Corpus literacy is “the ability to use the technology of corpus linguistics to investigate language and enhance the language development of students (Heather & Helt, 2012, p.417). The recent literature focused primarily on the perceptions of students and teachers about corpus use in learning and teaching vocabulary or investigated corpus literacy alone; but EFL teachers’ corpus literacy with a particular emphasis on vocabulary is not explored. This study used a mixed-methods research design to investigate the corpus literacy of EFL instructors and their perceptions of using corpora to teach second-language vocabulary. A total of 41 EFL instructors working in 17 different state universities in Turkey participated in the study. Data were gathered through a questionnaire and semi-structured interviews. The results showed that the EFL instructors had low to medium levels of corpus literacy. In addition, there was no correlation between corpus literacy and the teaching experience of the participants. The results also showed that despite their familiarity with corpora, the instructors had never used one to teach vocabulary. Furthermore, the majority of the participants learned about corpora and corpus tools during their PhD and MA studies in English language teaching and linguistics, mostly through coursework and publications.

This study aims to examine the impact of interactional strategy training on dyadic interaction patterns during peer interaction. 28 undergraduate students between the ages of 18 and 22 participated in the study. The participants consisted of two groups: the experimental group, which received interactional strategy training, and the control group, which performed the same pair tasks as the experimental group but did not receive strategy training. The study employed a mixed-methods research design collecting quantitative and qualitative data through pre-, post- and delayed-post speaking tasks, self-evaluation forms, and semi-structured interviews. Transcripts of pre-, post-, and delayed-post tasks were analyzed to identify interaction patterns and enumerate the interaction strategies used by the dyads. Analysis of dyadic interaction reveals that training in interactional strategies improves the quality of peer interaction and leads to a shift from non-collaborative to collaborative interaction when performing pair tasks. Analysis of the self-evaluation forms and interviews shows that participants in the strategy group benefited greatly from the strategy training and gained a heightened awareness of their interactional behaviors. Participants also reported improvements in their fluency, interaction skills, strategy use, and affective states such as motivation, confidence, and self-esteem.

Listening skill, which gains momentum with the increase of digitalized resources in the globalizing world, puts language learners who can make use of listening strategies one step ahead. This paper sought to investigate the listening strategy use of EFL undergraduate students in relation to their foreign language listening performance. 157 EFL students at a state university, who were aged between18-23 participated in the study. This descriptive study employed a quantitative approach. Nakatani's ( 2006) Oral Communication Strategy Inventory (OCSI) was used for data collection purposes. A listening test was also administrated to the participants in order to measure their listening comprehension. The statistical analyses revealed that the participants mostly employed negotiation for meaning strategy followed by scanning and getting the gist strategies. The results also indicated that only getting the gist strategy was a significant predictor of L2 listening performance. A statistically significant difference between high and low-achieving L2 listeners was also found on negotiation for meaning, getting the gist, scanning, and nonverbal strategies.