As a consequence of these, EFL educators should use an out-of-class flipped classroom model for writing, if they give priority to their EFL students’ attitudes towards the writing models on account of having an effective writing course.

Flipped learning models are considered as important elements of English as a foreign language (EFL) writing courses in order to advance the EFL learners' writing skills. Significantly, studies examining the efficacy of in-class and out-of-class writing models in flipped classroom settings when teaching online EFL writing courses are still of focus in the Turkish Cypriot context. This investigation aimed to examine the most efficient flipped learning model among the in-class vs. out-of-class writing models for the purpose of helping instructors to advance their EFL learners' writing achievement in an online writing setting. In addition, this study sorted to reveal the EFL learners' perceptions toward learning writing through in-class and out-of-class flipped learning writing models. A mixed methods research design was applied to achieve the aforementioned aims. Twenty-eight EFL learners studying at a private university's English Language Teaching department constituted the participants of this study. As the findings pointed out, the EFL learners in group A who wrote their essays in-class outperformed those in group B, who wrote their essays out-of-class. Moreover, it was found that the majority of the participants had more positive perceptions toward the in-class flipped classroom writing model. This study highlights that, better learner performances are achieved when the learners write during the class session online with the support of the instructor when implementing a flipped classroom model to teach EFL writing.

Firmalar sistematik ve sistematik olmayan çeşitli risklere maruz kalmaktadırlar. Firmalar bu riskleri önlemek veya risklerin olumsuz sonuçlarını azaltmak için çeşitli yöntemlere başvururlar. Risk yönetiminde kullandıkları yöntemlerden biri de türev araçlardır. Forward, fütursa, swap ve opsiyon olarak sıralanan türev araçlarla faiz oranı riski , kur değişim riski ve fiyat değişimi riski gibi mali riskler yönetilmeye çalışılır. Ancak türev araç kullanımının riski azaltıcı etkisi yanında ek maliyetleri de olabildiği için firma performansı üzerine etkisi büyük öneme sahiptir. Bu nedenle ilgili çalışmada türev araç kullanımının firmaların performansları üzerine olan etkisi tespit edilmeye çalışılmıştır. İlgili çalışmada Borsa İstanbul’da işlem gören İmalat Sanayi firmalarının türev araç kullanımlarının firma performansı üzerine olan etkisi 2014-2018 dönemi için 176 firmada incelenmiştir. Performans ölçüsü olarak aktif karlılığı (ROA) ve öz sermaye karlılığı (ROE) bağımlı değişken olarak alınmıştır. Firma büyüklüğü, finansal kaldıraç, cari oran ve türev araçlar kullanımı ise kontrol değişken olarak modele ilave edilmiştir. Panel Veri Analizinin kullanıldığı çalışmanın sonucunda türev araç kullanımının karlılık üzerinde istatistiksel olarak anlamlı ve negatif etkisinin olduğu tespit edilmiştir. Elde edilen bu sonuçlara göre Türkiye’de imalat sanayi sektöründe faaliyet gösteren firmaların türev araç kullanımlarının ek maliyetleri risk yönetiminin sağladığı faydadan daha yüksektir.

Just upon its publication, the Common European Framework of Reference for Languages: Teaching, Learning Assessment (CEFR) has become a frequently referred document in foreign language education practices globally, including teaching, testing and assessment. In order to find out information about the assessment procedures in the classes of English as a foreign language (EFL) based on the CEFR principles, this study aimed to find out the most common types of assessment and their effects on the academic achievement of the learners. In this study, a meta-analysis design was adopted comprising 75 articles published in the journal of Language Assessment Quarterly between the years of 2010-2019 on the fields of Language Education and Literature. The articles were searched in the electronic database, Taylor and Francis, using the keyword “The Common European Framework of References for Languages”. The data were analysed quantitatively via the SPSS software version 20.0 with particular themes coded by the researcher. The findings revealed that the most common types of assessment based on the CEFR principles were the proficiency assessment followed by the performance assessment. It was also found out that there was a linear relationship between the academic achievement and the CEFR oriented assessment procedures.