___

• Ahn, J., & McEachin, A. (2017). Student enrollment patterns and achievement in Ohio’s online charter schools. Educational Researcher, 46(1), 44-57. https://doi.org/10.3102/0013189X17692999
• Alderson, J. C. (2000). Technology in testing: The present and the future. System, 28(4), 593–603. https://doi.org/10.1016/S0346-251X(00)00040-3
• Angell, J., DuBravac, S., & Gonglewski, M. (2008). Thinking globally, acting locally: Selecting textbooks for college-level language programs. Foreign Language Annals, 41(3), 562–573. https://doi.org/10.1111/j.1944-9720.2008.tb03312.x
• Arslan, A. (2023). Determining the Effect of University Students' Technology Usage Levels on Digital Reading Self-Efficacy. Bartın University Journal of Faculty of Education, 12(1), 73-84. https://doi.org/10.14686/buefad.993603
• Atman Uslu, N. (2022). Exploring Pre-service Teachers’ Perception Regarding Factors in Technology Integration with Q Methodology. Bartın University Journal of Faculty of Education, 11(3), 543-558. https://doi.org/10.14686/buefad.1001562
• Balıkcıoğlu Akkuş, G. & Altay, İ. F. (2023). Instructor’s Written Feedback in Emergency Remote Teaching: EFL Learners’ Perspectives. Bartın University Journal of Faculty of Education, 12 (1), 47-56. https://doi.org/10.14686/buefad.977978
• Biyik, C. O. (2007). A preliminary evaluation of the distance English language teacher training program (DELTTP) in Anadolu University, Turkey. Turkish Online Journal of Distance Education-TOJDE, 8(1), 143–162.
• Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. Routledge.
• Collins, J. (1992). Our ideologies and theirs. Pragmatics, 2(3), 405–415.
• Comeaux, P. (2002). Communication and collaboration in the online classroom. Anker.
• Compton, L. K. (2009). Preparing language teachers to teach language online: A look at skills, roles, and responsibilities. Computer Assisted Language Learning, 22(1), 73-99. https://doi.org/10.1080/09588220802613831
• Coskun, H. (2009). Türkiye ve Almanya’da yabancı dil öğretmeni yetiştirme programlarının karşılaştırılması [The comparison of teacher training programmes in Turkey and Germany]. C.Ü. Sosyal Bilimler Dergisi, 33(1), 61–73.
• Center for Research on Educational Outcomes (CREDO). (2015). Online charter school study. Stanford University. https://credo.stanford.edu/sites/g/files/sbiybj6481/f/online_charter_study_final.pdf
• Doğançay-Aktuna, S., & Kızıltepe, Z. (2005). English in Turkey. World Englishes, 24(2), 253-265. https://doi.org/10.1111/j.1467-971X.2005.00408.x
• Dunworth, K. (2008). Ideas and Realities: Investigating good practice in the management of transnational English language programmes for the higher education sector. Quality in Higher Education, 14(2), 95–107. https://doi.org/10.1080/13538320802278099
• Edmodo. (2022). About Edmodo. Retrieved from https://go.edmodo.com/about/
• Er, K. O. (2006). Evaluation of English curricula in 4th and 5th grade primary schools. Ankara University, Journal of Faculty of Educational Sciences, 39(2), 1–25.
• Erdem, A. (2009). Comparing the language curriculums of Turkey and Ireland. Procedia Social and Behavioral Sciences, 1(1), 529–535. https://doi.org/10.1016/j.sbspro.2009.01.095
• Eyal, L. (2010). The reciprocity between learning-content management system (LCMS) and the assessment of learners in E-learning courses (Unpublished doctoral dissertation). Bar-Ilan University, Ramat-Gan, Israel.
• Fox, R. K., & Diaz-Greenberg, R. (2006). Culture, multiculturalism, and foreign/world language standards in U.S. teacher preparation programs: Toward a discourse of dissonance. European Journal of Teacher Education, 29(3), 401–422. https://doi.org/10.1080/02619760600795270
• Greenier, V., Derakhshan, A., and Fathi, J. (2021). Emotion regulation and psychological well-being in teacher work engagement: a case of British and Iranian English language teachers. System, 97:102446. https://doi.org/10.1016/j.system.2020.102446
• Grenfell, M., Kelly, M., & Jones,D. (2003). The European language teacher: recent trends and future developments in teacher education. Peter Lang.
• Gredler, M. E. (1996). Educational games and simulation: A technology in search of a research paradigm. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 521-540). Simon & Schuster Macmillan.
• Grosse, C. U., & Benseler, D. P. (1991). Directory of foreign language teacher preparation programs in the United States: A preliminary report. In Acting on Priorities: A Commitment to Excellence. Report of Southern Conference on Language Teaching, FL, 20p.
• Güven, I., & Demirhan Iscan, C. (2006). The reflections of new elementary education curriculum on media. Ankara University, Journal of Faculty of Educational Sciences, 39(2), 95–123. https://doi.org/10.1501/Egifak_0000000142 Harris, J. (2009). Late-stage refocusing of Irish-language programme evaluation: Maximizing the potential for productive debate and remediation. Language Teaching Research, 13(1), 55-76. https://doi.org/10.1177/1362168808095523
• Jeong, K.-O. (2017) Preparing EFL student teachers with new technologies in the Korean context. Computer Assisted Language Learning, 30(6), 488-509. https://doi.org/10.1080/09588221.2017.1321554
• Jiang, A. L. (2022). Identity work as ethical self-formation: the case of two Chinese EFL teachers in the context of curriculum reform. Frontiers in Psychology, 12, 6355. https://doi.org/10.3389/fpsyg.2021.774759
• Jiang, A. L., and Zhang, L. J. (2021). Teacher learning as identity change: the case of EFL teachers in the context of curriculum reform. TESOL Quarterly, 55(1), 271–284. https://doi.org/10.1002/tesq.3017
• Karakas, A. (2012). Evaluation of the English Language Teacher Education Program in Turkey. ELT Weekly, 4(15). Retrieved from http://www.eltweekly.com/elt-newsletter/2012/04/vol-4-issue-15-research-article-evaluation-of-the-english-language-teachereducation-program-in-turkey-by-ali-karakas/
• Kassambara, A. (2020). Ggpubr: ’ggplot2’ based publication ready plots. https://CRAN. R-project.org/package=ggpubr
• Kim, C. J. H., & Padilla, A. M. (2020). Technology for educational purposes among low-income Latino children living in a mobile park in Silicon Valley: A case study before and during COVID-19. Hispanic Journal of Behavioral Sciences, 42(4), 497-514. https://doi.org/10.1177/0739986320959764
• Lee, Y.-F., Altschuld, J. W., & Hung, H.-L. (2008). Practices and challenges in educational program evaluation in the Asia-Pacific region: Results of a Delphi study. Evaluation and Program Planning, 31(4), 368–375. https://doi.org/10.1016/j.evalprogplan.2008.08.003
• Lei, M. (2022). Teachers’ Perceptions of Curriculum Innovation in English Language Teaching in China. Wuhan: Huazhong University of Science and Technology Press.
• Lei, M., & Medwell, J. (2022). The Changing Role of Chinese English-as-Foreign-Language Teachers in the Context of Curriculum Reform: Teachers’ Understanding of Their New Role. Frontiers in Psychology, 13:904071. https://doi.org/10.3389/fpsyg.2022.904071
• Lei, P., & Xu, J. (2022). Development of college English teachers’ psychological empowerment scale: a validation study. Frontiers in Psychology, 13:846081. https://doi.org/10.3389/fpsyg.2022.846081
• Liang, X., & Creasy, K. (2004). Classroom assessment in web-based instructional environment: Instructors’ experience. Practical Assessment, Research, and Evaluation, 9(1), 7. https://doi.org/10.7275/84mr-wp41
• Llosa, L., & Slayton, J. (2009). Using program evaluation to inform and improve the education of young English language learners in US schools. Language Teaching Research, 13(1), 35–54. https://doi.org/10.1177/1362168808095522
• Lozano, A. S., Sung, H., Padilla, A. M., & Silva, D. M. (2002). Evaluation of professional development for language teachers in California. Foreign Language Annals, 35(2), 161–170. https://doi.org/10.1111/j.1944-9720.2002.tb03152.x
• Lozano, A. S., Sung, H., Padilla, A. M., & Silva, D. M. (2008). A statewide professional development program for California foreign language teachers. Foreign Language Annals, 37(2), 301–309. https://doi.org/10.1111/j.1944-9720.2004.tb02202.x
• Luke, C. L., & Britten, J. S. (2007). The expanding role of technology in foreign language teacher education programs. CALICO Journal, 24(2), 253–267.
• Lynch, B. K. (1990). A context-adaptive model for program evaluation. TESOL Quarterly, 24(1), 23–42. https://doi.org/10.2307/3586850
• Masood, M. (2010). An Initial Comparison of Educational Technology Courses for Training Teachers at Malaysian Universities: A Comparative Study. Turkish Online Journal of Educational Technology-TOJET, 9(1), 23-27.
• Mercader, C., & Gairín, J. (2020). University teachers' perception of barriers to the use of digital technologies: the importance of the academic discipline. International Journal of Educational Technology in Higher Education, 17(1), 4. https://doi.org/10.1186/s41239-020-0182-x
• Muslem, A., Yusuf, Y. Q., & Juliana, R. (2018). Perceptions and barriers to ICT use among English teachers in Indonesia. Teaching English with Technology, 18(1), 3-23.
• Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific Region. TESOL Quarterly, 37(4), 589-613. https://doi.org/10.2307/3588214
• Oguz, A. (2009). An evaluation of suitability of practices in teacher training programs for the constructivism depending on the teacher trainees’ views. Ankara University, Journal of Faculty of Educational Sciences, 42(1), 129–155. https://doi.org/10.1501/Egifak_0000001141
• Ornstein, A. C., & Hunkins, F. P. (2014). Curriculum: Foundations, principles and theory. Sage.
• Peacock, M. (2009). The evaluation of foreign-language-teacher education programmes. Language Teaching Research, 13(3), 259–278. https://doi.org/10.1177/1362168809104698
• Posavac, E. J., & Carey, R. G. (2003). Program evaluation methods and case studies (6th ed.). Prentice Hall. R Core Team (2022). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. https://www.R-project.org/
• Rivera, G. M., & Matsuzawa, C. (2007). Multiple-language program assessment: Learners’ perspectives on first- and second-year college foreign language programs and their implications for program improvement. Foreign Language Annals, 40(4), 569–583. https://doi.org/10.1111/j.1944-9720.2007.tb02881.x
• Rolstad, K., Mahoney, K., & Glass, G. V. (2005). The big picture: A meta-analysis of program effectiveness research on English language learners. Educational Policy, 19(4), 572–594. https://doi.org/10.1177/0895904805278067
• Romeo, K., & Dyer, M. (2004). Adapting to changing needs: A teacher-led Japanese FLES program. Learning Languages, 10(1), 10–15.
• Schmid, E. C., & Hegelheimer, V. (2014). Collaborative research projects in the technology-enhanced language classroom: Pre-service and in-service teachers exchange knowledge about technology. ReCALL, 26(3), 315-332. https://doi.org/10.1017/S0958344014000135
• Seferoğlu, G. (2006) Teacher candidates' reflections on some components of a pre‐service English teacher education programme in Turkey. Journal of Education for Teaching, 32(4), 369-378. https://doi.org/10.1080/02607470600981953
• Selvi, K. (2010). Motivating factors in online courses. Procedia - Social and Behavioral Sciences, 2(2), 819-824. https://doi.org/10.1016/j.sbspro.2010.03.110
• Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
• Stahl, N. A., & King, J. R. (2020). Expanding approaches for research: Understanding and using trustworthiness in qualitative research. Journal of Developmental Education, 44(1), 26-28.
• Sullivan, J. H. (2006). The importance of program evaluation in collegiate foreign language programs. The Modern Language Journal, 90(4), 590–593.
• Tao, J., and Gao, X. (2017). Teacher agency and identity commitment in curricular reform. Teaching and Teacher Education, 63, 346–355. https://doi.org/10.1016/j.tate.2017.01.010
• Uslu, Z. (2006). Almanca Öğretmenliği bölümlerinde secmeli kırk kredilik İngilizce dersinin etkileri [The effect of the elective forty-credits English course in the German language teacher training departments]. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 19, 415–430.
• Uzun, L. (2016). The educational and technical courses in the ELT program in Turkey: Do they contribute to ICT skills? Cogent Education, 3(1), 1-12. https://doi.org/10.1080/2331186X.2016.1141454
• Vähäsantanen, K. (2015). Professional agency in the stream of change: Understanding educational change and teachers' professional identities. Teaching and Teacher Education, 47, 1-12. https://doi.org/10.1016/j.tate.2014.11.006
• Vähäsantanen, K., and Eteläpelto, A. (2009). Vocational teachers in the face of a major educational reform: Individual ways of negotiating professional identities. Journal of Education and Work, 22(1), 15-33. https://doi.org/10.1080/13639080802709620
• Yang, H. (2015). Teacher mediated agency in educational reform in China. Springer International Publishing. https://doi.org/10.1007/978-3-319-15925-6
• VERBI Software. (2019). MAXQDA 2020 [computer software]. Berlin, Germany: VERBI Software. Available from https://maxqda.com
• Wickham, H. (2016). ggplot2: Elegant Graphics for Data Analysis. Springer-Verlag New York. https://ggplot2.tidyverse.org.
• Yang, Y. T. C., Chen, Y. C., & Hung, H. T. (2022). Digital storytelling as an interdisciplinary project to improve students’ English speaking and creative thinking. Computer Assisted Language Learning, 35(4), 840-862. https://doi.org/10.1080/09588221.2020.1750431
• Yazici, S., Yildiz Durak, H., Aksu Dünya, B., & Şentürk, B. (2022). Online versus face-to-face cheating: The prevalence of cheating behaviours during the pandemic compared to the pre-pandemic among Turkish University students. Journal of Computer Assisted Learning, 39(1), 231-254. https://doi.org/10.1111/jcal.12743
• Yildiz, C. (2003). Yabancı dil öğretmeni yetiştirme programında yeni yapılanma (Dersler-İçerikler: Eleştirel bir yaklaşım) [A new construction in the foreign language teacher training programme (Lessons-Contents: A Critical Approach)]. Dil Dergisi, 121, 7-21.
• Yilmaz, C. (2005). How far are the teacher trainees’ communicative needs are taken into account in ELT departments? Ondokuzmayıs Üniversitesi Egitim Fakültesi Dergisi, 19, 92–103.
• Zehir Topkaya, E., & Kücük, Ö. (2010). An evaluation of the 4th and 5th grade English language teaching program. Elementary Education Online, 9(1), 52–65.
• Zoom Video Communications, Inc. (2020). ZOOM cloud meetings (Version 5.11.10). Available from https://zoom.com