The present study aims to reveal the reflective teaching practices and the barriers that the EFL instructors in Türkiye associate with reflective teaching. In this respect, the extent to which EFL instructors engage in reflective teaching, the EFL instructors’ reflective teaching practices, the perceived barriers of EFL instructors to reflective teaching, and the extent to which EFL instructors’ reflective teaching practices change depending on their gender, age, graduate degree, and work experience were investigated. Thus, a mixed-methods study design was adopted, and both qualitative and quantitative data were collected through a scale and an interview. The participants in the study were selected using a convenience sampling method, and 40 EFL instructors participated in the first stage of the study by completing the scale. Six instructors also volunteered for semi-structured interviews. The data obtained from the qualitative and quantitative means were analysed separately. Initially, SPSS 22 was used to analyse the quantitative data, and MAXQDA was used for the analysis of the interviews. The results demonstrated that reflective teaching is not a frequent practice employed by the EFL instructors in Türkiye, although they believe that reflective teaching is efficient in enhancing their teaching. The underlying reason for the lack of reflective practices among EFL instructors was based on the barriers that the participants encountered, such as heavy workload, lack of knowledge, and lack of motivation. Certain practical implications were presented to increase the reflectivity among EFL instructors as a result of the study. The study is valuable since it offers practical implications to improve reflective teaching. Additionally, it makes a unique contribution to the literature as it stands out as one of the rare investigations focusing on reflective teaching.

The current study set out to examine the component structure and psychometric qualities of the Zuberbühler et al. (2021) created Coaching-Based Leadership Scale (CBL) in a Turkish sample. 556 instructors who worked in public and private schools across Turkey provided the research's data. The scale items were first translated and backwards-translated by professionals who speak Turkish and English. The scale was then given to specialists so they could review it for correctness and consistency in light of the comments they had received. The scale's language equivalency was determined through a pilot research, and then its structural validity was investigated in a Turkish population. The findings of exploratory factor analysis (EFA), which was carried out for the scale's validity investigation, were assessed using confirmatory factor analysis (CFA). The scale features a two-factor structure with 16 components, according to the EFA results. The scale's model-data fit was found to be at an acceptable level by the CFA findings. The reliability coefficient of Cronbach Alpha for the scale was found to be 0.94. The correlation coefficient of the scale between the two apps was found to be.93 based on the test-retest findings. These findings suggest that the scale can be a viable and trustworthy instrument for assessing the coaching-based leadership levels of Turkish school principals, as evidenced by the scale's stability over time.

The aim of this study is to examine the effects of digital game-based learning applications on middle school students’ attitudes toward the social studies course and their problem-solving skills. A quasi-experimental design, one of the quantitative research methods, was employed in the study. The research population consisted of 7th-grade students in Uşak, Turkey. The sample was selected through criterion sampling, and a school with a computer laboratory was chosen. The study included 36 students in the experimental group and 36 students in the control group. The Problem-Solving Skills Scale and the Social Studies Attitude Scale were used as data collection tools. The findings revealed that digital game-based learning had a positive and significant effect on students’ problem-solving skills and their attitudes toward the social studies course.

English-Medium Instruction (EMI) is now a common approach in higher education, however, teaching subject content entirely in English can cause significant anxiety on university lecturers while conducting their profession. This study probes tertiary EMI contexts to uncover the main causes of such anxiety by reviewing recent research on certain databases through a range of key words on anxiety and EMI. As a result of the review, 24 research studies found relevant for the scope of the present study, and they were analyzed through content analysis paying attention to general terms and themes. The results indicate that anxiety often results from the expectations of delivering the subject knowledge in a qualified way while teaching it in English, managing culturally diverse classrooms, meeting institutional standards of performance, and managing role conflict between staying an expert in the subject content and being a language facilitator. The research admittedly highlights practical suggestions for reducing anxiety, for instance, tailored professional development activities, diminishing and redistributing workloads, and setting more exact role definitions of EMI lecturers. Finally, the research suggests longitudinal studies such as phenomenological ones. All in all, the research could be significant in highlighting anxiety individually with an aim to guide stakeholders, ultimately enabling EMI lecturers to deliver quality education with confidence.