Attracting the attention of students in the 21st century is challenging as the students require to be more active in the learning process. For that reason, teachers should use more interesting methods and techniques to make the learning process more effective and enjoyable. With this aim, in this study, active learning and computer-assisted language learning in English language teaching lessons were used together to increase the academic success of students in English classes. The study lasted 8 months. The new method included 11 different activities.  60 4th and 5th-grade students participated in the study. They are willing and motivated to participate in the lesson. The research is mixed research which includes both qualitative and quantitative methods. While pre-speaking tests and post-speaking tests are quantitative methods, observation reports and satisfaction questionnaires were qualitative methods.  Initially, the English level of the students was A1 and at the end of the study, their English levels increased to A2. The data were collected through pre-speaking tests; post-speaking tests; a satisfaction questionnaire for the students Moreover, the researchers used the observation method to take notes of the feelings and behaviors of the students.  The researchers used a speaking rubric and observation report checklist to analyze the data. The results of the study showed that the method is effective for students in the learning process. It was observed that while learning English, the students were motivated and willing to learn as a result of the conducted activities. According to the results of the speaking exams, the students’ scores increased from 35 to 85. Moreover, students stated that they learned better by web 2.0 tools while doing activities during the lesson

This study was aimed to examine the psychometric properties of the Self-Talk Scale, which was developed to determine the self-talk frequency of individuals, in a sample of Turkish university students. The data were collected from 332 university students for the analysis. Confirmatory factor analysis was conducted to verify the four-factor structure of the scale in the examination of the psychometric properties of the scale, and the Cronbach alpha value was calculated to determine the reliability of the scale. Confirmatory factor analysis results revealed that the scale had a good fit. The Cronbach's alpha value of the scale was .88.

This study examined the reforms in teacher training programme in Ethiopia since 1994. This time is taken as a point of departure in Ethiopian education system because the education policy, which previously assumed socialist ideology was shifted to pragmatist ideology during this period.  This time also marked a fundamental shift in terms of expanding the access of education for citizens. The quality of education however suffers a lot because of the frequent changes in various aspect of the education sector such as curriculum, teacher trainings, the structure and governance of the education system etc. The most frequent one was the reforms made on teacher training program. To mention some; the pre-TESO (pre Teacher Education System Overhaul) program, the TESO, the PGDT (Post Graduate Diploma in Teaching) and currently the integrated teacher training programs. Thus, the cons and pones of the reforms in terms of the professional competence, commitment & pedagogical skills of teachers graduated in each of the three reforms need to be examined so as to maintain the strong sides from each of those modalities of training. To this end, the study employed cross sectional research method to compare and examine the competencies of the graduates in those three different training mod alities. Data were gathered from teachers who were trained in those three different modalities (Pre-TESO, TESO, and PGDT programs). It was found that the TESO graduates are more competent in terms of subject matter mastery and pedagogical skills while the pre-TESO graduates are more skilled in terms of proper evaluation of students’ learning. The PGDT graduates are found better only in terms of building rapport with their students. Thus, it is suggested that the strong sides of each of the three modalities need to be maintained with more emphasis to TESO program.

In this study, it was aimed to develop material in the form of board games, and games, which are tools for learning English and having fun, are a very effective method of learning English to improve speaking and listening skills. Furthermore, with the materials used, the selection of questions related to the life and an environment where students can associate with their lives and the construction of activities, the students' ability to read, think and respond quickly, develop their English thinking skills, and improve their pronunciation and fluency are among the other objectives of the game. This game was implemented by high school students whose English levels are B1 (intermediate English) and B2 (upper-intermediate English). A survey which was conducted to English Language teachers and high school students and the pilot study carried out determined whether this project is useful in terms of effectiveness and fun. After the pilot study, the quality of the project, and its effectiveness in learning English was measured, and the pros and cons were determined. In line with the analysis of the data obtained from the pilot study and the survey results, it was suggested to make some changes to the questions and time. On the other hand, the game was appreciated and seen as effective for learning by the students. The game implied that the teachers could use this kind of game as a learning tool by having fun with the English.