| Conceptualization of theory in English language teaching by student teachers and practicing teachers | Fatma GÜMÜŞOK,Ayşegül DALOĞLU | 1–17 |
| English teachers’ understanding of the new English language teaching program and their classroom implementations | Esim GÜRSOY,Elif EKEN | 18–33 |
| Investigating the concept of individuation and judgment of quantity: Evidence from count-mass distinction | Nurdan KAVAKLI | 34–47 |
| Issues in pre-service and in-service teacher-training programs for university English instructors in Turkey | Seher BALBAY,İlknur PAMUK,Tuğçe TEMİR,Cemile DOĞAN | 48–60 |
| Continuing professional development process: English language teachers’ views on the role of teacher research | Sabahattin YEŞİLÇINAR,Abdülvahit ÇAKIR | 61–75 |
| Language assessment through Bloom’s Taxonomy | Dinçay KÖKSAL,Ömer Gökhan ULUM | 76–88 |
| Walking through different paths: Academic self-efficacy beliefs and academic procrastination behaviors of pre-service teachers | Zekiye ÖZER,Ramazan YETKİN | 89–99 |
| An investigation into university EFL students’ and instructors’ perceptions of using a learning management system | Eda TAYŞI,Süleyman BAŞARAN | 100–112 |
| Analysis of curriculum evaluation studies conducted in foreign language education: 2005-2016 | Fatma ÖZÜDOĞRU | 113–134 |
| An investigation of anxiety and attitudes of university students towards English courses | Göksel ÇOŞKUN,Adnan TAŞGIN | 135–153 |
| Is listening instruction neglected intentionaly or incidentaly in foreign language teaching contexts? | İsmail ÇAKIR | 154–172 |
| Intertextuality in Albert Camus’s philosophy: “let us imagine Sisyphus happy” | Tuğçe Elif TAŞDAN | 173–182 |
| Bilingual acquisition of English and Turkish languages: A case study of a Turkish infant named Ertuğrul Dolunay | Emrullah ŞEKER | 183–192 |
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