| An investigation on prospective German language teachers’ autonomous learning level | Aysel DEREGÖZÜ,Sevinç HATİPOĞLU | 1–10 |
| Refusal strategies and perceptions of social factors for refusing: Empirical insights from Turkish learners of English | Hatime ÇİFTÇİ,Canan ÖNAL SATIÇ | 11–27 |
| L2 metalinguistic knowledge and L2 achievement among intermediate-level adult Turkish EFL learners | Fatma AYDIN | 28–49 |
| Discourse markers in EFL classrooms: A corpus-driven research | Zuhal OKAN,Havva ZORLUEL ÖZER | 50–66 |
| Computer-based and paper-based testing: Does the test administration mode influence the reliability and validity of achievement tests? | Hüseyin ÖZ,Tuba ÖZTURAN | 67–85 |
| Exploring the use of online educational platform in teaching writing among ESL students | Katrina Ninfa Morales TOPACİO | 86–101 |
| A study on ELT students’ cultural awareness and attitudes towards incorporation of target culture into language instruction | Serap ATASEVER BELLİ | 102–124 |
| An investigation on the last year EFL university students’ ideas on using story in teaching English to young learners | Zainurrahman SEHAN | 125–138 |
| Foreignization and Englishization in Turkish business naming practices | Emrah GÖRGÜLÜ | 139–152 |
| Analyzing the attitudes of translation students towards cat (computer-aided translation) tools | Caner ÇETİNER | 153–161 |
| Ideology in the news through active, passive and nominalization: A study on the terrorist attack in Ankara reported in British and American newspapers | Sibel SÖĞÜT | 162–177 |
| Understanding language assessment literacy: Developing language assessments | Ahmet Erdost YASTIBAŞ,Mehmet TAKKAÇ | 178–193 |
| Language difficulties that international postgraduate students experience during their education with the medium of Turkish language | Sayed Masood HAİDARİ,Tuğba YANPAR YEKEN |