| Dealing with in-class challenges: Pre-service teacher cognitions and influences | Şeyda Selen ÇİMEN,Ayşegül DALOĞLU | 754–772 |
| Gender positioning in the visual discourse of Algerian secondary education EFL textbooks: Critical image analysis vs teachers’ perceptions | Ziad KHALİD,Ouahmiche GHANİA | 773–793 |
| An investigation of pre-service English teachers’ level of technopedagogical content knowledge | Cihat ATAR,Selami AYDIN,Hakkı BAĞCI | 794–805 |
| An exploratory study on pre-service teachers’ reflective reports of their video-recorded microteaching | Ahmet ÖNAL | 806–830 |
| Attitudes and perceptions of gendarmerie non-commissioned officers vocational college students towards English instruction | Nur AKSOY,Meral AKSU | 831–848 |
| ELT formation course program and pre-service teachers’ perceptions of self-disclosure | Ayhan KAHRAMAN | 849–860 |
| Teachers ' opinions on the use of L1 in EFL classes | Sevim İNAL,İrmak TURHANLI | 861–875 |
| Student teachers’ attitudes towards the compulsory English courses at the Turkish universities | Muhammet Fatih GÖKMEN | 876–894 |
| Learning while teaching: Student teachers’ reflections on their teaching practicum | Dinçay KÖKSAL | 895–913 |
| Situated learning in translator and interpreter training: Model United Nations simulations | Gökçen HASTÜRKOĞLUGOKCEN.HASTURKOGLU@ATİLİM.EDU.TR | 914–925 |
| Is it really difficult to produce correct th (/ð / and /θ/) sounds in English for EFL Learners? A case study in Northern Cyprus. | Halil ERCAN,Naciye KUNT | 926–936 |
| Translation and language and cultural policies: The importance of political cognizance in audiovisual translator training | Şirin OKYAYUZ | 937–952 |
| Pre-service teachers’ perceptions of practicum through reciprocal peer mentoring and traditional mentoring | Seyit Ahmet ÇAPAN,Hasan BEDİR | 953–971 |
| Validity and reliability study of the attitude scale towards second foreign language learning | Şaban ÇETİN,Yusuf BUDAK,Filiz ÇETİN,A. Selcen ARSLANGİLAY | 972–988 |
| Does being taught by native English-speaking teachers promote improvement in speaking skill more? | Gülten KOŞAR | 989–999 |
| In search of developing practical knowledge in pre-service EFL teachers: A proposed model | Sibel ERSEL KAYMAKAMOĞLU | 1000–1010 |
| The effects of interactive teaching strategies on speaking skills of students learning Turkish as a second language | Tuncay TÜRKBEN | 1011–1031 |
| The effect of creative writing activities on elementary school students’ creative writing achievement, writing attitude and motivation | Gökçen GÖÇEN | 1032–1044 |
| Review of studies focused on bilingualism | Hülya SÖNMEZ | 1045–1068 |
| Evaluating the effect of writing instructions on students' writing skills | Mehmet Fidan | 1069–1082 |
| The effect of Quantum learning model on foreign language speaking skills, speaking anxiety and self-efficacy of secondary school students | Mehmet ALTIN,Asuman Seda SARACAOĞLU | 1083–1104 |
| Identification of translation procedures for culture specific items in a short story | Mesut KULELİ | 1105–1121 |
| A technological pedagogical content knowledge (TPACK) sssessment of pre-service EFL teachers learning to teach English as a foreign language | Arif SARIÇOBAN,İrfan TOSUNCUOĞLU,Özkan KIRMIZI | 1122–1138 |
| Implementation of context-based vocabulary teaching method in Turkish language instruction for foreigners | Neşe ÖZKAN,Muammer NURLU | 1139–1154 |
| Teaching in culturally and linguistically diverse classrooms: Turkish EFL instructors’ experience | Rana YILDIRIM | 1155–1170 |
| A qualitative inquiry into the application of 9th grade EFL program in terms of the CEFR | Erkan YÜCE,İsmail Hakkı MİRİCİ | 1171–1187 |
| Causality related to coreferential and reciprocal structures in Ewe | Phillips Kofi Atsu LARNYO,Nathaniel GLOVER-MENİ | 1188–1203 |
| The relationship between intercultural sensitivity and English language achievement | Fatma ÇİLOĞLAN,Mehmet BARDAKÇI | 1204–1214 |