| The relationship between L2 motivational self system and willingness to communicate in learning English as a foreign language | Hüseyin ÖZ,Nihan BURSALI | 1–11 |
| A lexico-semantic analysis of Philippine indie song lyrics written in English | Johann Christian V. RİVERA,Alejandro Sapıtan BERNARDO | 12–31 |
| A sociolinguistic analysis of slangy expressions in Nigerian pidgin | Cynthia Nkechinyere ODOGWU | 32–43 |
| Comprehension of conversational implicature in an Iranian EFL context: A validation study | Mahmoud SAMAİE,Maha ARİYANMANESH | 44–62 |
| The evaluation of instructors’ views on the use of semiotics in English classrooms | İsmail Fırat ALTAY,Fulda KARAAZMAK | 63–73 |
| Hedging and academic writing: an analysis of lexical hedges | Cüneyt DEMİR | 74–92 |
| The development of forms of negation in the acquisition of Turkish | Vildan İnci KAVAK | 93–110 |
| Becoming a professional: Exploring EFL pre-service teachers’ conceptions of an effective foreign language teacher | Şule GÖKSEL,Anıl RAKICIOĞLU SÖYLEMEZ | 111–135 |
| Negative polarity, scope of negation and negative phrases in Turkish | Emrah GÖRGÜLÜ | 136–149 |
| Student views on the maintenance of peace education in glocal second language setting | Ayşegül TAKKAÇ TULGAR | 150–161 |
| Feedback for writing or writing for feedback? | Faranak Abbaszad TEHRANİ | 162–178 |
| The students’ perceptions of the use of L1 in EFL classes: A Private Anatolian High School Sample | Orhan KOCAMAN,Erdinç ASLAN | 179–189 |
| Training teachers on corpus-based language pedagogy: Perceptions on using concordance lines in vocabulary instruction | Gamze ÇALIŞKAN,Safiye İpek KURU GÖNEN | 190–210 |
| What do young EFL learners’ written texts tell us about their productive vocabulary knowledge? | Suzan KAVANOZ,Burcu VAROL | 211–225 |
| Factors affecting teacher motivation and demotivational-reasoning in a second service area school in Turkey: A single-case research | Muzaffer BARIN,Turgay HAN,Şahin SARI | 226–242 |
| The effect of genre-based instruction on foreign language writing anxiety | Kutay UZUN,Ece ZEHİR TOPKAYA | 243–258 |
| Engagement Strategies for Unknown Vocabulary in L2 texts: Idioms | Nuray ALAGÖZLÜ | 259–271 |
| Voice onset time as an indicator of interlanguage: Evidence from Turkish-accented English | Mehmet KILIÇ | 272–284 |
| An investigation into the recognition and production of pitch patterns of if-clauses by Turkish pre-service teachers of English | İbrahim Halil TOPAL | 285–300 |
| Understanding the linguistic variation in English as a lingua franca among Arab siblings | Fawzi AL GHAZALİ | 301–315 |
| The relationship between teachers’ written feedback preferences, self-efficacy beliefs and burnout levels | Dinçay KÖKSAL,Emrah ÖZDEMİR,Gülşah TERCAN,Süleyman GÜN,Emrah BİLGİN | 316–327 |
| Semantic analysis of adjectival forms in Japanese: A comparison with Turkish adjectival participles | Esra KIRA | 328–341 |
| Does indirect writing assessment have any relevance to direct writing assessment? Focus on validity and reliability | Faruk KURAL | 342–351 |
| Does commissioning process matter? Understanding translation quality with a case of tourism promotional texts | Novriyanto NAPU | 352–363 |