Bir üniversite dersinde veya seminerde İngilizce not alma (NA), gerektirdiği özel akademik ve bilişsel becerilerden dolayı göz korkutucu bir iştir. Öğrencilerden, konuşmacı tarafından sunulan bilgileri anlamaları, aktarıldığı tarzı belirlemeleri, konuşmanın gerekli ve gereksiz kısımlarını ayırt etmeleri, konuşulan dili kişisel olarak ayırt edilebilir kodlara ve bilgi yığınlarına dönüştürmeleri ve önemli noktaları kaçırmadan konuşma hızında yazmaları beklenir. Not almayı, yükseköğretimdeki öğrenciler tarafından yaygın kullanılan bir kişisel çalışma aracı olarak ele alan bu çalışma, Türkiye'de bir devlet üniversitesinin İngiliz Dili ve Edebiyatı programında okutulan üniversite düzeyindeki derslerde dillerarası geçiş ve not alma arasındaki ilişkiyi anlamaya çalışmaktadır. Veriler; öğrenci notları, öğrenci ve öğretim üyesi görüşmeleri ve derslerde yapılan gözlemler yoluyla bahar döneminde toplanmıştır. Araştırma, öncelikle üniversite öğrencilerinin içerik temelli derslerde nasıl not aldıklarını araştırmayı amaçlamaktadır. Öğrencilerin ders notlarında dillerarası geçişi nasıl kullandığına özel önem verilecektir. Örnekler, öğrencilerin ikinci dilde verilen bir dersi dinlediğinde, birinci ve ikinci dil kombinasyonunda notlarını aldığını ortaya koymaktadır. Sonuçlar, dillerarası geçişin sadece öğrenciler tarafından etkileşimlerinde sözlü olarak kullanılan bir araç olmadığını, aynı zamanda not almak için potansiyel bir araç olduğunu göstermektedir. Az araştırılmış bir uygulamaya odaklanan ve ona yönelik tutumları ortaya koyan bu çalışma, öğrenci notlarında dillerarası geçiş uygulamalarının işlevlerini ortaya koymaktadır. Bu nedenle, bu konudaki araştırmanın kapsamının, yazılı uygulamalara ve bunların akademik sınıflardaki tamamlayıcı kullanımlarına genişletilebileceğini önermektedir.

Lecturing is often seen as an outdated and tedious mode of teaching in university education due to its monologue-style content delivery. However, some lecturers tend to embrace a more interactive approach to ensure a democratic and participatory learning environment, in which students are encouraged to contribute to discussions, problem-solving or critical thinking tasks. This strategy allows participants to interact and cooperate more equally, which levels the power asymmetry between lecturer and students. In the light of this discussion, the data for this study was collected through audio recordings, interviews, observations, and field notes in the English Language and Literature Department at a state university in Turkey. Seven teaching hours were audio-recorded and transcribed with Jeffersonian transcription codes (1984) for an in-depth conversation analysis of classroom lecturerstudent and student-student interaction. The data along with complementary information from interviews and notes were also used to identify the interactional architecture of academic lectures. Representative extracts are provided to illustrate how the strategies are put into use and presented in the interaction. This paper thus offers an insight into the interactive lectures and techniques used to make teaching more interactive and cooperative in contentbased classrooms, which would potentially be beneficial for lecturers to develop an awareness of their interactional habits and language alternation practices.

For successful learning, meeting the expectations of language instructors and learners is indispensable. Taking this into consideration, this study attempts to identify the preferences and expectations of adult EFL learners as to error correction. The research was carried out with 9 English instructors and 150 university students studying English at preparatory classes of Gaziantep University. Data were collected through observation, interviews with the instructors and learners as well as a questionnaire that was conducted to the both parties. The data has been analysed to identify which strategies the students perceived to be the most effective. The findings show that although the instructors and students agree on some strategies such as immediate feedback on recurring oral and written errors, they tend to be incongruous about a more frequent and immediate corrective response from the instructor as well as the learners' role and responsibilities in correcting themselves and their peers. It is concluded that there is clear divergence of attitudes between the instructors and students on how teaching practices should be tailored to meet students' needs and preferences. In this sense, the identification and moderation of different expectations will practically benefit both sides, reinforcing classroom teaching and learning.

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Resulting from the emerging demands of higher education, university instructors' roles are extending beyond their supervisory positions to those that require mediating changing conditions and keeping up with new developments. On a daily basis, they have to identify various problems, look for solutions and address them swiftly and methodically. New demands necessitate practicing teachers and instructors to become more research-engaged and informed about challenges, which, however, has aroused controversy over the blurring boundaries between teaching and researching. This study thus investigates English language instructors' research engagement at a state university in Türkiye. The data were collected using a survey developed by Borg (2009). 50 language instructors at the School of Foreign Languages participated in the study, 10% of whom (N=11) volunteered for an interview. The data have been analysed to have a better understanding of whether instructors read and do research and how they justify their preferences. As a result, this paper underlines the potential advantages of guidance for language instructors about being a teacher-researcher in the field of language education.