This paper aims to provide a review of studies conducted on the professional development (PD) perceptions of EFL teachers in Turkey, focusing mainly on teachers' understanding of PD, type of practices, and hindering factors, the effect of experience, age, gender, institution type on PD. The study applied the Criterion Sampling method, one of the Purposive Sampling methods, to select the articles to be reviewed. Studies meeting the criteria were examined and it was concluded that EFL teachers in Turkey have mostly positive perceptions towards Professional Development while some have negative perceptions and misperceptions of it. It is also revealed that experience and age factors make a difference not in perceptions but in preference of practice types; that women are more inclined than men and teachers in private institutions are more interested than those in public schools.

This paper examined and compared two corpora in terms of boosters, a category of interactional metadiscourse markers. Boosters strengtens the writers' existence, position, argument, claims, and commitment into the texts. One hundred articles are composed of the corpora; 50 from non-native researchers’ papers (Turkish writers), and 50 from native researchers’ papers. Two corpora were compared under 4 types of boosters: modals (type 1), adjectives and adverbs (type 2), verbs: introductory verbs and cognitve verbs (type 3), and Solidarity features/clusters (type 4). In the upshot of this research, it is seen that non-native writers overuse modal auxilarities and verbs as boosters, but underused adjectives-adverbs and Solidarity features/clusters. The two groups have similar ratios, slightly in favour of non-native writers. Besides, two group writers seem to avoid overusing boosters in their texts most probably as the literature suggests that writers intentionally avoid overusing boosters to reduce the risk of readers’ opposition and not to have personal responsibility for their arguments.