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


EDITORIAL WELCOME FOR VOLUME 10 ISSUE 2 (OCTOBER 2016)

With this issue, Novitas-ROYAL celebrates the completion of its tenth year of publication. Since the onset of this journal, the authors, editors and reviewers have endeavored to add to the academic discourse on youth and language and cross disciplinary themes related to this. Thus it is once again a great pleasure to present this issue of Novitas-ROYAL to our readership, and I would like to thank all those who have contributed to both this issue and those previous to it as their combined efforts have brought it to fruition.

The opening article is by Koban Koç and is on examining the possible effects of socioeconomic status in relation to prospective English language teachers’ academic achievement. In the second article, Ölmezer-Öztürk and Öztürk examine English language learners’ perceptions and preferences of the types and timings of oral corrective feedback. The third research study by Bozdoğan focuses on the diversity in young learners’ perceptions of gender stereotypes and highlights the importance of integrating multicultural issues in curriculum and instruction. The following study by Şahin-Kızıl and Savran reports English language learners’ use of ICT tools to self-regulate their own language learning outside the formal instructional setting with a total number of 777 tertiary level participants receiving intensive language instruction. Following this, Türkdoğan and Sivell focus on examining the relationship between Day and Bamford’s principles for promoting extensive reading to second language learners, and the factors indicated by the self-determination theory of motivation. The closing article of this issue is by Karakaş, Uysal, Bilgin and Bulut. The authors present the findings of a two-phase research study on Turkish learners’ perceptions of native English-speaking teachers and non-native English-speaking teachers. The study aims to explore if there exists any meaningful differences in perceptions between the learners’ first encounter with their teachers and within the course of time.

To conclude, we would like to thank our readership for their invaluable support and welcome any feedback as to how we might improve Novitas-ROYAL in our future publications.

We hope you enjoy the present issue.