Journals / The Literacy Trek
The Literacy Trek
Call for Papers for the 2023 Special Issue: Applied Linguistics and Instructional Technologies in ELT The Literacy Trek (ISSN 2602-3768 ) is an open-access, academic journal and publishes high-quality articles in the fields of L1 and LX literacy, applied linguistics, and research that links the two. The journal is of interest to academics, researchers and those people concerned with mediating research findings to policy-makers and practitioners. The journal is a valuable resource for teachers, counselors, supervisors, administrators, policy makers, curriculum planners, and educational researchers who are interested in language and literacy studies. The Literacy Trek is a biannual journal (published in June and December); Every volume covers a calendar year and the first issue is published in June and the second is published in December. Currently, the Literacy Trek is under review by ULAKBIM for inclusion to TR DIZIN . The Literacy Trek is indexed in DOAJ (Directory of Open Access Journals), ERIH PLUS , MLA Directory of Periodicals , ASOS , and ROAD , and the journal is listed by The International Research Foundation for English Language Education (TIRF) . Note for authors: All authors need to receive "ETHICAL COMMITTEE APPROVAL" or "Institutional Review Board Approval (IRB)" for their articles before submitting to The Literacy Trek. Additionally, authors are strongly advised to get the similarity report of their manuscripts for submission. For more information, see our ethical principles and publication policy .
2017 · Cilt: 3 - Sayı: 2
| Article | Author | Pages |
|---|---|---|
| Evaluating Foreign Language Teachers’ Self-regulation Learning Promotion and Students’ Views on SRL in Writing Instruction | Ayça DİNÇER, Meral ŞEKER | 66–79 |
| EFL Students Attitudes Towards e-Learning And Effect of An Online Course on Students Success in English | Ali ERARSLAN, Ece ZEHİR TOPKAYA | 80–101 |
| The ELT Practicum in Turkey: A Meta-synthesis of 2008-2017 Qualitative Research | Eda CEYLAN, Ozgehan USTUK, İrem COMOGLU | 102–113 |
| A Case Study on Teacher Practice of Genre-Based Writing and Classroom Interaction Patterns at an Advanced Level | Fidel ÇAKMAK | 114–129 |
| Perceptions of Turkish University Students about the role of Teacher as a Mediator and Mediated Learning Experience |