The purpose of the current study was to examine the frequently used boosters in academic articles written by Native (NESs) and Non-native (NNESs) Speakers of English (Turkish researchers) in the field of English Language Teaching. Investigating whether differences exist in the use of these markers between NESs and NNESs’ academic articles was another aim of the study. Within this purpose, data was collected from one hundred academic articles (NESs= 50, NNESs= 50 articles) published between 2016 and 2021 in two different international journals indexed in ERIC by using the keyword ‘English Language Teacher Education’, and the data were analysed using AntConc concordance tool. Log-likelihood statistics were run to find out whether any significant difference exists between NESs and NNESs’ use of boosters in terms of frequency. The analysis revealed that statistically significant underuse of boosters by NESs writers in terms of their use of types of boosters was found.

The aim of the current research is to investigate the language assessment literacy perceptions of EFL (English as a Foreign Language) teachers working at state primary, middle, and high schools in Turkey. Another purpose of the study was to investigate how EFL teachers adapted their language assessment skills to the online teaching context during the Covid- 19 pandemic, and to what extent. Additionally, challenges and solutions of teachers in transforming their language assessment skills into online education were investigated. A mixed-methods study was employed as the research design. The study obtained and triangulated both qualitative and quantitative data to enhance its validity. In the quantitative phase, Vogt and Tsagari (2014)'s LAL questionnaire which includes three factors i.e. Language Testing and Assessment (LTA), classroom-focused LTA, and purposes of testing, content and concepts of LTA was administered to the participants. The quantitative data were descriptively analysed through the SPSS program in order to identify EFL teachers' training levels and needs in online language assessment. The qualitative data for the study were gathered through written structured interviews with (n) EFL teachers and analyzed using inductive methods. The study's findings revealed that the teachers have a high level of assessment literacy in terms of both face-to-face and online assessment and are familiar with basic assessment tools. However, there is a gap between their theoretical knowledge of assessment and their classroom practices. Additionally, the teachers expressed a need for more in-service training in assessing the skills of English language learners in online environments.

The present research investigates Turkish EFL student teachers' perspectives on inclusive education during the COVID-19 pandemic. The research is designed as a qualitative study. The data were gathered through a written-structured interview, which consisted of five questions. Additionally, student teachers' classroom observation and response papers were utilized to understand their perceptions of inclusive education. A constant comparative analysis was used to analyze the present research data. Eleven fourth graders of the English language teaching department participated in the study. The results showed that EFL student teachers know the needs and interests of students who need special education SEN (SEN; education of individuals with special education needs). However, the results indicate that student teachers think inclusive education practices were not implemented effectively during the COVID-19 pandemic. The results reveal that the study participants have adequate knowledge and positive perspectives toward inclusive education.

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The purpose of this study is to explore Turkish EFL learners’ ambiguity tolerance at a state university, Turkey. In line with this main aim, to find out if there is any significant difference between Turkish male and female learners in their ambiguity tolerance of learning English is also another purpose of the study. Within this purpose, Ely’s (1995) Second Language Tolerance of Ambiguity Scale (SLTAS) was administered to 89 (52 female and 37 male) prep class students from Department of English Language Teaching and English Language Literature at a state university of Turkey. The data were collected during the academic year of 2018-2019. The findings of the study revealed that the participants’ ambiguity tolerance levels were low. There was not any statistically significant difference in students’ ambiguity tolerance of learning English regarding their gender. Based on the findings, implications and recommendations were also presented for teachers and researchers in the field of English language teaching.