Despite the recent, increasing interest in the research of formulaic language which constitutes a significant part of languages, there is little research on formulaic language use in registers such as classroom teaching and textbooks. Therefore, this article aims to investigate a) formulaic language use of EFL learners in multi-task oral proficiency exams consisting of an individual and a paired task, b) the task type in which these learners use more formulaic language, and c) whether the use of formulaic expressions is related to their fluency and overall proficiency scores. The data were gathered from the content analyses of video recordings of oral proficiency exam belonging to 190 EFL learners with different proficiency levels according to the description of CEFR and the course book used at School of Foreign Languages at a state university in Turkey. The findings indicate that EFL learners used formulaic language which they were exposed to through their course books in oral proficiency exams with different tasks; they used more formulaic language in the paired tasks in which they interact with another exam taker and their use was significantly related to their scores of fluency and language proficiency.Keywords: Formulaic language, oral proficiency exams, textbook, fluency, overall proficiency. ÖZ:Dil kullanımında sağladığı kolaylıklardan ötürü kalıp ifadelerin kullanımına yönelik son yıllarda yapılan çalışmaların sayısındaki artışa rağmen, bu ifadelerin dil öğretiminde ya da ders kitaplarında nasıl kullanıldığına dair yapılan çalışmaların sayısının yeterli olmadığı görülmüştür. Bu eksiklik göz önünde bulundurularak yürütülen bu çalışmanın amacı a) İngilizceyi yabancı dil olarak öğrenen öğrencilerin ders kitaplarında yer alan kalıp ifadeleri tekli ve ikili görevlerden oluşan konuşma becerisini ölçme sınavlarında nasıl kullandıklarını b) bu öğrencilerin ne tür görevlerde (tekli ya da ikili) daha çok kalıp ifade kullandıklarını, c) kalıp ifade kullanmalarının konuşma sınavından aldıkları akıcılık puanları ya da genel dil başarılarıyla ilgili olup olmadığını araştırmaktır. Çalışmanın verileri, Türkiye'de bir devlet üniversitesinin Yabancı Diller Yüksekokulu'nda dil eğitimi alan Avrupa Ortak Ölçüt Çerçevesi tanımlamasına göre (CEFR) farklı seviyede dil kullanma becerisine sahip 190 öğrencinin konuşma sınavlarına ait kayıtların ve okulda kullanılan ders kitabının kalıp ifadeler kullanımına yönelik içerik analizleri karşılaştırılarak toplanmıştır. Çalışmanın bulguları, İngilizceyi yabancı dil olarak öğrenen öğrencilerin çoklu görevlerden oluşan konuşma sınavlarında ders kitaplarında gördükleri kalıp ifadeleri kullandıklarını; dahası bunları ikili görevlerde daha çok kullandıklarını ve bu ifadeleri kullanmalarının söz konusu sınavdaki akıcılık puanları ve genel dil başarılarıyla doğrudan ilişkili olduğunu ortaya koymuştur.Anahtar sözcükler: Kalıp ifadeler, konuşma sınavları, ders kitabı, akıcılık, dil başarısı.

Teacher self-efficacy and metacognitive awareness could be regarded as significant in teaching and teacher education due to psychological and cognitive aspects of them which are directly linked to quality of teaching since 21st century skills which involve elaborate use of cognitive skills also necessitate teachers having those skills as well, which is part of metacognitive awareness. Thus, this paper presents findings of a mixed-method study that has been conducted with pre-service (N=97) and in-service (N=53) English language teachers on their perceived levels of teacher self-efficacy and metacognitive awareness and aimed to explore any similarities or differences between the two groups in the two variables taking into account that a comparison could reveal further issues to consider such as factor leading to them. For this purpose, teacher self-efficacy scale developed and validated by the researchers and Metacognitive Awareness Inventory (Schraw & Dennison, 1994) were administered to the participants and followed by semi-structured interviews focusing on in-depth analyses of quantitative data. The findings indicated that in-service teachers had higher levels of metacognitive awareness than pre-service teachers whereas levels of their teacher self-efficacy were not significantly different. Qualitative data, on the other hand, suggested a number of factors leading to that difference.

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Purpose: Prospective teachers are trained with essential knowledge and skills in teacher education programs of all teaching fields at education faculties of universities in Turkiye. In addition, graduates of specific departments at faculties also have a chance to become a teacher by successfully completing pedagogical formation certificate programs. Thus, it is a matter of question what the main purpose of undergraduate students when beginning to study or studying at these departments is: becoming a teacher or not. Along with this inquiry, this paper presents a quantitative study focusing on reasons for department choice of undergraduates studying at English Language and Literature (ELL) department and their attitudes towards being a language teacher within the scope of teacher self-efficacy beliefs. Design/Methodology/Approach: Data of this quantitative study were collected from 220 undergraduates studying at English Language and Literature department of a state university in Turkiye by administering scales on the research purpose. Findings: The findings suggested that the primary reason reported was an interest in the department with knowledge and skills to be gained, which was followed by becoming an English language teacher with high level of teacher self-efficacy. Highlights: Even though there is no explicit focus on becoming an English teacher as part of curricula of non-ELT departments, undergraduates studying at these programs consider being an English teacher as the primary career option, which could lead to a need to evaluate curricula of these programs and teacher education.

Article InfoRegulation of cognition (Schraw & Dennison, 1994) that involves planning and strategy use of individuals is one of the two aspects of metacognition. Language programs are likely to promote learners' cognitive skills such as thinking critically or use of strategies, thus, metacognition is also involved in second language research (eg., Ellis, Denton & Bond, 2014;Zhang, 2001). One of the language skills in which strategies are commonly used is reading, so various strategies are taught in language classes. Although reading strategies are part of instruction in language teaching, it is still unexplored how or to what extent learners use them especially in EFL setting (Yayli, 2016). Thus, this paper presents a descriptive study that explores both EFL learners' strategy use and cognitive processes while reading. Participants of the study were 30 students (15 high level learners and 15 low-level learners) learning English at the language program of a state university in Turkey. The participants were taught three global reading strategies in a five-week study and their strategy use was examined through think-aloud protocols after presenting them reading passages appropriate for their levels. Overall, findings put forward that strategy use in reading was related to being a good or bad reader rather than language proficiency and instruction was found to play a role in these learners' strategy use.