| The effect of phonetic transcription on Iranian EFL students' word stress learning | Mohammad Reza GHORBANİ | 400–410 |
| Language variation: Code-mixing and code-switching in Pakistani commercials | Mehvish RİAZ | 411–419 |
| CEFR-oriented probe into pronunciation: Implications for language learners and teachers | İbrahim Halil TOPAL | 420–436 |
| The impact of the flipped classroom on receptive and productive vocabulary learning | Özkan KIRMIZI,Funda KÖMEÇ | 437–449 |
| Revisiting the socio-educational model of second language acquisition in Turkish tertiary EFL context | Seden ERALDEMİR TUYAN,Ergün SERİNDAĞ | 450–469 |
| Examination on the use of emoticon technique as a communication tool for narrative skills | Hülya SÖNMEZ | 470–483 |
| Pre-service EFL teachers' conceptions of language proficiency: Entry and exit level qualifications | Dinçay KÖSAL,Ömer Gökhan ULUM | 484–495 |
| A corpus-based analysis: The types of transition markers in the MA theses of native speakers of English and Turkish speakers of English | Zehra KÖROĞLU | 496–507 |
| Contrastive analysis of the semantic relations of connectors in argumentative texts in English and Albanian | Manjola LUBİSHTANİ | 508–519 |
| Lexical bundles in published research articles: A corpus-based study | Betül BAL GEZEGİN | 520–534 |
| Examining the use of picture books in preschool education institutions | Atiye ADAK ÖZDEMİR,Filiz HIDIR,Burcu ÖZDEMİR BECEREN | 535–559 |
| An investigation of attitude, motivation and anxiety levels of students studying at a faculty of tourism towards vocational English course | Selda ÖZER | 560–577 |
| Timing of pedagogical intervention: Oral error treatment in EFL vs. CLIL contexts in primary education in Spain | Jose Luis ESTRADA CHİCHON,Ana OTTO | 578–586 |
| The acquisition and use of negation in the early child language | Vildan İNCİ KAVAK | 587–604 |
| Dichotomy of EFL reading: Metacognition vs. proficiency | Nesrin ÖZTÜRK,Ferah ŞENAYDIN | 605–617 |
| An assessment of the perceived professional development needs of Turkish as a foreign language teachers | Nihan AYLİN | 618–632 |
| A content analysis on articles related to English (L2) pronunciation teaching | Murat HİŞMANOĞLU | 633–648 |
| A research on reading comprehension and morphological awareness levels of middle school students and the relationship between these concepts | Muhammet Raşit MEMİŞ | 649–677 |
| Translanguaging in EFL classrooms: Teachers’ perceptions and practices | Fatma YUVAYAPAN | 678–694 |
| Does the ELP promote learning English as a foreign language at tertiary level? | Burcu ŞENTÜRK,İsmail Hakkı MİRİCİ | 695–718 |
| The use of task-based language teaching method to teach terms and phrases for those learning Turkish as a second language and sample activities | Bahattin ŞİMŞEK,Sıddık BAKİR | 719–738 |
| The effect of secondary school students’ writing tendencies and self-efficacy on writing attitudes: A structural equation modeling | Faruk POLATCAN,Nurullah ŞAHİN | 739–753 |