The introduction and wide use of devices, especially mobile ones, has changed the way learners read and do research for a variety of reasons, and this trend has attracted a number of studies conducted regarding reading on screen and on paper in addition to those dealing with the students’ behavior in using online resources to print ones. This paper aims at identifying the major findings and trends in reading research by describing the current state of knowledge and practice in the studies comparing reading on screen and on paper and to provide guidance for practitioners by analyzing and summarizing the existing research. The current review adopted a systematic review as the research methodology as well as the article selection and screening process. The articles published between 2009 and 2017 were reviewed, and 37 articles were included in the analysis. The review revealed that the research on onscreen and paper-based reading focused on comparing the learners’ performances in reading activities in both contexts and sharing preliminary findings and students’ views. However, the findings are inconclusive as mixed findings were produced as to the effects of reading on screen and on paper. Moreover, the review also indicates that practitioners are also interested in examining the factors and affordances in reading on screen. As a result, there is still further research needed to establish the factors affecting reading and comprehension while reading on screen and on paper.

During the spring semester in March 2020 and the fall semester in October 2020, tertiary-level education in Turkey underwent two different transitions into online education. This study aimed to examine the two transition periods with a focus on the course design processes of two speaking-based courses taught at a state university. Semi-structured interviews were conducted with two professors, and open-ended questionnaires were administered to students. The findings showed that professors could not tailor the design of the two courses in March as they did not have time, but they gained experience to supplement their course content, remove some activities and prioritize others, and they opted for performance-based assessment in October. This paper concludes that the transition in October needs to be differentiated with the suggested term; semi-planned transition into online education. This transition period is still affected by the crisis; however, time can be allocated to determine the needs and expectation of the stakeholders to better prepare for online education. Keywords: Transition into online education, Covid-19, Speaking-based course, English language teaching

This study aimed to explore the views of pre-service teachers (freshman students) at English Language Teaching program at a state university in Turkey towards the use of L1 (mother tongue) in English as a Foreign Language (EFL) classrooms while also investigating their actual use of L1 during an extracurricular teaching event. It also aims to find out if there is a relationship between participants’ educational background in language learning, their views towards use of L1 and their actual use of L1. This study employed a qualitative approach by collecting data through semi-structured interviews and these interviews were supported with field notes taken by the researcher. The findings showed that ELT students mostly favored the use of L2 (target language) in the classroom and stated that it must be used as much as possible; however, some participants also stated that L1 could be used depending on the proficiency of students. The analysis of the interviews showed that there was no relationship between the participants’ actual use of L1 and their educational background for the participants. Finally, the study suggests some implications towards the ELT curriculum in line with the findings.

Since Turkey started participating in Erasmus+ program in 2002, the interest in studying abroad has been growing in terms of popularity among Turkish students. With the aim of better preparing these students before their experience abroad, Bartın University decided to implement a language course for the outgoing students, and the researcher was responsible for the speaking lessons. The researcher implemented a plan that mainly included dialogue preparation, acting out and getting to know each other activities, icebreakers, and giving presentations in different contexts related to real life situations. The data was collected with the participation of four students who agreed to participate in the semi structured interviews during their stay. The result of the interviews indicated that the students felt positively towards the pre-departure speaking course and the situation-based dialogue exercises generally enabled them to better cope with the challenges they faced while they were studying abroad. Moreover, the participants also expressed that they made use of the phrases they practiced in the lessons during their stay abroad and that they could easily adapt to the similar icebreaker activities organized during the orientation weeks of the universities abroad. This study concludes with suggestions towards future pre-departure courses in preparing language learners for studying abroad.