| Teachers’ and Learners’ Attitudes towards Culture and Culture Learning in a Turkish Context | Ayhan Kahraman | 1–12 |
| A study on gender differences in the length of requests in Turkish | Engin Evrim Önem | 13–21 |
| An investigation on the use of oral corrective feedback in Turkish EFL classrooms | Gökhan Öztürk | 22–37 |
| Significance of Linguistics in Translation Education at the University Level | İsmail Erton,Yasemin Tanbi | 38–53 |
| Self-efficacy and Anxiety within an EFL Context | Cemile Doğan | 54–65 |
| On the Role of L1 Markedness and L2 Input Robustness in Determining Potentially Fossilizable Language Forms in Iranian EFL Learners' Writing | Musa Nushi | 66–86 |
| On the Role of L1 Markedness and L2 Input Robustness in Determining Potentially Fossilizable Language Forms in Iranian EFL Learners' Writing | Musa Nushi | 66–86 |
| Students’ Views on Contextual Vocabulary Teaching: A Constructivist View | Bahadır Tosun | 87–106 |
| Topical Structure in Argumentative Essays of EFL Learners and Implications for Writing Classes | Mehmet Kılıç,Bilal Genç,Erdoğan Bada | 107–116 |
| ELT research in Turkey: A content analysis of selected features of published articles | Oktay Yağız,Burcu Aydın,Ahmet Selçuk Akdemir | 117–134 |
| Can ambiguity tolerance, success in reading, and gender predict the foreign language reading anxiety? | Gülten Genç | 135–151 |
| Corpus use in enhancing lexico-grammatical awareness through flipped applications | Hatice Karaaslan,Hatice Karaaslan,Hatice Karaaslan | 152–165 |
| Contrasting Perceptions of Students and Teachers: Written Corrective Feedback | ÇAĞLA ATMACA | 166–182 |
| EFL Teachers’ Beliefs about the Use of Reading Strategies | Dilek Çakıcı | 183–194 |
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