| Editor’s Foreword | Serkan ÖZEL | 1–1 |
| Special Issue on Distance Teaching/Learning during the COVID-19 Pandemic: Challenges and Responses | Duygu UMUTLU, Nur YİĞİTOĞLU APTOULA | 1–1 |
| Developing New Student and Instructor Roles in Online/Distance Higher Education | Derya ALTINMAKAS | 3–21 |
| In the Midst of Pandemic: Students’ Opinions on the Teaching Approaches of a Community Dance Module During Quarantine | Elenı TSOMPANAKI, Konstantinos MAGOS | 23–38 |
| Emergency Remote Teaching During COVID-19: Saudi University Teachers' Perceptions of EFL Classroom Interaction in Synchronous Online Lessons | Wala Fahad ALMİJİWL, Müge SATAR | 39–67 |
| AFFORDANCES OF LEXICON LEARNING IN PEER-PEER COMPUTER MEDIATED INTERACTION DURING COVID-19 OUTBREAK: DOING TEACHING, INITIATING AND DOING LEARNING PRACTICES | Gülşah UYAR | 69–88 |
| Fear, Despair, Love, Hate, Peace: Riding the COVID-19 Rollercoaster | Gökçen GÖK KAÇA | 89–113 |
| Student Experiences and Equity during Emergency Remote Teaching in U.S. Higher Institutions: A Literature Review | Xinyue ZUO, Denise IVES | 115–135 |
| Digital Board Games as a Tool to Boost Speaking in Foreign Language E-classes During COVID-19: Students’ Perspectives | Paraskevi THOMOU, Christina TEGOU, Thomais ROUSOULİOTİ | 137–159 |
| Exploring English Majors’ Views and Perceptions of Emergency Remote Learning, Learner Autonomy, and L1 Use in Asynchronous Video Lectures | Burcu GÖKGÖZ KURT | 161–191 |
| Special Issue on English as a Lingua Franca Practices for Inclusive Multilingual Classrooms (ENRICH) | Yasemin BAYYURT, Işıl ERDUYAN | 195–197 |
| Developing Teachers’ and Learners’ ELF State of Mind: The Principles and Premises of The ENRICH Project | Nicos SİFAKİS | 199–206 |
| ELF Communication: From Pedagogical Catalyst to ELT Game Changer | Kurt KOHN | 207–218 |
| Unveiling Teachers’ Personal Responses to Innovation | Lucilla LOPRİORE, Alessandra CANNELLİ, Valeria FİASCO, Silvia SPERTİ | 219–242 |
| Language Teachers' Responses to Multilingual Classrooms: A Linguistic Ideological Perspective | Işıl ERDUYAN, Sezen BEKTAŞ, Hakan ŞENTÜRK | 243–258 |
| Transforming into an ELF-aware Reflective Practitioner Through the ENRICH CPD Course: Insights from Greece (and beyond) | Stefania KORDİA | 259–278 |
| Adapting ELT coursebooks listening materials within an ELF-aware perspective: Voices from Greek and Italian classrooms | Lucilla LOPRİORE, Natasha TSANTİLA | 279–302 |
| Eğitimde Ölçme ve Değerlendirme Uygulamaları Ulusal Kongresi Özel Sayısı | Serkan ARIKAN, Bengü BÖRKAN | 305–305 |
| SCALING THE PROBLEMS FACED BY TEACHERS IN DISTANCE EDUCATION WITH RANK-ORDER JUDGEMENTS | Mahmut Sami YİĞİTER, Selahattin GELBAL | 307–334 |
| Student and School Characteristics Explaining the Rural- Urban Achievement Gap: TIMSS 2019 Analysis | Safiye BİLİCAN DEMİR, Özen YILDIRIM | 335–356 |
| Investigation of the Test Items Published by Ministry of National Education According to the Item Writing Guidelines | Eren Can AYBEK, Seval KULA KARTAL, Özen YILDIRIM | 357–374 |
| Self-Efficacy of Question Development, which Measures the Higher Order Thinking Skills of Science Teachers | Ahmet BOLAT, Sevilay KARAMUSTAFAOĞLU, Özgen KORKMAZ | 375–392 |
| The Learning Community Approach in Professional Development: A Measurement and Evaluation Program for Science and Mathematics Teachers | Bengu BORKAN, Engin ADER, Beyza İNCEÇAM, Arif BÖYÜKSOLAK, Emine ERKTİN, Güneş ERTAŞ, Serkan ARIKAN | 393–421 |