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ELT professionals are in a position to investigate methods and techniques that might be incorporated into language teacher education programmes to train teachers more effectively. Video is among the more popular techniques and forms a central component in ELT teacher education. However, there is little empirical evidence on why video is popular in the process of learning teaching. This qualitative study investigates the affordances and constraints of video-mediated microteaching from the perspective of ELT student teachers. The findings suggest that the affordances of incorporating video into microteaching outweigh its constraints. Student teachers acknowledged video as a resource that helped them recall their micro lessons, notice their actions, engage in critical reflection, and map their progression. The only constraint reported was feeling anxious at being recorded. These findings have implications for ELT teacher education programmes in other contexts.

Business professionals, who use English language in their daily interactions at global corporate companies in Turkey, have been educated within the paradigm of teaching and learning of English as a Foreign Language (EFL). However, as most of their interactions in business world take place with speakers of other languages in multilingual/cultural settings, these professionals’ use of English language as Lingua Franca (ELF) may commence to function in different domains with different purposes and communicative outcomes within the paradigm of BELF. However, to our best knowledge, how business professionals in Turkey use and conceptualize English language in their daily business domains and how they position themselves as users of English and BELF have not been investigated. With this aim in mind, we conducted a research with 19 business professionals working at global companies in Istanbul. The data was collected through a survey administered with 19 business professionals and semi- structured interviews with five informants working in top positions at those companies which serve global customers. The findings of the study revealed that business professionals in Turkey are in a state of flux between the two paradigms – i.e., EFL and ELF toward the construction of BELF because EFL and ELF co-exist in their minds. Türkiye'deki uluslararası kurumsal şirketlerde İngilizceyi günlük etkileşimlerinde kullanan iş insanları Yabancı Dil olarak İngilizceyi (YDİ) öğrenme ve öğretme yaklaşımı çerçevesinde eğitilmişlerdir. Ama iş dünyasındaki etkileşimlerinin çoğunluğu çok dilli/ kültürlü ortamda diğer dillerin konuşanlarıyla gerçekleştiği için bu iş insanlarının Ortak Dil olarak İngilizce (ODİ) kullanması Ortak Dil olarak İş İngilizcesi (ODİİ) yaklaşımı içinde farklı alanlarda, farklı amaçlarla ve iletişimsel sonuçlarıyla çalışmaya başlar. Bununla beraber Türkiye'deki iş insanlarının günlük iş ortamlarında İngilizceyi nasıl kullandığı ve kavramsallaştırdıkları ve kendilerini İngilizce ve (ODİİ) kullanıcıları olarak nasıl konumlandırdıkları henüz sistematik olarak araştırılmamıştır. Bu amaçla İstanbul’daki uluslararası şirketlerde çalışan 19 iş insanı ile bir araştırma yürüttük. Araştırma verileri 19 iş insanına özgeçmiş anketi verilerek ve küresel müşterilere hizmet eden şirketlerde en iyi pozisyonlarda çalışan 5 katılımcı ile yarıyapılandırılmış görüşmeler yapılarak toplanmıştır. Çalışmanın sonuçları Türkiye'deki iş insanlarının algılarında YDİ ve ODİ'nin bir arada var olduğu için iki yaklaşımın yani YDİ ve ODİ'den ODİİ'ye doğru yorumlama arasında etkileşim içinde oldukları ortaya koymuştur.

Please fill up the following information accurately. (Please use Times New Roman, 12 pt. Title of the paper (Capitalize only the first letter of the title and proper nouns) This study investigated World Englishesfrom the perspectives of non-native pre-service teachers in Turkey. Morespecifically, the study explored how EFL pre-service teachers evaluatedspeakers from different countries of origin, representing the different circlein Kachru’s (1985) model, either positively or negatively. To elicit theirperceptions of the speakers’ English accents, we asked them to listen toaudio-recordings of six different speakers representing Kachru’s Three Circlesof English, reading the same passage, and then to discuss which variety theywere familiar with and which one they would prefer. Pre-service teachers’orientations towards speakers from different varieties emerged under thefollowing themes: (i) native speakerism, (ii) intelligibility, (iii) referenceto own experience, (iv) potential ownership and (v) potential professionalawareness. The findings suggest that, although they were starting to developprofessional awareness regarding different varieties of English, to broadentheir experience of varieties, and even to develop a potential ownership, theystill revealed a tendency to conform to the native-speaker norms and to ratespeaker intelligibility according to these norms. We argue that revisitinglanguage teacher education programmes to address the current sociolinguisticreality of English is a must. Information about Author(s)* Author 1 Author (Last name, First name) Çeçen, SevdeğerAffiliated institution (University) İstanbul Bilgi UniversityCountry TurkeyEmail address sevdeger.cecen@bilgi.edu.trDepartment & Rank English Language Teacher Education Corresponding author (Yes/No) Write only one corresponding author. Yes Author 2 Author (Last name, First name) Serdar Tülüce, HandeAffiliated institution (University) İstanbul Bilgi UniversityCountry TurkeyEmail address hande.tuluce@bilgi.edu.trDepartment & Rank English Language Teacher Education Corresponding author (Yes/No) No Author 3 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No) Author 4 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No)

Working memory (WM) as a key component of language aptitude has become a topical issue, with some going so far as to argue that WM can replace language aptitude. Research that specifically investigates the relationship between WM and language aptitude is rather limited. This study explores the determinants of language aptitude, with a focus on WM capacity. A total of 72 Turkish university students with advanced English proficiency participated in the study. The instruments used to measure WM capacity included a reading span task in L1 (Turkish) and L2 (English) and an operation span task in L1. Language aptitude was measured with a computerised aptitude test: the LLAMA. A correlation analysis revealed that WM capacity correlated with the language aptitude total score rather than language aptitude subcomponents, with the exception of grammatical inferencing. A principal component analysis further showed WM and language aptitude as separate constructs. In addition, two distinct factors emerged under...

There has been a growing body of research which documents the importance of portfolios in foreign language teaching. The current study is an action research that investigates the effects of portfolio keeping on the writing anxiety of students. Two instructors working collaboratively aimed to overcome the writing anxiety of their students. They had a class of fifteen prospective teachers of English who were in their preparatory year in a foundation university, in Istanbul, Turkey. Data were gathered by means of the Second Language Writing Anxiety Inventory (SLWAI) (Cheng, 2004), a background questionnaire and two reflective sessions. Findings of the study revealed that portfolio keeping is beneficial in terms of overcoming writing anxiety. The results also indicated that the experience with portfolios may affect the participants’ future teaching practices positively. Therefore; this study suggests that portfolio keeping deserves to be taken into consideration in the programme of Foreign Language Education Departments., Yabancı dil eğitiminde portfolyonun önemini belgeleyen çok sayıda çalışma bulunmaktadır. Bu çalışmada ise portfolyo tutmanın öğrencilerin yazma kaygısı üzerindeki etkileri bir eylem araştırmasıyla incelenmiştir. Çalışmaya İstanbul’da bulunan bir vakıf üniversitesinin hazırlık sınıfında eğitim görmekte olan onbeş İngilizce öğretmeni adayı katılmıştır. Çalışmanın verileri İkinci Dil Yazma Kaygı ölçütü (Cheng, 2004), bir artalan anketi ve iki adet yansıtma oturumu aracılığıyla toplanmıştır. Çalışmanın bulguları yazma kaygısını gidermek bağlamında portfolyo tutmanın faydalı olduğunu ortaya çıkartmıştır. Bulgular ayrıca portfolyo tecrübesinin öğretmen adaylarının gelecekteki öğretim uygulamalarını olumlu etkileyebileceğini göstermiştir. Bu nedenle, bu çalışma portfolyo tutmanın yabancı diller eğitimi bölümlerinde göz önüne alınması gerektiğini önermektedir