FIRE: Futuristic Implementations of Research in Education 2022-06-11T13:57:32+00:00 Assist. Prof. Dr. Sezen ARSLAN Open Journal Systems <p><strong>Futuristic Implementations of Research in Education (FIRE)</strong><strong>&nbsp;</strong>is an international academic journal that aims to provide an international academic platform for researchers involved in education and teaching practices from all around the world.&nbsp;The&nbsp;<strong>FIRE</strong> targets at discussing futuristic implementations in educational research with international significance, and it seeks to develop novel theoretical, conceptual or methodological insights into education and teaching. The <strong>FIRE&nbsp;</strong>also aims to investigate innovative policies, strategies, and programs within the global settings. It provides a medium where an overall process of education is considered including formal, informal and non-formal education.&nbsp;</p> Editorial 2022-06-11T13:54:05+00:00 Sezen Arslan <p>Editorial</p> 2022-06-11T00:00:00+00:00 Copyright (c) 2022 Sezen Arslan How to teach the /ð/ phoneme to Indonesian and Turkish English majors: First application 2022-05-25T20:26:04+00:00 Mehmet Demirezen 2022-06-11T00:00:00+00:00 Copyright (c) 2022 Mehmet Demirezen Investigation of university students' attitudes towards the effect of technology-mediated learning on the learning process 2022-05-26T07:45:11+00:00 Nuri Babacan Cetin Guler 2022-06-11T00:00:00+00:00 Copyright (c) 2022 Nuri Babacan , Cetin Guler A comparative study on an international ELT textbook and a local textbook in terms of English as a lingua franca 2022-04-22T13:03:59+00:00 Kubra Erdogan Mukaddes Coban Dilay Isik Kirisci <p>This article aims to investigate the possible outcomes of World Englishes and English as a lingua franca in second language teaching and coursebooks. The main focus of the research is on the perspective of ELF. This study examines two English textbooks: a book with a local audience which is written by the Ministry of Education of Turkey, and a book with an international audience which is internationally published. To analyze these coursebooks, Cortazzi's and Jin's (1999) and Adaskou, Britten, and 'Fahsi's (1990) frameworks divided the cultural content of the materials into three different culture types were adopted. The study's findings indicated that the ELT textbooks tended to be different in the way they represented L2 and international cultural content.</p> 2022-06-11T00:00:00+00:00 Copyright (c) 2022 Kubra Erdogan, Mukaddes Coban, Dilay Isik Kirisci An evaluation of EFL coursebooks used in state schools in Turkey based on teachers' opinions 2021-10-30T16:22:00+00:00 Halil Ibrahim Sahin <p>Despite the recent technological innovations and methodological developments in the field of education, coursebooks still hold their ground as the most prominent teaching material. In this study, coursebooks provided by the Ministry of National Education (henceforth MoNE) in Turkey were evaluated based on the views of EFL teachers. Participants were 100 teachers working at different levels of state schools in Bolu Province. Data were collected through English Language Teaching Textbook Evaluation Checklist developed by Nimehchisalem and Mukundan (2015). Results were analyzed using SPSS 26. In addition to the checklist, semi-structured interviews were conducted with nine volunteering EFL teachers, and the results were analyzed using Nvivo 12 qualitative analysis tool. More than 75% of the teachers reported content about the books in terms of their relation to curriculum and teaching goals. However, the items regarding four skills, pronunciation, and learner centeredness were relatively lower as compared to the others.</p> 2022-06-11T00:00:00+00:00 Copyright (c) 2022 Halil Ibrahim Sahin A comparative study on the use of hedging devices across ELT MA and PhD theses 2021-11-06T16:51:59+00:00 Sevcan Bayraktar-Cepni Emel Kulaksiz <p>A growing body of literature is concerned with how L2 writers in English make their claims in academic discourse when compared with L1 writers. However, there is not enough research that compares writers with different levels of academic achievement in the same discipline. This study aims to fill this gap by focusing on the distribution of hedging devices and possible variations in how hedging devices were employed by MA and Ph.D. graduates in English Language Teaching Discipline in their theses. To this end, a corpus with a 93725-word count from discussion sections of 24 MA theses and a parallel corpus with a 145498-word count from 14 Ph.D. theses were compiled, and the data were carefully analyzed via the AntConc software program. The results were reported with tables and interpreted in detail, revealing that MA theses tend to include significantly more hedging devices, which can be attributed to the MA students' need to make the 'writer's stance' relatively less obvious in their theses when compared to their Ph.D. counterparts.</p> <p> </p> <p> </p> 2022-06-11T00:00:00+00:00 Copyright (c) 2022 Sevcan Bayraktar-Cepni, Emel Kulaksiz