The number of studies on the relationship between certain demo- graphic variables, age, gender and grade, and the levels of foreign language anxiety (FLA) in the English as a foreign language (EFL) context regarding adult and young learners is fairly limited, whereas the findings obtained from prior studies did not reach a consensus on the influences of FLA, and studies mainly focused on adult language learners rather than young learners. This study aims to explore the effect of age, gender and grade differences on FLA and its types, communication apprehension, fear of negative evaluation and test anxiety, among Turkish children who learn English as a foreign language. The participants were 494 children enrolled at primary and secondary schools. The data collection tools were a background questionnaire interrogating the variables mentioned and the Children’s Foreign Language Anxiety Scale (CFLAS). After computing the reliability coefficient of the scale and total variance, independent samples t-test and ANOVA were used to see the relationships between the levels of FLA and its types and subject variables, age, gender, and grade. The results showed that age, gender, and grade constitute significant differences regarding FLA and its types, when several items in the CFLAS were considered. In the light of findings, several practical recommendations are listed.

While research demonstrates that foreign language anxiety (FLA) has both facilitating and debilitating effects on achievement in the foreign language learning process, there are no data on the mentioned issue in the Turkish context regarding children who learn English as a foreign language (EFL). Therefore, this study aims to investigate the levels of FLA among Turkish children who learn EFL at school settings. The sample group in the study consisted of 494 Turkish EFL learners enrolled at primary and secondary schools. The data collection instruments consisted of a background questionnaire and the Children's Foreign Language Anxiety Scale (CFLAS). The frequencies, mean scores and standard deviations were calculated. The results indicated that examinations and grammar-based language activities are the reasons of a moderate level of anxiety. Unpreparedness before speaking, fear of making mistakes, unfamiliar topics, negative evaluation by other students and fear of failing are other sources of a high level of FLA among children. Given that FLA constitutes a considerable problem in the Turkish EFL context regarding children, several practical recommendations are given.Keywords: Children, English as a foreign language, foreign language anxiety ÖZ: Yapılan araştırmalar, kaygının yabancı dil öğrenme süreci üzerinde hem faydalı hem de zararlı etkilerinin olduğunu göstermekle beraber, İngilizceyi yabancı dil olarak öğrenen çocuklar arasında kaygı düzeyleri üzerine yeterli ölçüde veri de bulunmamaktadır. Bu nedene dayalı olarak, mevcut çalışma, okul ortamında İngilizceyi yabancı dil olarak öğrenen çocuklar arasındaki olası kaygıyı inceleme amacı taşımaktadır. Çalışmanın örneklem grubu, ilk ve ortaokul düzeyine öğrenim gören ve yaşları 7 -12 arasında değişen 494 çocuktan oluşmaktadır. Veri toplama aracı olarak bir arka plan anketi ve Çocuklarda Yabancı Dil Kaygı Ölçeği kullanılmıştır. Toplanan veri için yüzdelik frekans, aritmetik ortalama ve standart sapma hesaplanmıştır. Sonuçlar, sınavların ve dilbilgisi tabanlı dil öğretme ve öğrenme etkinliklerinin ılımlı düzeyde kaygı nedeni olduğunu göstermektedir. Ek olarak, konuşma etkinliklerine hazırlıksız olarak katılma, hata yapma korkusu, içeriği bilinmeyen konular ve başarısızlık korkusunun çocuklarda yüksek düzeyde kaygı doğurmaktadır. Çalışmanın sonunda, çocuklar arasındaki yabancı dil kaygısının önemli bir sorun olduğu dikkate alınarak, bir takım öneriler sıralanmıştır.Anahtar sözcükler: Çocuklar, yabancı dil olarak İngilizce, yabancı dil kaygısı

The number of the studies conducted on the use of wikis on the English as a foreign language (EFL) learning process has remained fairly limited. More specifically, in the Turkish EFL context, little attention has been paid to the effects of wikis on EFL writing achievement. Thus, this study aims to examine the effects of a wiki-based writing environment in terms of EFL writing achievement in the Turkish EFL context. In this experimental study, a background questionnaire, a writing achievement pre- and a post-test were administered to a sample group of 42 EFL learners. Results indicate that the use of wiki-based online writing environment increases writing achievement regarding content. It is recommended that wikis as appropriate tools to increase learners’ EFL writing achievement should be integrated into the EFL learning process. The advantages that wikis serve should not be ignored but exploited by the teachersKeywords:English as a foreign language, wiki, writing, achievement

Collecting data from children who learn a foreign language is a complex and problematic area when considering their lack of proficiency in the target language and their cognitive, psychological, and social development. In addition, research shows that the number of studies that focus on the problems related to scale administration to younger language learners is fairly limited, while studies on the foreign language context mainly concentrated on issues related to adult and proficient learners. Thus, this study aims to explore the difficulties in collecting data from Turkish children aged 7 – 12 in a foreign language context. The study was designed as a qualitative case study and involved reflections, an interview, and a diary kept by the subject. Findings indicated that the problems with data collection from children were related to time and space, the lack of coordination, children's cognition levels, teacher effect on children's behaviors, and physical environment. In light of the results, some practical recommendations were presented.

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