The present study aimed at investigating higher education L2 learners in a Turkish context in terms of writing self-efficacy, writing anxiety, and the causes of writing anxiety. The data have been collected through the Second Language Writing Anxiety Inventory (SLWAI), developed by Cheng, (2004), and Causes of Writing Anxiety Inventory (CWAI), and Writing Efficacy Scale (WES), developed by Yavuz-Erkan (2004). The participants of the study are 172 English Language and Literature students enrolled in a Turkish state university. Descriptive, variance and correlation analyses were conducted in order to analyze the data. The results indicate that the participants have a moderate level of writing self-efficacy in terms of content, accuracy, design and unity sub-components of writing self-efficacy and have a high level of efficacy in punctuation. In relation to writing anxiety, the participants were found to have a moderate level of writing anxiety. The results of the study suggest that male students have higher levels of writing self-efficacy and they suffer less from writing anxiety. The study also indicated that the major causes of writing anxiety on the part of Turkish L2 learners were time pressure and negative evaluation of the teacher. Finally, correlation analysis indicated that there is a strong negative correlation between writing self-efficacy and writing anxiety.Hassan (2001, p. 4) defines second language writing anxiety as "a general avoidance of writing and of situations perceived by the individuals to potentially require some amount of writing accompanied by the potential for evaluation of that writing". Likewise, Daly (1978) also believes that writing anxiety is a situation in which a learner avoids the task of writing in the second language on account of the fact that writing necessitates some amount of formal evaluation by the teacher. In a similar vein, Bloom (1981, p. 104) defines second language writing anxiety as "highly situation specific, seems to be self-limiting, is relatively visible, and more importantly appears to be Results Research question 1: What is the level of among Turkish EFL university students' writing self-efficacy?The initial aim of the study was to determine the level of Turkish higher education EFL learners' writing self-efficacy. Table 1 presents the descriptive statistics about writing self-efficacy. In order to analyze EFL learners' writing self-efficacy with its sub-dimensions, the results of 172 participants were grouped as low, medium, and high.

The aim of the present paper is to measure the technological pedagogical content knowledge (TPACK) of preservice EFL teachers learning to teach English as a foreign language (EFL). In order to collect data, a survey, designed and validated by Başer et al. (2016), was used. The survey consists of five sections which are technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK) and a fifth section that combines technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK items. This survey intends to assess pre-service EFL teachers' competencies in pedagogies and technologies. The present study is quantitative in nature. The participants of the study are 77 pre-service EFL teachers. The results indicate that pre-service EFL teachers have a satisfactory level of competence in technological pedagogical content knowledge; yet, there are also some areas in which they need development.

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The aim of the present study was to measure the effect of the flipped classroom on vocabulary learning in terms of both receptive and productive vocabulary. To do this, a post-test experimental research design was implemented. The participants of the study are 58 high school students. The experimental group was exposed to a four-week flipped instruction in which they worked on the pre-prepared videos designed by the teacher. The practice was done collaboratively inside the classroom. The control group was taught the target vocabulary in the traditional way in which the vocabulary presentation took place in the classroom and the practice was done as homework. Following the instruction of each group of words, a vocabulary quiz was administered to both groups. The results were analyzed by using the SPSS package program. The experimental group's perceptions of the flipped classroom were also evaluated through an open-ended questionnaire. Depending on the results, it can be stated that the flipped classroom holds promise for the language learning process in terms of vocabulary learning.

Self-concept, self efficacy, and self-regulation are three important factors that predict the success of L2 learners to a large extent. Therefore, the present study was designed to measure the academic self-concept, self efficacy, self-regulation level of higher education students in relation to academic achievement and self-evaluation and secondarily to investigate the correlation between academic self-concept, selfefficacy, and self-regulation. In the present study, academic self-concept was conceptualized as comprising of two main components: academic confidence and academic effort. The participants of the study are 130 higher education EFL (English as a Foreign Language) learners enrolled in English Language and Literature department. Liu and Wang's (2005) academic self-concept scale was used as the main data collection tool. It consists of two sub-scales; academic confidence and academic effort scales. A four-item questionnaire was formed by examining the literature in order to measure self-efficacy and Motivated Strategies for Learning Questionnaire (MSLQ), developed by Pintrich et al. (1991), was used to measure self-regulation beliefs of students. Descriptive, variance, correlation and regression analyses were conducted in order to analyze the data. The results indicated that higher education Turkish EFL learners have a moderate-to-high level of self-concept, self-efficacy, self-regulation, and self-evaluation. High achieving students were found to have higher levels of selfregulation, self-evaluation and academic confidence. Correlation analysis indicated that all of the variables of the study are highly correlated with academic success and regression analysis revealed that self-efficacy was the most important predictor of academic success.