary strategy use, 3 rd grade students were found to use bottom-up strategies and note-taking strategies more frequently than 2 nd grade students. Finally, correlation analysis revealed that bottom-up strategies, using linguistic clues, and top-down strategies significantly correlated with academic success.