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data-trace="false" data-dom-id="Pill-react-component-c2247969-234a-4027-b105-b08d4f16c366"></div> <div id="Pill-react-component-c2247969-234a-4027-b105-b08d4f16c366"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="79476167" href="https://www.academia.edu/Documents/in/Reflective_Practice"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Reflective Practice"]}" data-trace="false" data-dom-id="Pill-react-component-25a04b14-4447-4545-975b-04970a55183a"></div> <div id="Pill-react-component-25a04b14-4447-4545-975b-04970a55183a"></div> </a></div></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Julie Aydinli</h3></div><div class="js-work-strip profile--work_container" data-work-id="65611101"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/65611101/Supporting_Adult_English_Language_Learners_Transitions_to_Postsecondary_Education"><img alt="Research paper thumbnail of Supporting Adult English Language Learners' Transitions to Postsecondary Education" class="work-thumbnail" src="https://attachments.academia-assets.com/77132394/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/65611101/Supporting_Adult_English_Language_Learners_Transitions_to_Postsecondary_Education">Supporting Adult English Language Learners' Transitions to Postsecondary Education</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Adult education programs serve both learners who are native English speakers and those whose firs...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Adult education programs serve both learners who are native English speakers and those whose first, or native, language is not English. Native English speakers attend adult basic education (ABE) classes to learn basic skills so they can earn high school equivalency certificates or achieve other goals related to job, family, or further education. English language learners attend English as a second language (ESL) or ABE classes to improve their oral and written skills in English and to accomplish goals similar to those of native English speakers.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="82483b73f083749b9b39ca1ad0f8a9af" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":77132394,"asset_id":65611101,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/77132394/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="65611101"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="65611101"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 65611101; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="65611098"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/65611098/Workplace_Instruction_and_Workforce_Preparation_for_Adult_Immigrants"><img alt="Research paper thumbnail of Workplace Instruction and Workforce Preparation for Adult Immigrants" class="work-thumbnail" src="https://attachments.academia-assets.com/77132391/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/65611098/Workplace_Instruction_and_Workforce_Preparation_for_Adult_Immigrants">Workplace Instruction and Workforce Preparation for Adult Immigrants</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The U.S. workplace is increasingly populated with workers whose first language is not English. Da...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The U.S. workplace is increasingly populated with workers whose first language is not English. Data from the 1990 U.S. Census showed 11.6 million foreign-born workers, 9% of the total labor force of 123.5 million. By 2002, there were approximately 20.3 million foreign-born workers, 14% of a total labor force of 144.1 million. While the sheer numbers are impressive, more significant is the fact that these numbers represent a 76% growth rate for foreign-born workers, compared to a rate of only 11% for native-born workers (Grieco, 2004). Oral English fluency and literacy have long been considered to be key factors in workforce success. Since 1964, the need for immigrant adults to be proficient in English in order to be successful at work has been one reason for federal funding for adult education programs (Chiswick & Miller, 2002; Moore & Stavrianos, 1994). Adult educators across the country are seeking ways to ensure that foreign-born adults will be successful in gaining English profi...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e7995856e66c453cd64b6eca7e6e5709" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":77132391,"asset_id":65611098,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/77132391/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="65611098"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="65611098"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 65611098; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="65611095"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/65611095/Problem_Based_Learning_and_Adult_English_Language_Learners"><img alt="Research paper thumbnail of Problem-Based Learning and Adult English Language Learners" class="work-thumbnail" src="https://attachments.academia-assets.com/77132388/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/65611095/Problem_Based_Learning_and_Adult_English_Language_Learners">Problem-Based Learning and Adult English Language Learners</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Problem-based learning purposefully combines cognitive and metacognitive teaching and learning. I...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Problem-based learning purposefully combines cognitive and metacognitive teaching and learning. It is an approach that has been around since the late 1960s (Neufeld & Barrows, 1974) and engages language students in learning how to learn while they also learn language and content. Roschelle (1999) held that problem-based learning is rooted in John Dewey’s project-based pedagogy of the early 20th century (e.g., Dewey, 1929, 1933, 1938). Within the area of second language learning and teaching, problembased learning aligns with approaches in which students learn the target language by using it, rather than being presented with and then practicing predetermined language structures. Approaches based on similar principles include task-based learning (Ellis, 2003; Skehan, 1998; Willis, 1996), content-based learning (Garner & Borg, 2005; Rodgers, 2006), and project-based learning (Alan & Stoller, 2005; Lee, 2002; Moss & Van Duzer, 1998). What makes problem-based learning unique is its core ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e89d8fc7be97cdc9a3d738d69f7c4d06" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":77132388,"asset_id":65611095,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/77132388/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="65611095"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="65611095"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 65611095; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="65611092"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/65611092/Scholarly_transitions_finding_Eden_in_the_academic_periphery"><img alt="Research paper thumbnail of Scholarly transitions : finding Eden in the academic periphery?" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/65611092/Scholarly_transitions_finding_Eden_in_the_academic_periphery">Scholarly transitions : finding Eden in the academic periphery?</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">How do international doctoral students in the &#39;west&#39; make the decision to return home whe...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">How do international doctoral students in the &#39;west&#39; make the decision to return home when their studies are completed? Upon return, what types of re-adaptation problems do they face? Are they able to fully engage with the international academic community - or do they suffer from a form of Geertzian &#39;exile-from-Eden&#39; syndrome? In this study I explore these questions by looking at the cases of six Turkish scholars of Foreign Language Education and Applied Linguistics. 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=65611090]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":65611090,"title":"International Education Exchanges and Intercultural Understanding","internal_url":"https://www.academia.edu/65611090/International_Education_Exchanges_and_Intercultural_Understanding","owner_id":79476167,"coauthors_can_edit":true,"owner":{"id":79476167,"first_name":"Julie","middle_initials":null,"last_name":"Aydinli","page_name":"JulieAydinli","domain_name":"asbu","created_at":"2018-03-27T02:35:08.236-07:00","display_name":"Julie Aydinli","url":"https://asbu.academia.edu/JulieAydinli"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="65611037"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/65611037/Introduction_International_Educational_Exchanges_and_the_Promotion_of_Peace_and_Intercultural_Understanding"><img alt="Research paper thumbnail of Introduction: International Educational Exchanges and the Promotion of Peace and Intercultural Understanding" class="work-thumbnail" src="https://attachments.academia-assets.com/77132321/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/65611037/Introduction_International_Educational_Exchanges_and_the_Promotion_of_Peace_and_Intercultural_Understanding">Introduction: International Educational Exchanges and the Promotion of Peace and Intercultural Understanding</a></div><div class="wp-workCard_item"><span>International Education Exchanges and Intercultural Understanding</span><span>, Nov 25, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">International Educational Exchange is a booming business. Once an option for just a tiny, elite f...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">International Educational Exchange is a booming business. Once an option for just a tiny, elite few, it now embraces widely different populations ranging in age, focus and countries of origin and destination. Educational exchanges now involve the movement of massive numbers of individuals around the world for varying lengths of time; some self-funded others as benefi ciaries of a wide variety of private and public scholarships and grants. Exchanges are increasingly becoming a popular part of the expected university experience for undergraduate students, stereotypically characterized by the example of a single semester or academic year spent by North American students in Western Europe. 1 They are also a serious option for longer-term undergraduate or graduate study for literally millions of others. 2 While many may associate such international movement primarily with students coming to or from North America or Western Europe, exchanges of people for educational purposes in fact take place</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0d5ad3c73bcf7f6e06a3ce9060b9b6e0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":77132321,"asset_id":65611037,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/77132321/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="65611037"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="65611037"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 65611037; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="53767735"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/53767735/Selected_research_in_applied_linguistics_and_English_language_teaching_in_Turkey_2010_2016"><img alt="Research paper thumbnail of Selected research in applied linguistics and English language teaching in Turkey: 2010–2016" class="work-thumbnail" src="https://attachments.academia-assets.com/70455376/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/53767735/Selected_research_in_applied_linguistics_and_English_language_teaching_in_Turkey_2010_2016">Selected research in applied linguistics and English language teaching in Turkey: 2010–2016</a></div><div class="wp-workCard_item"><span>Language Teaching</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this state-of-the-art review, we aim to build on Alptekin & Tatar&#39;s (2011) article coverin...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this state-of-the-art review, we aim to build on Alptekin & Tatar&#39;s (2011) article covering research conducted in Turkey between 2005 and 2009, and survey published research in 31 Turkey-based journals between 2010 and 2016. As the second review paper on Turkey&#39;s English language teaching (ELT) agenda, our goal is twofold: first, to introduce the research of those researchers whose high-quality, Turkey-based work may not be known outside Turkish academia; and second, to point to recent scholarly developments that have occurred in Turkey and set these in the context of recent shifts in language teaching research worldwide. This paper presents approximately 140 articles that appeared in locally published peer-reviewed academic journals, and clearly demonstrates that Turkey as an English as a foreign language (EFL) context presents a vibrant research scene in language teaching. The reviewed works cover a wide spectrum of timely topics (e.g., computer-assisted language learni...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d5097fdbeda8e09a493e0e29597cb322" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":70455376,"asset_id":53767735,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/70455376/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="53767735"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="53767735"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 53767735; 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Native English speakers attend adult basic education (ABE) classes to learn basic skills so they can earn high school equivalency certificates or achieve other goals related to job, family, or further education. English language learners attend English as a second language (ESL) or ABE classes to improve their oral and written skills in English and to accomplish goals similar to those of native English speakers.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bcc813f20cdaae4a1e09e9a512cb19a8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":70455378,"asset_id":53767734,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/70455378/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="53767734"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="53767734"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 53767734; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="53767733"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/53767733/A_function_first_approach_to_identifying_formulaic_language_in_academic_writing"><img alt="Research paper thumbnail of A function-first approach to identifying formulaic language in academic writing" class="work-thumbnail" src="https://attachments.academia-assets.com/70455377/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/53767733/A_function_first_approach_to_identifying_formulaic_language_in_academic_writing">A function-first approach to identifying formulaic language in academic writing</a></div><div class="wp-workCard_item"><span>English for Specific Purposes</span><span>, 2011</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">There is currently much interest in creating pedagogically-oriented descriptions of formulaic lan...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">There is currently much interest in creating pedagogically-oriented descriptions of formulaic language. Research in this area has typically taken what we call a 'form-first' approach, in which formulas are identified as the most frequent recurrent forms in a relevant corpus. While this research continues to yield valuable results, the present paper argues that much can also be gained by taking a 'function-first' approach, in which a corpus is first annotated for communicative functions and formulas are then identified as the recurrent patterns associated with each function. We demonstrate this approach through a comparative analysis of introductions to student essays and research articles. Focusing on one particularly common communicative function, the analysis demonstrates that (1) this function is more common in student essays than in articles; (2) both the choice to use the function and the choice of linguistic forms that realize the function vary across subject areas in research articles, but not in student essays; (3) research articles tend to be more formulaic in expressing the function than student essays; and (4) some parts of the forms used are highly formulaic, while others are more open. The key formulas are described and suggestions made regarding their pedagogical presentation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0d6603ebf4fe3855589f88f70caf7a08" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":70455377,"asset_id":53767733,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/70455377/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="53767733"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="53767733"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 53767733; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="53767732"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/53767732/Turkish_students_and_teachers_attitudes_toward_the_use_of_interactive_whiteboards_in_EFL_classrooms"><img alt="Research paper thumbnail of Turkish students' and teachers' attitudes toward the use of interactive whiteboards in EFL classrooms" class="work-thumbnail" src="https://attachments.academia-assets.com/70455372/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/53767732/Turkish_students_and_teachers_attitudes_toward_the_use_of_interactive_whiteboards_in_EFL_classrooms">Turkish students' and teachers' attitudes toward the use of interactive whiteboards in EFL classrooms</a></div><div class="wp-workCard_item"><span>Computer Assisted Language Learning</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study explored the attitudes of students and teachers toward the use of interactive whiteboa...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study explored the attitudes of students and teachers toward the use of interactive whiteboards (IWBs) in a foreign language teaching and learning context. The study also investigated possible factors affecting teachers' and students' attitudes toward IWB technology. Data were collected through questionnaires distributed to 458 students and 82 teachers in different institutions across Turkey, ranging from primary schools to universities. Questionnaire results revealed that both students and teachers have generally positive attitudes toward the use of IWBs in language instruction and are aware of the potential uses of this technology. The statistical analysis revealed that the more teachers use IWBs, the more they like this technology. It was also found that as the number of hours of IWB exposure increases, students' awareness of the distinctiveness of IWB technology increases. Suggestions are made for further research and for administrators considering whether or not to invest in IWBs.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1f5f940cd36b7c49d8df5145dd68ab4a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":70455372,"asset_id":53767732,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/70455372/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="53767732"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="53767732"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 53767732; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="53767731"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/53767731/Problem_based_learning_and_adult_English_language_learners"><img alt="Research paper thumbnail of Problem-based learning and adult English language learners" class="work-thumbnail" src="https://attachments.academia-assets.com/70455373/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/53767731/Problem_based_learning_and_adult_English_language_learners">Problem-based learning and adult English language learners</a></div><div class="wp-workCard_item"><span>Washington, DC: Center for Adult English Language …</span><span>, 2007</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This toolkit was made possible by a grant from the Office of Vocational and Adult Education (OVAE...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This toolkit was made possible by a grant from the Office of Vocational and Adult Education (OVAE), U.S. Department of Education, and was a collaborative effort of the National Center for Family Literacy (NCFL) and the Center for Applied Linguistics (CAL). A limited number of toolkits have been printed and disseminated to state adult education and family literacy directors.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f42c4358b3c71f5891417d22772f0852" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":70455373,"asset_id":53767731,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/70455373/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="53767731"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="53767731"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 53767731; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=53767731]").text(description); $(".js-view-count[data-work-id=53767731]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 53767731; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='53767731']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f42c4358b3c71f5891417d22772f0852" } } $('.js-work-strip[data-work-id=53767731]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":53767731,"title":"Problem-based learning and adult English language learners","internal_url":"https://www.academia.edu/53767731/Problem_based_learning_and_adult_English_language_learners","owner_id":79476167,"coauthors_can_edit":true,"owner":{"id":79476167,"first_name":"Julie","middle_initials":null,"last_name":"Aydinli","page_name":"JulieAydinli","domain_name":"asbu","created_at":"2018-03-27T02:35:08.236-07:00","display_name":"Julie Aydinli","url":"https://asbu.academia.edu/JulieAydinli"},"attachments":[{"id":70455373,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/70455373/thumbnails/1.jpg","file_name":"Problem-based.pdf","download_url":"https://www.academia.edu/attachments/70455373/download_file","bulk_download_file_name":"Problem_based_learning_and_adult_English.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/70455373/Problem-based-libre.pdf?1632856709=\u0026response-content-disposition=attachment%3B+filename%3DProblem_based_learning_and_adult_English.pdf\u0026Expires=1740507433\u0026Signature=MmM0Q9JuSRbNsSoP8B50rl7HbMZQYRArS24MufTNQ-akRfO~dwVqqO3A8C22531HiUWqIkVbP5e3sq~u~3VXtrIEETmc4JPrnHMZBwHQrETeu5NS2rlHYPe-KoqkU9OujXkQfrs4GbWcLYoFEqkeYUNptnfZlrn2wu7DVwCBReOukIrArDm7tCFGMhr4BoE2QtdrWN36sxMVNGVuN1EIw3EGibeVpneZrrguOyd1i29cY-Hd6Ia4VC5bsk1H3dBi5aBZTvfbXxtn3bNg5rWiKDhU8QY6S9hXymSpmWbuIuQ333fbBUV0ZQnVFsqevOveCoJpUYraWSl9QsyUMZoK7g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="53767730"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/53767730/Overlooked_and_Understudied_A_Survey_of_Current_Trends_in_Research_on_Adult_English_Language_Learners"><img alt="Research paper thumbnail of Overlooked and Understudied? A Survey of Current Trends in Research on Adult English Language Learners" class="work-thumbnail" src="https://attachments.academia-assets.com/70455374/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/53767730/Overlooked_and_Understudied_A_Survey_of_Current_Trends_in_Research_on_Adult_English_Language_Learners">Overlooked and Understudied? A Survey of Current Trends in Research on Adult English Language Learners</a></div><div class="wp-workCard_item"><span>Adult Education Quarterly</span><span>, 2008</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article provides a synthesis and review of 41 recent research studies focusing on the popula...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article provides a synthesis and review of 41 recent research studies focusing on the population of adult English language learners (ELLs) studying in nonacademic contexts. It notes the unique qualities and importance of understanding the English-language needs of this population, provides a critical overview of the existing literature, and concludes that both more research and research from diverse methodological perspectives are necessary.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cbcc5074bec096e5a02246449ae842be" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":70455374,"asset_id":53767730,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/70455374/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="53767730"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="53767730"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 53767730; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=53767730]").text(description); $(".js-view-count[data-work-id=53767730]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 53767730; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='53767730']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cbcc5074bec096e5a02246449ae842be" } } $('.js-work-strip[data-work-id=53767730]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":53767730,"title":"Overlooked and Understudied? 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As the second review paper on Turkey's English language teaching (ELT) agenda, our goal is twofold: first, to introduce the research of those researchers whose high-quality, Turkey-based work may not be known outside Turkish academia; and second, to point to recent scholarly developments that have occurred in Turkey and set these in the context of recent shifts in language teaching research worldwide. This paper presents approximately 140 articles that appeared in locally published peer-reviewed academic journals, and clearly demonstrates that Turkey as an English as a foreign language (EFL) context presents a vibrant research scene in language teaching. The reviewed works cover a wide spectrum of timely topics (e.g., computer-assisted language learning (CALL), the European Portfolio for Student Teachers of Languages (EPOSTL), language assessment, affective factors), and present findings that have much to contribute to current discussions in the field. Nevertheless, our review also reveals some concerning trends, including an almost exclusive emphasis on practical concerns over conceptual development; shortcomings in locating research within broader disciplinary debates; and few efforts to bring together and build on local research in a manner that might allow for original and creative influences on the broader discipline. It is therefore the further aim of this article to spark debates on these issues among Turkish scholars and contribute to the strengthening of the local disciplinary community.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e93243e1a9ae4853ddbc694cc0048bc3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":70455248,"asset_id":53767641,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/70455248/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="53767641"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="53767641"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 53767641; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="36200634"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/36200634/A_Country_in_Focus_Selected_research_in_applied_linguistics_and_English_language_teaching_in_Turkey_2010_2016"><img alt="Research paper thumbnail of A Country in Focus: Selected research in applied linguistics and English language teaching in Turkey: 2010–2016" class="work-thumbnail" src="https://attachments.academia-assets.com/56101951/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36200634/A_Country_in_Focus_Selected_research_in_applied_linguistics_and_English_language_teaching_in_Turkey_2010_2016">A Country in Focus: Selected research in applied linguistics and English language teaching in Turkey: 2010–2016</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://miis.academia.edu/DenizOrtactepe">Deniz Ortactepe</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://asbu.academia.edu/JulieAydinli">Julie Aydinli</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this state-of-the-art review, we aim to build on Alptekin & Tatar's (2011) article covering re...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this state-of-the-art review, we aim to build on Alptekin & Tatar's (2011) article covering research conducted in Turkey between 2005 and 2009, and survey published research in 31 Turkey-based journals between 2010 and 2016. As the second review paper on Turkey's English language teaching (ELT) agenda, our goal is twofold: first, to introduce the research of those researchers whose high-quality, Turkey-based work may not be known outside Turkish academia; and second, to point to recent scholarly developments that have occurred in Turkey and set these in the context of recent shifts in language teaching research worldwide. This paper presents approximately 140 articles that appeared in locally published peer-reviewed academic journals, and clearly demonstrates that Turkey as an English as a foreign language (EFL) context presents a vibrant research scene in language teaching. The reviewed works cover a wide spectrum of timely topics (e.g., computer-assisted language learning (CALL), the European Portfolio for Student Teachers of Languages (EPOSTL), language assessment, affective factors), and present findings that have much to contribute to current discussions in the field. Nevertheless, our review also reveals some concerning trends, including an almost exclusive emphasis on practical concerns over conceptual development; shortcomings in locating research within broader disciplinary debates; and few efforts to bring together and build on local research in a manner that might allow for original and creative influences on the broader discipline. It is therefore the further aim of this article to spark debates on these issues among Turkish scholars and contribute to the strengthening of the local disciplinary community.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8f796f0682db03fe4c4d42614a7e1557" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56101951,"asset_id":36200634,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56101951/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36200634"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36200634"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36200634; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="8151010" id="papers"><div class="js-work-strip profile--work_container" data-work-id="65611101"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/65611101/Supporting_Adult_English_Language_Learners_Transitions_to_Postsecondary_Education"><img alt="Research paper thumbnail of Supporting Adult English Language Learners' Transitions to Postsecondary Education" class="work-thumbnail" src="https://attachments.academia-assets.com/77132394/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/65611101/Supporting_Adult_English_Language_Learners_Transitions_to_Postsecondary_Education">Supporting Adult English Language Learners' Transitions to Postsecondary Education</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Adult education programs serve both learners who are native English speakers and those whose firs...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Adult education programs serve both learners who are native English speakers and those whose first, or native, language is not English. Native English speakers attend adult basic education (ABE) classes to learn basic skills so they can earn high school equivalency certificates or achieve other goals related to job, family, or further education. English language learners attend English as a second language (ESL) or ABE classes to improve their oral and written skills in English and to accomplish goals similar to those of native English speakers.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="82483b73f083749b9b39ca1ad0f8a9af" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":77132394,"asset_id":65611101,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/77132394/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="65611101"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="65611101"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 65611101; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="65611098"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/65611098/Workplace_Instruction_and_Workforce_Preparation_for_Adult_Immigrants"><img alt="Research paper thumbnail of Workplace Instruction and Workforce Preparation for Adult Immigrants" class="work-thumbnail" src="https://attachments.academia-assets.com/77132391/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/65611098/Workplace_Instruction_and_Workforce_Preparation_for_Adult_Immigrants">Workplace Instruction and Workforce Preparation for Adult Immigrants</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The U.S. workplace is increasingly populated with workers whose first language is not English. Da...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The U.S. workplace is increasingly populated with workers whose first language is not English. Data from the 1990 U.S. Census showed 11.6 million foreign-born workers, 9% of the total labor force of 123.5 million. By 2002, there were approximately 20.3 million foreign-born workers, 14% of a total labor force of 144.1 million. While the sheer numbers are impressive, more significant is the fact that these numbers represent a 76% growth rate for foreign-born workers, compared to a rate of only 11% for native-born workers (Grieco, 2004). Oral English fluency and literacy have long been considered to be key factors in workforce success. Since 1964, the need for immigrant adults to be proficient in English in order to be successful at work has been one reason for federal funding for adult education programs (Chiswick & Miller, 2002; Moore & Stavrianos, 1994). Adult educators across the country are seeking ways to ensure that foreign-born adults will be successful in gaining English profi...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e7995856e66c453cd64b6eca7e6e5709" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":77132391,"asset_id":65611098,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/77132391/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="65611098"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="65611098"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 65611098; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="65611095"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/65611095/Problem_Based_Learning_and_Adult_English_Language_Learners"><img alt="Research paper thumbnail of Problem-Based Learning and Adult English Language Learners" class="work-thumbnail" src="https://attachments.academia-assets.com/77132388/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/65611095/Problem_Based_Learning_and_Adult_English_Language_Learners">Problem-Based Learning and Adult English Language Learners</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Problem-based learning purposefully combines cognitive and metacognitive teaching and learning. I...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Problem-based learning purposefully combines cognitive and metacognitive teaching and learning. It is an approach that has been around since the late 1960s (Neufeld & Barrows, 1974) and engages language students in learning how to learn while they also learn language and content. Roschelle (1999) held that problem-based learning is rooted in John Dewey’s project-based pedagogy of the early 20th century (e.g., Dewey, 1929, 1933, 1938). Within the area of second language learning and teaching, problembased learning aligns with approaches in which students learn the target language by using it, rather than being presented with and then practicing predetermined language structures. Approaches based on similar principles include task-based learning (Ellis, 2003; Skehan, 1998; Willis, 1996), content-based learning (Garner & Borg, 2005; Rodgers, 2006), and project-based learning (Alan & Stoller, 2005; Lee, 2002; Moss & Van Duzer, 1998). What makes problem-based learning unique is its core ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e89d8fc7be97cdc9a3d738d69f7c4d06" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":77132388,"asset_id":65611095,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/77132388/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="65611095"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="65611095"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 65611095; 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Native English speakers attend adult basic education (ABE) classes to learn the skills needed to earn high school equivalency certificates or to achieve other goals related to job, family, or further education. English language learners attend English as a second language (ESL) or ABE classes to improve their oral and written skills in English and to achieve goals similar to those of native English speakers.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="773f2efda99e64c183ed122d90531ae2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":77132386,"asset_id":65611094,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/77132386/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="65611094"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="65611094"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 65611094; 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make the decision to return home whe...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">How do international doctoral students in the &#39;west&#39; make the decision to return home when their studies are completed? Upon return, what types of re-adaptation problems do they face? Are they able to fully engage with the international academic community - or do they suffer from a form of Geertzian &#39;exile-from-Eden&#39; syndrome? In this study I explore these questions by looking at the cases of six Turkish scholars of Foreign Language Education and Applied Linguistics. 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Once an option for just a tiny, elite f...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">International Educational Exchange is a booming business. Once an option for just a tiny, elite few, it now embraces widely different populations ranging in age, focus and countries of origin and destination. Educational exchanges now involve the movement of massive numbers of individuals around the world for varying lengths of time; some self-funded others as benefi ciaries of a wide variety of private and public scholarships and grants. Exchanges are increasingly becoming a popular part of the expected university experience for undergraduate students, stereotypically characterized by the example of a single semester or academic year spent by North American students in Western Europe. 1 They are also a serious option for longer-term undergraduate or graduate study for literally millions of others. 2 While many may associate such international movement primarily with students coming to or from North America or Western Europe, exchanges of people for educational purposes in fact take place</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0d5ad3c73bcf7f6e06a3ce9060b9b6e0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":77132321,"asset_id":65611037,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/77132321/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="65611037"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="65611037"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 65611037; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="53767735"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/53767735/Selected_research_in_applied_linguistics_and_English_language_teaching_in_Turkey_2010_2016"><img alt="Research paper thumbnail of Selected research in applied linguistics and English language teaching in Turkey: 2010–2016" class="work-thumbnail" src="https://attachments.academia-assets.com/70455376/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/53767735/Selected_research_in_applied_linguistics_and_English_language_teaching_in_Turkey_2010_2016">Selected research in applied linguistics and English language teaching in Turkey: 2010–2016</a></div><div class="wp-workCard_item"><span>Language Teaching</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this state-of-the-art review, we aim to build on Alptekin & Tatar&#39;s (2011) article coverin...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this state-of-the-art review, we aim to build on Alptekin & Tatar&#39;s (2011) article covering research conducted in Turkey between 2005 and 2009, and survey published research in 31 Turkey-based journals between 2010 and 2016. As the second review paper on Turkey&#39;s English language teaching (ELT) agenda, our goal is twofold: first, to introduce the research of those researchers whose high-quality, Turkey-based work may not be known outside Turkish academia; and second, to point to recent scholarly developments that have occurred in Turkey and set these in the context of recent shifts in language teaching research worldwide. This paper presents approximately 140 articles that appeared in locally published peer-reviewed academic journals, and clearly demonstrates that Turkey as an English as a foreign language (EFL) context presents a vibrant research scene in language teaching. The reviewed works cover a wide spectrum of timely topics (e.g., computer-assisted language learni...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d5097fdbeda8e09a493e0e29597cb322" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":70455376,"asset_id":53767735,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/70455376/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="53767735"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="53767735"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 53767735; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=53767735]").text(description); $(".js-view-count[data-work-id=53767735]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 53767735; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='53767735']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="53767734"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/53767734/Supporting_Adult_English_Language_Learners_Transitions_to_Postsecondary_Education"><img alt="Research paper thumbnail of Supporting Adult English Language Learners' Transitions to Postsecondary Education" class="work-thumbnail" src="https://attachments.academia-assets.com/70455378/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/53767734/Supporting_Adult_English_Language_Learners_Transitions_to_Postsecondary_Education">Supporting Adult English Language Learners' Transitions to Postsecondary Education</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Adult education programs serve both learners who are native English speakers and those whose firs...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Adult education programs serve both learners who are native English speakers and those whose first, or native, language is not English. Native English speakers attend adult basic education (ABE) classes to learn basic skills so they can earn high school equivalency certificates or achieve other goals related to job, family, or further education. English language learners attend English as a second language (ESL) or ABE classes to improve their oral and written skills in English and to accomplish goals similar to those of native English speakers.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bcc813f20cdaae4a1e09e9a512cb19a8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":70455378,"asset_id":53767734,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/70455378/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="53767734"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="53767734"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 53767734; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=53767734]").text(description); $(".js-view-count[data-work-id=53767734]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 53767734; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='53767734']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="53767733"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/53767733/A_function_first_approach_to_identifying_formulaic_language_in_academic_writing"><img alt="Research paper thumbnail of A function-first approach to identifying formulaic language in academic writing" class="work-thumbnail" src="https://attachments.academia-assets.com/70455377/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/53767733/A_function_first_approach_to_identifying_formulaic_language_in_academic_writing">A function-first approach to identifying formulaic language in academic writing</a></div><div class="wp-workCard_item"><span>English for Specific Purposes</span><span>, 2011</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">There is currently much interest in creating pedagogically-oriented descriptions of formulaic lan...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">There is currently much interest in creating pedagogically-oriented descriptions of formulaic language. Research in this area has typically taken what we call a 'form-first' approach, in which formulas are identified as the most frequent recurrent forms in a relevant corpus. While this research continues to yield valuable results, the present paper argues that much can also be gained by taking a 'function-first' approach, in which a corpus is first annotated for communicative functions and formulas are then identified as the recurrent patterns associated with each function. We demonstrate this approach through a comparative analysis of introductions to student essays and research articles. Focusing on one particularly common communicative function, the analysis demonstrates that (1) this function is more common in student essays than in articles; (2) both the choice to use the function and the choice of linguistic forms that realize the function vary across subject areas in research articles, but not in student essays; (3) research articles tend to be more formulaic in expressing the function than student essays; and (4) some parts of the forms used are highly formulaic, while others are more open. The key formulas are described and suggestions made regarding their pedagogical presentation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0d6603ebf4fe3855589f88f70caf7a08" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":70455377,"asset_id":53767733,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/70455377/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="53767733"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="53767733"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 53767733; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="53767732"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/53767732/Turkish_students_and_teachers_attitudes_toward_the_use_of_interactive_whiteboards_in_EFL_classrooms"><img alt="Research paper thumbnail of Turkish students' and teachers' attitudes toward the use of interactive whiteboards in EFL classrooms" class="work-thumbnail" src="https://attachments.academia-assets.com/70455372/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/53767732/Turkish_students_and_teachers_attitudes_toward_the_use_of_interactive_whiteboards_in_EFL_classrooms">Turkish students' and teachers' attitudes toward the use of interactive whiteboards in EFL classrooms</a></div><div class="wp-workCard_item"><span>Computer Assisted Language Learning</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study explored the attitudes of students and teachers toward the use of interactive whiteboa...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study explored the attitudes of students and teachers toward the use of interactive whiteboards (IWBs) in a foreign language teaching and learning context. The study also investigated possible factors affecting teachers' and students' attitudes toward IWB technology. Data were collected through questionnaires distributed to 458 students and 82 teachers in different institutions across Turkey, ranging from primary schools to universities. Questionnaire results revealed that both students and teachers have generally positive attitudes toward the use of IWBs in language instruction and are aware of the potential uses of this technology. The statistical analysis revealed that the more teachers use IWBs, the more they like this technology. It was also found that as the number of hours of IWB exposure increases, students' awareness of the distinctiveness of IWB technology increases. Suggestions are made for further research and for administrators considering whether or not to invest in IWBs.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1f5f940cd36b7c49d8df5145dd68ab4a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":70455372,"asset_id":53767732,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/70455372/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="53767732"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="53767732"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 53767732; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="53767731"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/53767731/Problem_based_learning_and_adult_English_language_learners"><img alt="Research paper thumbnail of Problem-based learning and adult English language learners" class="work-thumbnail" src="https://attachments.academia-assets.com/70455373/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/53767731/Problem_based_learning_and_adult_English_language_learners">Problem-based learning and adult English language learners</a></div><div class="wp-workCard_item"><span>Washington, DC: Center for Adult English Language …</span><span>, 2007</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This toolkit was made possible by a grant from the Office of Vocational and Adult Education (OVAE...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This toolkit was made possible by a grant from the Office of Vocational and Adult Education (OVAE), U.S. Department of Education, and was a collaborative effort of the National Center for Family Literacy (NCFL) and the Center for Applied Linguistics (CAL). A limited number of toolkits have been printed and disseminated to state adult education and family literacy directors.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f42c4358b3c71f5891417d22772f0852" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":70455373,"asset_id":53767731,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/70455373/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="53767731"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="53767731"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 53767731; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=53767731]").text(description); $(".js-view-count[data-work-id=53767731]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 53767731; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='53767731']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f42c4358b3c71f5891417d22772f0852" } } $('.js-work-strip[data-work-id=53767731]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":53767731,"title":"Problem-based learning and adult English language learners","internal_url":"https://www.academia.edu/53767731/Problem_based_learning_and_adult_English_language_learners","owner_id":79476167,"coauthors_can_edit":true,"owner":{"id":79476167,"first_name":"Julie","middle_initials":null,"last_name":"Aydinli","page_name":"JulieAydinli","domain_name":"asbu","created_at":"2018-03-27T02:35:08.236-07:00","display_name":"Julie Aydinli","url":"https://asbu.academia.edu/JulieAydinli"},"attachments":[{"id":70455373,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/70455373/thumbnails/1.jpg","file_name":"Problem-based.pdf","download_url":"https://www.academia.edu/attachments/70455373/download_file","bulk_download_file_name":"Problem_based_learning_and_adult_English.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/70455373/Problem-based-libre.pdf?1632856709=\u0026response-content-disposition=attachment%3B+filename%3DProblem_based_learning_and_adult_English.pdf\u0026Expires=1740507433\u0026Signature=MmM0Q9JuSRbNsSoP8B50rl7HbMZQYRArS24MufTNQ-akRfO~dwVqqO3A8C22531HiUWqIkVbP5e3sq~u~3VXtrIEETmc4JPrnHMZBwHQrETeu5NS2rlHYPe-KoqkU9OujXkQfrs4GbWcLYoFEqkeYUNptnfZlrn2wu7DVwCBReOukIrArDm7tCFGMhr4BoE2QtdrWN36sxMVNGVuN1EIw3EGibeVpneZrrguOyd1i29cY-Hd6Ia4VC5bsk1H3dBi5aBZTvfbXxtn3bNg5rWiKDhU8QY6S9hXymSpmWbuIuQ333fbBUV0ZQnVFsqevOveCoJpUYraWSl9QsyUMZoK7g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="53767730"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/53767730/Overlooked_and_Understudied_A_Survey_of_Current_Trends_in_Research_on_Adult_English_Language_Learners"><img alt="Research paper thumbnail of Overlooked and Understudied? A Survey of Current Trends in Research on Adult English Language Learners" class="work-thumbnail" src="https://attachments.academia-assets.com/70455374/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/53767730/Overlooked_and_Understudied_A_Survey_of_Current_Trends_in_Research_on_Adult_English_Language_Learners">Overlooked and Understudied? A Survey of Current Trends in Research on Adult English Language Learners</a></div><div class="wp-workCard_item"><span>Adult Education Quarterly</span><span>, 2008</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article provides a synthesis and review of 41 recent research studies focusing on the popula...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article provides a synthesis and review of 41 recent research studies focusing on the population of adult English language learners (ELLs) studying in nonacademic contexts. It notes the unique qualities and importance of understanding the English-language needs of this population, provides a critical overview of the existing literature, and concludes that both more research and research from diverse methodological perspectives are necessary.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cbcc5074bec096e5a02246449ae842be" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":70455374,"asset_id":53767730,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/70455374/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="53767730"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="53767730"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 53767730; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=53767730]").text(description); $(".js-view-count[data-work-id=53767730]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 53767730; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='53767730']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cbcc5074bec096e5a02246449ae842be" } } $('.js-work-strip[data-work-id=53767730]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":53767730,"title":"Overlooked and Understudied? 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As the second review paper on Turkey's English language teaching (ELT) agenda, our goal is twofold: first, to introduce the research of those researchers whose high-quality, Turkey-based work may not be known outside Turkish academia; and second, to point to recent scholarly developments that have occurred in Turkey and set these in the context of recent shifts in language teaching research worldwide. This paper presents approximately 140 articles that appeared in locally published peer-reviewed academic journals, and clearly demonstrates that Turkey as an English as a foreign language (EFL) context presents a vibrant research scene in language teaching. The reviewed works cover a wide spectrum of timely topics (e.g., computer-assisted language learning (CALL), the European Portfolio for Student Teachers of Languages (EPOSTL), language assessment, affective factors), and present findings that have much to contribute to current discussions in the field. Nevertheless, our review also reveals some concerning trends, including an almost exclusive emphasis on practical concerns over conceptual development; shortcomings in locating research within broader disciplinary debates; and few efforts to bring together and build on local research in a manner that might allow for original and creative influences on the broader discipline. It is therefore the further aim of this article to spark debates on these issues among Turkish scholars and contribute to the strengthening of the local disciplinary community.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e93243e1a9ae4853ddbc694cc0048bc3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":70455248,"asset_id":53767641,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/70455248/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="53767641"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="53767641"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 53767641; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="36200634"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/36200634/A_Country_in_Focus_Selected_research_in_applied_linguistics_and_English_language_teaching_in_Turkey_2010_2016"><img alt="Research paper thumbnail of A Country in Focus: Selected research in applied linguistics and English language teaching in Turkey: 2010–2016" class="work-thumbnail" src="https://attachments.academia-assets.com/56101951/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36200634/A_Country_in_Focus_Selected_research_in_applied_linguistics_and_English_language_teaching_in_Turkey_2010_2016">A Country in Focus: Selected research in applied linguistics and English language teaching in Turkey: 2010–2016</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://miis.academia.edu/DenizOrtactepe">Deniz Ortactepe</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://asbu.academia.edu/JulieAydinli">Julie Aydinli</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this state-of-the-art review, we aim to build on Alptekin & Tatar's (2011) article covering re...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this state-of-the-art review, we aim to build on Alptekin & Tatar's (2011) article covering research conducted in Turkey between 2005 and 2009, and survey published research in 31 Turkey-based journals between 2010 and 2016. As the second review paper on Turkey's English language teaching (ELT) agenda, our goal is twofold: first, to introduce the research of those researchers whose high-quality, Turkey-based work may not be known outside Turkish academia; and second, to point to recent scholarly developments that have occurred in Turkey and set these in the context of recent shifts in language teaching research worldwide. This paper presents approximately 140 articles that appeared in locally published peer-reviewed academic journals, and clearly demonstrates that Turkey as an English as a foreign language (EFL) context presents a vibrant research scene in language teaching. The reviewed works cover a wide spectrum of timely topics (e.g., computer-assisted language learning (CALL), the European Portfolio for Student Teachers of Languages (EPOSTL), language assessment, affective factors), and present findings that have much to contribute to current discussions in the field. Nevertheless, our review also reveals some concerning trends, including an almost exclusive emphasis on practical concerns over conceptual development; shortcomings in locating research within broader disciplinary debates; and few efforts to bring together and build on local research in a manner that might allow for original and creative influences on the broader discipline. It is therefore the further aim of this article to spark debates on these issues among Turkish scholars and contribute to the strengthening of the local disciplinary community.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8f796f0682db03fe4c4d42614a7e1557" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56101951,"asset_id":36200634,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56101951/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36200634"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36200634"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36200634; 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