| The necessity of teaching culture in English as a foreign language courses: Iranian perspective | Farzaneh SOLGİ,Dara TAFAZOLİ | 1–11 |
| The exploration of the self-efficacy beliefs of English language teachers and student teachers | Pınar ÇANKAYA | 12–23 |
| The relationship between Iranian EFL teachers’ reflective behavior and their proficiency level | Samad MİRZA SUZANİ | 24–36 |
| Form-meaning-use framework in grammar teaching: Research on noun clauses in writing skills | Adnan YILMAZ | 37–55 |
| A descriptive study on in-service English language teachers’ perceptions of the European portfolio for student teachers of languages (EPOSTL) in Turkish setting | Ahmet ÖNAL,Nuray ALAGÖZLÜ | 56–76 |
| Impact of in-service training on English teachers classroom practice at primary level | Md ASHRAFUZZAMAN | 77–103 |
| Promoting intercultural competence of Turkish EFL pre-service teachers via Twitter | Esra HARMANDAOĞLU BAZ,Korkut Uluç İŞİSAĞ | 104–132 |
| Reflective practice: The experience of pre-service EFL teachers in teaching English | Umu Arifatul AZİZAH,Joko NURKAMTO,Nur Arifah DRAJATİ | 133–144 |
| The impact of sentence length and complexity on fluency in Turkish-English simultaneous interpreting | Şeyda ERASLAN | 145–153 |
| Particularised checklists in materials evaluation: Developing contextually relevant criteria for Turkish EFL classes | Meliha R. ŞİMŞEK,Esin DÜNDAR | 154–189 |
| A study on Turkish EFL teachers’ beliefs about assessment and its different uses in teaching English | Okan ÖNALAN,Ali Emre KARAGÜL | 190–201 |
| Digital storytelling: A multimodal narrative writing genre | Sevda BALAMAN | 202–212 |
| Pre-service teachers’ beliefs about literature integration in English language teaching classrooms | Özlem KAŞLIOĞLU,Pınar ERSİN | 213–232 |
| A language learning adventure of a person succeeded the language training | Mehtap ÖZDEN | 233–252 |
| The relationship between 8th grade secondary school students' motivational strategies, attitudes and academic achievements concerning English learning | Fırat KANAT,İshak KOZİKOĞLU | 253–268 |
| The identification of difference between achievement levels of optional and compulsory English preparatory class students | Bengü AKSU ATAÇ,Hatice ÖZGAN SUCU,Barış ERİÇOK,Merve BULUT | 269–280 |
| Do older bilinguals tell better stories? | Hatice G. YÜKSEL,Gülümser EFEOĞLU,Kıymet Merve CELEN | 281–293 |
| An examination of psycholinguistic variables among learners of Turkish | Adem SORUÇ,Carol GRİFFİTHS | 294–307 |
| Prospective EFL teachers’ locus of control and academic self-efficacy in Turkish context | Özkan KIRMIZI,Arif SARIÇOBAN | 308–324 |
| From students’ viewpoint: Integrating contextual micro-grammar revision with contextual vocabulary teaching consistent with constructivism | Bahadır TOSUN | 325–335 |
| Length in listening texts; A single determiner of difficulty for comprehension or not | Berk İLHAN | 336–346 |
| Use of humour in language classes: an effective ‘filter’ for affective filter? | Hasan BİLOKÇUOĞLU,Emre DEBRELİ | 347–359 |
| A study on English preparatory class students’ assessment preferences and test anxieties | Bahar SARISU(TAŞ),Kagan BÜYÜKKARCI | 360–379 |
| English language assessment and evaluation practices in the 4th grade classes at main stream schools | İskender Hakkı SARIGÖZ,Fatıma Nur FİŞNE | 380–395 |
| A study on metadiscoursive interaction in the doctoral dissertations of the native speakers of English and the Turkish speakers of English | Zehra KÖROĞLU | 396–404 |