Although it is now considered that there is no need and space for new developments in a supposedly civilized and most developed era, education is facing innovations just as the changing world is. Doubtless to say, living in a changing world, everything is due to change, so is education. Education is defined as the set of activities and tasks that are designed to create desired, accurate and permanent behaviours in the individual. It has been influenced by several factors such as the intended audience, context, the relativity of accuracy, topicality of knowledge, its time-dependent applicability, and the necessity to find ways of solutions for the newly emerging problems. It has been redefined so far by taking those variables into account. Language teaching has also been shaped and molded after it has undergone several inevitable and developmental stages. With the new century, we have been introduced to novel technologies and perspectives. That being the case, it is indispensable to keep pace with the changes through up-to-date and research-supported knowledge as well as context-dependent and problem-focused solutions in a timely manner.Therefore, this collection of entries is to be taken as the representations of changing perspectives tailored according to the requirements of the continuously changing language education. They are intended to cope with the challenges and the changes in the new world of education. Each has been constructed on a necessity that has emerged as a gap in the field of language teaching. Choosing among the available practices, reinventing or adapting the old, or creating a practice anew, each contributes to the accumulation of knowledge and epistemology. The requirements of the changing time and conditions have led to new discoveries and fed new perspectives and creativity along with the recent developments in technology. Experiencing a specific example nowadays, the global breakout of Covid-19 pandemics at the beginning of 2020 has rapidly changed existing conventional dynamics of education all around the world. Precisely, educational institutions of all levels had to switch from traditional face-toface education to online education in times of crisis.Emphasizing technology integration that is an inevitably integral part of distance education in crisis times, this book "Emerging Practices and Insights iv / Emerging Practices and Insights in Language Teaching and Language Teacher Educationin Language Teaching and Language Teacher Education" includes several critical insights into technology-integrated language teaching and language teacher education.In Chapter 1, Dr. Ahmet Önal, in his chapter titled "Integration of Technology into the Microteaching Technique", writes about the obligatory integration of the latest technology into the field of language teacher education right after the breakout of the pandemic. Pinpointing the necessity to improvelanguage teachers' pedagogical and content knowledge (PCK) base, preservice teachers are also believed to strengthen their competencies in the integration of technology into their didactic skills to establish technological pedagogical and content knowledge (TPACK). Regarding the implementation of courses that have practical components in teacher training institutions, this chapter aims to give suggestions as to the implementation of microteaching in distance education with specific reference to the utilization of the latest technology within the framework of TPACK. Dr. Arzu Koçak, in Chapter 2, introduces innovative technology-based instructional tools such as internet-based reading tasks, corpus-based vocabulary activities, podcasts (EFL podcasts and learner podcasts), wikis, and blogs into foreign language education to develop learners' different language skills. She aims to provide useful information concerning how to use them in language education. She also presents their practical and helpful examples of language classroom activities designed to use these tools efficiently. In Chapter 3, Dr. Esra Yatağanbaba proposes "classroom interactional competence (CIC) as a crucial notion for language teachers to be developed in both face-to-face and online communication contexts. Through the inclass interaction for pedagogical purposes, language teachers are believed to have specific skills like creating language learning opportunities, maximizing space for learning, and mediating learning processes by shaping learning contributions through feedback. After giving the background to the study, she focuses on the relationship between CIC and Sociocultural Theory along with CIC awareness and several ways to improve through suggested activities and tools.In Chapter 4, Ilknur Kazaz puts forward that language teachers must be aware of diverse cultures in the EFL courses. All culture-related dimensions of language need to be integrated into language courses. Her chapter provides language teachers with ideas and keys that can be practised in language teaching to create culturally aware language teachers. In addition to vocabulary and grammatical knowledge, the social aspect of communication must be taught and learned to be proficient in a language, confirming that Preface / v knowledge of style and register, and the apprehension of sociocultural and sociopolitical elements, are crucial in order to function in society.Leyla Karakurt, in Chapter 5, defines and describes the novel notion of the flipped classrooms and flipped learning. Through fostering individual learning rather than group learning, flipped learning is realized with readymade videos prepared by the teacher and allows them to learn independently. It can be calibrated according to the individual learner needs and creates more space for the individuals for richer and more meaningful learning. The chapter also covers a discussion on the compatibility of flipped learning to Bloom's Taxonomy. In Chapter 6, Nuray Alagözlü and Begüm Alagözlü write on " the Pygmalion effect” in language teaching and language teacher education. In Greek mythology, Pygmalion was a talented Greek sculptor from Cyprus, who fell in love with a beautiful statue of a woman, Galatea that he had carved out of ivory which was then brought to life by Aphrodite, the goddess of love. He had shaped a woman he adored, a woman who later turned into a reality. What Pygmalion did and how his expectations came true in an enchanted way is known as the Pygmalion effect. In education, Pygmalion effect refers to the positive expectations for learners that are thought to lead to their success.In Chapter 7, with a brand new perspective aligned with the increasing frequency of mobile phones in all age groups, Dr. Ramazan Güçlü brings forward mobile-assisted language learning (MALL) in English as a foreign language context. He aims at exploring its connections with related language learning theories and language learning development. His chapter includes suggestions for EFL teachers and a list of some useful free mobile apps for EFL learners. In Chapter 8, Rohan Anthony Lewis, Clover Jones-Mckenzie, and Rolando Smith introduce writing for special purposes curriculum in a Jamaican technological university. In compulsory writing courses, to develop the writing process, the focus is shifted from general writing and rules-based grammar to text production for special purposes. As a theoretical foundation, they adopted Halliday's systemic functional grammar, focusing on writing in context and discourse structures. Thus, with this aim, workshops were prepared to guide students for the grammar of text production, like cohesion, coherence, and idiomaticity. The course was designed to lay the foundation for subsequent individual courses focusing on the reading and production of specialized texts. In Chapter 9, Dr. Sevim GÜNEŞ clarifies the aspects that affect the quality of distance education" and explicates the basic constructs of distance education (DE) in its history. Comparing the effectiveness of DE with face-to-vi / Emerging Practices and Insights in Language Teaching and Language Teacher Educationface instruction, when designed and implemented carefully and suitably in a qualified manner, has been shown to be effective in language education. The benefits of distance education may far outweigh face-to-face instruction. In Chapter 10, Dr. Ümran Üstünbaş pinpoints the significance of self-efficacy beliefs in language teacher education both in face to face and in online teaching after providing theoretical background of self-efficacy, teacher selfefficacy with its effect on teaching performance. She also sets her sights on the concept of teacher self-efficacy beliefs in online teaching. It is evident that self-sufficient, self-reliant, and independent teachers create a difference in education and achieve the goal of growing self-confident and self-contained language teachers. Both external and internal factors may play a role in one's perception of herself/himself as self-competent. Knowledge, experience, personal resources, personality, and even the institution they work for or graduate from add to their self-reliance.In Chapter 11, Vedat Kıymazarslan combines technology with distance language learning and exemplifies them in relation to the use of mobile applications, computers, and the Internet in particular. His study aims to illustrate, observe and discuss two old and one new computer-based and mobile-based applications and their effectiveness in L2 learning and teaching. Due to the emergence of an urgent and unexpected need for new technologies regarding the use of distance language learning tools, his efforts to illustrate several technology-based applications in language teaching must be assumed to be invaluable. In a field like language teaching that is always open for novelties and creativity, his entry is an excellent opportunity for language teachers and learners who desire to use new technological changes effectively in their own context. In Chapter 12, Yuntong Liu and Yan Wang, through video analysis as a basic skill for pre-service teachers, presents conversation analysis of classroom interaction as a way to train foreign language teachers giving a specific example from China. Conversation analysis (CA) embraces the analyses of both verbal and non-verbal social interaction in real-life situations. For teachers at any level, conversation analysis can be used to explore in-class instructional and learning tips for efficient teaching dependent on their research ability.