| 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 |