In recent years with a visible rise both in number and educational quality of universities in Turkey the number of foreign students studying in Turkish universities has also increased. Foreign students coming to our country for educational purposes learn Turkish language at Turkish Teaching Application and Research Centers (TÖMER) which are established within the universities. This study was conducted in two universities in order to investigate foreign leaners' attributions for their success in learning Turkish language and the place of "technology use fctor" in these attributions. The study was conducted in two phases. In the first phase three focus group interviews were held with fifteen students about their attributions. Later a survey questionnaire was formed using the data collected in the interviews and conducted to 143 students. After analyzing the findings through software programme called SPSS, it was found that some internal factors like "interest", "future plans", and "effort" were among the most frequent attributional factors cited by the learners. "Technology use factor" appeared not to be very popular with the learners in learning Turkish as a foreign language.

This study aims to investigate the student satisfaction with the Online English Language courses piloted for the first time at a Vocational College in a remote town located in the north-west of Turkey in 2014-2015 educational year. These courses were designed with a format of face-to-face testing and online delivery of course materials. Data were collected from students both quantitatively and qualitatively using a survey which included seven likert scale attitude questions and two open-ended questions where they had to express their opinions about either face-to-face or online courses of which they thought was more advantageous and relevant for them. Twenty three female and a hundred and eighty four male students attending ten different departments, aged mostly eighteen and nineteen years participated in our study. Quantitative data from the students indicate that while 52% of the whole participants thought that online teaching of English as a foreign language was not useful for them at all, just 6% of the students declared that the online teaching system was very useful. To the question whether they preferred online or face-to-face learning, quite surprisingly, 82% of the participants declared that they preferred face-to-face learning. As to why they preferred the particular kind of teaching; the online course proponents cited mostly "comfortness" and "no-attendance obligation"; on the other hand, the face-to-face advocates mostly cited "effectiveness of learning from a live instructor" and "possibility of asking questions when something is not clear" and "lacking of technical equipment "or "internet access".

In a media-saturated society, it is becoming extremely difficult for audience, especially the young ones, to discern between positive and negative, fact and fiction, true and false, reliable and unreliable content in the media. In such an environment, Media Literacy, the ability to critically analyze, evaluate and discern media content and its production are imperative. Through a survey with participation of 183 undergraduate ELT students from Çanakkale Onsekiz Mart University (Turkey), this paper attempts to find out media literacy perceptions of pre-service teachers based on the theories provided by the scholars in this field as well as to explore the relationship between Media Literacy perceptions of the students and their age, gender and class levels. Results showed that pre-service teachers attending English Language Teaching Department are eminently aware of the concepts of Media Literacy, no significant statistical differences were observed between the genders and among classes, the frequency of participants’ use of media forms is not so high in comparison with their level of Media Literacy perception, they are highly aware of the benefits of Media Literacy to teaching and learning English Language.