Abstract: Compulsory English preparatory programs (EPPs) in which undergraduate students receive English language education aim to provide their students with not only general English proficiency but also the academic competence required for their departmental courses taught in English. Conducting needs analysis (NA) is regarded as the crucial first step in identifying learners’ needs and designing a needs-driven course. This NA aimed at unveiling the English language needs of undergraduate engineering students in the EAP courses. By adopting a convergent parallel mixed methods research design, the data were collected by means of quantitative and qualitative data collection tools. 256 undergraduate engineering students participated in the questionnaire which gathered information on the importance levels of academic skills for the EAP learners. Eight focus group interviews with 41 undergraduate engineering students and semi-structured interviews with three EAP instructors were conducted to understand the necessities, lacks and wants of EAP learners regarding their EAP courses. The quantitative data were analysed by descriptive analysis using SPSS, whereas the qualitative data were analysed via thematic analysis. The questionnaire findings showed that academic speaking skills were considered to be the most important for the participants. The qualitative data supported those findings with a need for academic vocabulary knowledge. Within the light of the findings, it has been suggested that EAP-related content should be added into the curriculum of EPP to make it compatible with EAP courses in the engineering faculty. The participants also emphasized the need for collaboration between the preparatory school and the faculty.

This qualitative case study examines the inner speech experiences of pre-service EFL (English as a foreign language) teachers during their courses in L2 (second/foreign language) and teaching practicum. Inner speech diaries maintained by twelve Turkish pre-service teachers of English over a four-week period captured the participants’ private reflections on various aspects of their learning and teaching processes, including task management, emotional regulation, and professional observations. The findings revealed six prominent themes during the coursework phase: task-related concerns, irrelevant thoughts, well-being, classroom dynamics, emotional responses, and perceptions of teacher quality. Similarly, six themes emerged during the teaching practicum: irrelevant thoughts, student characteristics, mentoring quality, teaching skills, well-being, and future aspirations. Notably, some themes, such as well-being and irrelevant thoughts, were consistent across both contexts, reflecting shared challenges like anxiety, distraction, and emotional fatigue. Themes specific to the practicum highlighted the participants' growing awareness of classroom dynamics and professional responsibilities. This research contributes to the limited body of literature on inner speech in second language acquisition by emphasizing its dual role as both a cognitive aid and a mirror to the learner’s emotional and situational contexts.

The aim of this study is to investigate the awareness and attitudes of in-service EFL teachers toward the applications of reflective teaching in their practices. Adopting a qualitative approach, five in-service EFL teachers were interviewed to comprehend their perceptions and integration of reflective teaching, the challenges they face in the process of implementation, and the extent of training and support they receive. At the end of the study, the findings revealed that EFL teachers have a positive attitude towards reflective teaching and use reflective practices in their teaching to a certain extent. However, the study also highlighted a need for more formal training and support from educational institutions to assist the teachers to overcome challenges and enhance the implementation of reflective teaching methods. These findings underline the importance of continuous professional development and institutional support in fostering effective reflective teaching practices among EFL educators.

This study investigates the differences in motivation towards English language learning among 1st, 2nd, 3rd, and 4th-year students in the English Language Teaching (ELT) program at a state university. The participants comprised 167 ELT students: 50 first-year students (41 females and 9 males), 50 second-year students (45 females and 5 males), 43 third-year students (35 females and 8 males), and 25 fourth-year students (17 females and 8 males). To examine the students’ integrative, instrumental, resultative, and intrinsic motivation, a questionnaire adapted from Tsai and Chang (2013) was administered. The findings indicate that students across all academic years exhibit resultative, instrumental, and intrinsic motivation. However, 1st and 2nd year students demonstrated lower levels of integrative motivation, while 3rd and 4th year students showed higher levels of integrative motivation. In terms of gender, no statistically significant differences were found between male and female participants. Nevertheless, female students displayed higher levels of resultative, instrumental, and intrinsic motivation, whereas male students exhibited higher levels of integrative motivation.

In recent decades, language education has focused on TELL research, that is expanding however there has been dearth of systematic review of TELL studies from the Web of Science Core Collection, the most demanding journals, spanning from 2006 to date. Lack of composite analyses hinders our understanding of the field's global footprint and methodological issues. To address this gap, the researcher systematically reviewed a data set of 20 open-access articles published between 2006 and 2025. This systematic review following PRISMA, searched on the key variables publication years, geographic publication, research aims, research design, participants, instruments, and status quo of TELL findings. The findings demonstrate a dramatic increase in TELL studies since 2015 and led primarily by the U.S., Taiwan, and China. Based on the research trend, it appears there are studies focused on the evaluation of different aspects of the digital tools, pedagogical framework development, and the learning and teaching contexts. There is a predominance of university students as study participants and most studies relied upon mixed methodologies. The tools identified included surveys, learners & educators learning management (LMS) system use, virtual reality technologies (VR), and bibliometric software for article analyses. While learning outcomes in general have been favorable, there are still some realities such as user overload (motivational), sociocultural factors, and teacher readiness that remain. Adjudicated by studies published, this systematic review provides valuable insights and one important contribution in particular: a mapping of two decades of TELL studies and has highlighted regions of the world that are underrepresented and learner identities that are limited within studies. This recent review has shed light on the need for TELL studies to consider broader learner identities, not just certain learner contexts, on broader research on developing contact-sensitive/informed pedagogies, and research has demonstrated a lack of theoretically informed pedagogies