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


Welcome to volume 8 issue 2 of Novitas-ROYAL (Research on Youth and Language). We have been publishing research articles on language education with an emphasis on youth and language since 2007. On behalf of all Editorial Board members, I would like to thank once more to the scholars who contributed to our journal as reviewers and authors for the past seven years.

In this issue, Khan and Can Daşkın investigates teacher-trainees’ perceptions of their knowledge of idioms and the related data reveal that the participants hardly use idioms in the materials they design. The second article by Thompson examines how a group of teachers perceive gesturing followed by viewing a practitioner’s video performance. The results suggest that teachers fully acknowledge the importance of gestures while attributing similar functions to specific gestures while teaching. In the third article, Leyland conceptualizes the relationship between information requests and subsequent provision of help in interactions between native and non-native teachers and finds that such relationship is not always straightforward. His findings have great potential to inform further research on epistemics in L2 interactions. In the fourth article, Bektaş-Çetinkaya focuses on the effect of a cultural content program on pre-service teachers’ intercultural competence. Her findings signal the importance of developing pre-service teachers’ cultural knowledge along with intercultural awareness. Finally, Yeni-Palabıyık examines high school students’ burnout levels and finds that 12th grade male students have the highest burnout and depersonalization rate while 10th grade female students have a decrease in their professional efficacy levels.

We are looking forward to meeting you in our next issue that is planned to be published in April 2015.

Arda Arikan
Akdeniz University, Turkey