Chapter 1 Integrative Functions of the “Mini-Projects” of the Didactic Units of Language Textbooks in the Social Action-Oriented Approach (SAOA)
Chapter 2 Learning an L2 at School not Primarily to Communicate in L2, but to Better Inform Oneself in L2 and Act in L1 in One’s Country
Chapter 3 Exploring the Feasibility of Project-based Learning as One Form of Action-Oriented Learning in Turkish National Education
Chapter 4 Using Grice’s Maxims to Reflect on Project-Based Writing
Chapter 5 Training Social Actors through ELT in Vygotskian Framework: Remapping Educational Routes and Rebuilding Pedagogical Lanes
Chapter 6 The Effect of Project-based Teaching on Language Learners' Success in Social Environments
Chapter 7 Developing Global Skills through Problem-based Learning in Foreign Language Teacher Education
Chapter 8 At the Crossroads of Action-oriented Pedagogy and Online Teaching during the Covid-19 Pandemic: Constraints and Recommendations
Chapter 9 Cultural Competence in Social Action-based Learning: Theoretical and Pedagogical Perspectives
Chapter 10 An Analysis of the English Textbook İngilizce 6 in Terms of Social Action- based Learning
Chapter 11 A Case for the English Home Language Textbook: A South
African Perspective in the Further Education Training (FET) Phase in High School
Chapter 12 Common Barriers in One High School in the Further Education Training (FET) Phase: Looking at the Past Gaining in the Future
