Welcome to Novitas-ROYAL

A peer-reviewed journal of Children's Research Center-Turkey

Apeer-reviewed journal of Children's Research Center-Turkey, Novitas-ROYAL (Research on Youth and Language) is an open access, international, and fully refereed (peer-reviewed) journal devoted to research and critical discussion about all aspects of language, linguistics and learning and teaching of foreign languages. Our journal publishes new content biannually, one issue in April and one in October. The language of the journal is English and access to the journal’s published content is free of charge. We welcome research using qualitative, quantitative or mixed methods as long as the methods employed are described in a sound manner. The primary aim of the journal is to help accumulate knowledge of how foreign languages, cultures, and literatures have the potential to change the lives of students. [...] Read More


This issue was prepared for publication in the light of significant changes and events. First of all, Novitas-Royal underwent an editorial change, which has become a tradition of our journal. Accordingly, I would like to thank all the previous editors Arda ARIKAN, Olcay SERT and Sezgi SARAÇ for their great contributions and incessant efforts in developing our journal. Secondly, the COVID-19 pandemic broke out while we were working to prepare this issue for publication, causing many difficulties for all authors, reviewers, and our editorial team. Therefore, I also owe special thanks to each author, reviewer, and editorial team member as they worked harder for this issue while struggling with many other difficulties during this difficult period. With this issue, we have started our fourteenth volume. In this issue, the articles explore practices, perceptions, and academic achievement in learning environments to add to the literature and support future research on youth and language. We hope that you enjoy reading the articles in this issue.

The first article by Khan and Taş compares one locally designed English language coursebook and one of its global counterparts in terms of the speaking activities they incorporate. Employing a taxonomy for classification of speaking activities, they reveal that the locally designed coursebook involves fewer speaking activities. Accordingly, authors underline the need for integrating genuinely communicative speaking activities into locally designed coursebooks.

The second article by Eğinli and Solhi investigates pre-service teachers’ perceived social self-efficacy and foreign language anxiety, along with the relationship between them. One of the significant findings of this study is that a great number of pre-service teachers lack a high level of perceived social self-efficacy, and a negative correlation is also found between pre-service teachers’ perceived social self-efficacy and foreign language anxiety. Therefore, the authors suggest that pre- service teachers need more opportunities to use English outside the classroom so that they feel more self- efficacious while speaking English.

In the next article, Sağlam and Duman aim to investigate student perceptions of source-based writing assessment using cross-sectional quantitative research design. Findings show that the participants positively perceive this type of writing assessment. Besides, the study also reveals a significant relationship between proficiency level, using sources for generating ideas, and modeling grammar and vocabulary.

The fourth article by Koşar employs a case study design in order to investigate pre-service teachers’ low level of oral proficiency along with the ways to develop it. Findings also reveal that most of the participants do not regard their level of oral proficiency as adequate. More importantly, they also underline that the lack of emphasis on teaching speaking and the pressure placed on them by high-stakes testing in their prior English language learning experiences adversely affect their oral proficiency. Also, findings reveal that the significant reasons pave the way for a low level of oral proficiency are grammar- and testing-based teaching, lack of focus on teaching speaking skill, and high level of speaking anxiety. Accordingly, this study underlines the need for actions to be taken in order to support pre-service teachers’ oral proficiency development.

The penultimate article by Doğan, Çapan, and Ciğerci employs a qualitative research design and focuses on multigrade classrooms from the perspectives of classroom teachers who are obliged to teach English when necessary. One of the most important findings is that the idea of multigrade classes itself is a big problem as teaching is such classrooms imposes substantial burdens on classroom teachers who were not trained for teaching English and who do not consider themselves proficient enough to teach English. In order to enhance the quality of teaching in such classes, the study highlights the need for designing a curriculum responsive to particular needs and requirements of multigrade classes.

The last article by Sarandi investigates in-service teachers’ attitudes towards English as a lingua franca in the Iranian context, employing a mixed-methods approach. Findings of the study show that most of the teachers prefer materials produced by native speakers and native speakers’ norms while teaching pronunciation, and grammatical accuracy, yet when it comes to teaching multicultural awareness, most teachers take ELF-informed attitudes. Considering the teachers’ diverse attitudes towards native-speakerism and EFL, this study underlines the need for more well-designed teacher training programs.

To conclude, we thank our readership for their continued support. In addition, should you have any feedback, or wish to submit an article for publication, we ask that you contact us so that we may continue to grow and improve this journal.

Mehmet Galip ZORBA, Ph.D.