FIRE: Futuristic Implementations of Research in Education <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> en-US (Assist. Prof. Dr. Sezen ARSLAN) (Assist. Prof. Dr. Nurdan KAVAKLI (Publisher)) Fri, 29 Oct 2021 18:45:43 +0300 OJS 60 Editorial <p>Editorial</p> Sezen Arslan; Nurdan Kavaklı Copyright (c) 2021 Sezen Arslan; Nurdan Kavakl? Fri, 29 Oct 2021 00:00:00 +0300 A Descriptive Study on Test Anxiety among Foreign Language Learners <p>Test anxiety has considerable effects on the English as a foreign language (EFL) context. Thus, it is necessary to research the issue to provide concrete and realistic solutions to test anxiety. Moreover, research on anxiety in the Turkish EFL context mainly focuses on the sources and effects of foreign language anxiety. This study aims to find the test anxiety levels among Turkish EFL learners and explore whether test anxiety levels differ regarding certain variables. In this descriptive and correlational research, a background questionnaire and the Foreign Language Test Anxiety Scale (FLTAS) were administered to 246 participants studying at preparatory schools. After presenting the descriptive data, t-test, ANOVA, Kruskal Wallis-H Test were conducted to examine the differences in test anxiety and variables. The study concluded that EFL learners suffer from test anxiety at a moderate level. The results also indicated that test anxiety levels significantly differ regarding certain variables such as age, gender, socio-economic background, types of high schools and departments graduated, language proficiency and achievement levels, study skills, and test types administered.</p> Selami Aydin, Ferdane Denkci-Akkas, Tulin Turnuk, Asiye Basturk-Beydilli, Ilknur Saydam Copyright (c) 2021 Selami Aydin, Ferdane Denkci-Akkas, Tulin Turnuk, Asiye Basturk-Beydilli, Ilknur Saydam Fri, 29 Oct 2021 00:00:00 +0300 Improving Psychological and Emotional Well-Being of the First-Year College Students <p>Almost half of the students who begin college are not retained at the institution in which they began. The purpose of this research was to explore the perceptions of first-year college students to improve their psychological and emotional well-being. This quantitative study utilized the College Student Mentoring Scale that includes two interrelated constructs which are, Psychological and Emotional Support and The Existence of a Role Model. The research found that multiple factors impact first-year students' perceptions of their psychological and emotional well-being. Additional findings indicated that response levels were highest for The Existence of a Role Model. It is the intention that this study will add to the somewhat limited research on improving the psychological and emotional well-being of first-year college students in higher education. Also, it will assist in future policies and practices by providing a foundation of the components that influence first-year student success through improving the effectiveness of peer mentoring programs.</p> Dyan Robinson, Olcay Yavuz Copyright (c) 2021 Dyan Robinson, Olcay Yavuz Fri, 29 Oct 2021 00:00:00 +0300 A Pilot Study on the Efficacy of College Textbook Reading and Multicultural Learning among Undergraduate Psychology Students <div class="page" title="Page 2"> <div class="layoutArea"> <div class="column"> <p>Engaging undergraduate students in upper-level psychology coursework that fosters empathy through readings of societal relevance is essential in understanding and respecting the complexity of a multicultural society. The goal of this pilot study was to measure the cultural sensitivity of students who engaged in an instructor-guided, collaborative research proposal on child welfare using a conventional textbook (n=36, Conventional Group [CG]) versus students who engaged in close readings of an unorthodox text covering clinical cases of adverse childhood experiences (ACEs) (n=31, Unconventional Group [UG]). We administered an adaption of the Cultural Diversity Assessment Inventory (CDAI) to 67 students enrolled in an ethnically diverse urban university and assessed the following areas: a) creating a multicultural society, b) cultural awareness, and c) cross-cultural communication. Results showed that multicultural awareness was higher in the UG than in the CG, suggesting that course discussions on clinical case studies enhanced the idea of a multicultural society than focusing on hypothesis testing in smaller student research teams. Both groups showed no differences in cultural awareness and cross-cultural communication and agreed that more cross-cultural course work is needed. Pedagogical aspects of course design for a more diverse classroom climate are further discussed.</p> </div> </div> </div> Billal Abel Atamnia, Arisha Andha, Haydee Soriano, Peri Yuksel Copyright (c) 2021 Billal Abel Atamnia, Arisha Andha, Haydee Soriano, Peri Yuksel Fri, 29 Oct 2021 00:00:00 +0300 The Acquisition of Any- Type English Negative Polarity Item by Turkish L2 Learners of English <div class="page" title="Page 2"> <div class="layoutArea"> <div class="column"> <p>The present study investigates the acquisition of any- type negative polarity items (NPIs) by advanced Turkish learners of English. It explores whether Turkish learners are aware of the ungrammaticality of using any- with a negative expression at the beginning of a sentence because of the violation of the c-commanding relationship and whether there is any significant difference between native speakers and advanced learners of English in their grammaticality judgments. Data were gathered through a grammaticality judgment test consisting of 14 any-type NPIs items and 14 distractor items. Data were collected from 32 advanced learners of English and 15 native English speakers. The findings showed that 62 % of the advanced English speakers interpreted ungrammatical any usage as grammatical, which may indicate overgeneralization of explicit instruction; however, when the NPIs were in the object position instead of the subject position, there was a noticeable difference in grammaticality judgments. Lastly, a significant difference existed between native speakers and advanced speakers in the judgment of grammaticality when any- is used in the subject position, which may be because they have not achieved native-like proficiency yet. In the end, the recommendations and pedagogical effects of this study are presented.</p> </div> </div> </div> Ayse Gul Ozay-Demircioglu Copyright (c) 2021 Ayse Gul Ozay-Demircioglu Fri, 29 Oct 2021 00:00:00 +0300