| Refusal strategies of Turkish pre-service teachers of English: A focus on gender and status of interlocutor | Hülya TUNCER,Burcu TURHAN | 1–19 |
| The investigation of the relationship between Turkish EFL teachers' technological pedagogical content knowledge skills and attitudes towards technology | İshak KOZİKOĞLU,Nuri BABACAN | 20–33 |
| Academic Turkish for international students: Problems and suggestions | Dursun DEMİR,Ayten GENÇ | 34–47 |
| Evaluation of an English preparatory program at a Turkish foundation university | İlknur BAYRAM,Özlem CANARAN | 48–69 |
| The foreign language anxiety in learning German and the effects of total physical response method on students’ speaking skill | Adnan OFLAZ | 70–82 |
| Progressive vs modular system in preparatory school English language teaching program: A case of system change at a state university in Turkey | Ali Erarslan | 83–97 |
| Identification of sentence types for writing skill in teacher education | Mehmet DEMİREZEN | 98–110 |
| Effects of different reading texts on vocabulary gain, use and retention | Hatice Okyar,Abdulhamit Çakır | 111–122 |
| An investigation of pre-service EFL teachers’ attitudes towards speakers from three circles of English | Sevdeğer ÇEÇEN,Hande SERDAR TÜLÜCE | 123–139 |
| Test-taking strategies and students’ achievement in EFL reading tests | Mehmet TUNAZ,Gülden TÜM | 140–150 |
| Student perceptions of difficulties in second language writing | Nuray OKUMUŞ CEYLAN | 151–157 |
| Views of university instructors and students on English as a Lingua Franca (ELF) and World Englishes (WES) | İrfan TOSUNCUOĞLU,Özkan KIRMIZI | 158–173 |
| Students’ attitudes towards blended language courses: A case study | Hatice KARAASLAN,Nurseven KILIÇ | 174–199 |
| Refusal production via dct and role play | Tuba DEMİRKOL | 200–209 |
| The power of language tests In Turkish context: A critical study | Tuçe ÖZTÜRK KARATAŞ,Zuhal OKAN | 210–230 |
| Pre-service ELT Teachers’ Beliefs and Perceptions on 21st Century Learning and Innovation Skills (4Cs) | Hasan BEDİR | 231–246 |
| Sentence Openers in Academic Writing: A Comparison between Seminar Texts and Students’ Reflective Writing Papers | Tanju DEVECİ | 247–261 |
| EFL students’ vocabulary learning strategies and their affixes knowledge | Eko NOPRİANTO,Pupung PURNAWARMAN | 262–275 |
| The use of micro-level discourse markers in British and American feature-length films: Implications for teaching in EFL contexts | Hasan Çağlar BASOL,Galip KARTAL | 276–290 |
| Intangible cultural heritage elements in the visuals of 6th grade Turkish textbook | Bahadır GÜLDEN,Kadir KAPLAN | 291–306 |
| Cognitive processing of second language idiom comprehension: A comparative study | Burcu Aydın | 307–325 |
| Student questioning in literature circles: An investigation of forms of questioning among ELT students | Mehdi SOLHİ ANDARAB,Aynur KESEN MUTLU | 326–338 |
| The relationship between teacher burnout and organizational socialization among English language teachers | Çiğdem GÜNEŞ,Hacer Hande UYSAL | 339–361 |
| English as medium of instruction and international posture: From the perspective of students | Dinçay Köksal,Gülşah Tercan | 362–375 |
| Conceptual Socialization in EFL Contexts: A Case Study on Turkish EFL Learners’ Request Speech Acts Realization | Çiğdem Güneş,Deniz Ortaçtepe | 376–399 |