This article intends to unveil the conceptualization of gender and power dynamics buried in the sequences uttered by Turkish female comedians in their stand-up performances. Investigating ten clips of staged performances, 69 gendered and 28 failed utterances are given a closer look with the help of thematic analysis under in vivo coding framework. Furthermore, the utterances are transcribed and analyzed in line with conversation analysis premises. The findings might shed light upon the content of the instances alongside discursive strategies that the comedians use to tackle gender and power issues. This defined artifact analysis attempts to put forward how the Turkish female comedians place themselves and other women with regards to power dynamics in the society under the roof of their story lines. Basing on their reactions, audiences’ attitudes towards the subject matter have been analyzed. In this respect, humor functioned in many ways such as depicting others’ expectations and impositions upon women, eradicating passivized roles assigned by the society, and so on. Overall, the analysis demonstrates that humor can have several dimensions, operating as reflecting on the experiences and societal perceptions in the eyes of a woman. Within the analyzed dataset, the instances seem to be unearthing certain patterns and recursive experiences found in the stories of the comedians.

This single-subject case study dwells on the classroom management (CM) practices during emergency remote teaching (ERT) that resulted from the COVID-19 pandemic. The participant is an English teacher, teaching young learners (aged 6-8) during the time of the study. Under the qualitative research framework, the strategies and views upon CM practices were derived from observation of 20 lessons, 4 weekly reflection reports, and a semi-structured interview. The data were transcribed, analyzed using in-vivo and descriptive coding methods, and interpreted with relating to the existing literature. As a result, it was found out that there were many factors interwoven in this subject matter, giving rise to an intricate network of developing strategies, perceptions, and roles. In this vein, various teacher roles/resources, dynamic learners' roles, a toolkit for dealing with CM issues, the intervening surrounding factors affecting the course of CM during ERT were presented and discussed within the related literature. Accordingly, practical implications upon ameliorating this process and recommendations for enhancing the understanding of the subject matter were provided.

When it comes to paying attention to the suprasegmental features of their speech, most learners of English seem to be unaware that such phenomena as stress, pitch, duration, and pausing can be of great importance regarding mutual intelligibility. Since they carry a considerable weight of establishing an intelligible conversation, it is argued that they should take part in learners' curricula. In this light, the present study is set out to examine the suprasegmental features of a non-native learner and a native speaker, deriving similarities and diversions with regards to the way they operate the suprasegmental features in their speech data. Therefore, the present study analyses and compares some suprasegmental features of the speech data gathered from a Turkish learner of English and a native speaker of American English. In this vein, fifty sentences are read aloud separately by the Turkish learner of English and the native speaker. The similarities and diversion points are presented and analyzed to highlight some recursivities within the dataset. In this way, teachers and learners of English might be informed upon certain points to improve their intelligibility.

The present study aims to discover the perceptions of teacher candidates about a teacher education program, which is a reflection of the overall education system, in a foundation university based in Turkey. Since teacher candidates are part of the system of teacher education, it might be crucial to gather their insights about the program that they are provided with. In this light, this study examines teacher candidates (n=33) perceptions through a questionnaire, which has been prepared by using Peacock's (2009) evaluation model. In addition to the questionnaire, semistructured interviews (n=3) have been held to gather in-depth qualitative data. This study might have implications for the evaluation of the ELT program from teacher candidates' point of view. The findings of the study indicate the participants' perceptions on the harmony among courses, balance of teacher and student centeredness, effectiveness of training on the usage and adaptation of materials, transferability of skills to the local context, etc. The teacher candidates also have revealed their thoughts on the strengths and weaknesses of the program while they come up with suggestions to overcome the weaknesses.