| Speaking anxiety among Turkish EFL learners: The case at a state university | Gökhan ÖZTÜRK,Nurdan Gürbüz | 1–17 |
| Assessing ESL students' pronunciation in the Pakistani context | Muhammad Javed,Atezaz Ahmad | 19–30 |
| Code-switching in EFL classrooms and the perceptions of the students and teachers | Secil Horasan | 31–45 |
| Dereceli karşıt anlamlılarda belirtisizlik ve ölçek yapısı | Soner Akşehirli | 47–66 |
| Similar and unique in the family: How to raise children (Using examples of Turkish and Georgian proverbs relating to children) | Manana Rusieshvili-Cartledge,Halis Gözpınar | 67–77 |
| The Common European Framework of Reference for Languages: Insights for language testing | Paşa Cephe,Elif Toprak | 79–88 |
| Yabancılara Türkçe kelime öğretiminde market broşürlerinden yararlanma | Yusuf Doğan | 89–98 |
| Foreign language learners’ views on the importance of learning the target language pronunciation | İsmail Çakır,Birtan Baytar | 99–110 |
| Teaching Short Stories to Students of English as a Foreign Language (EFL) at Tertiary Level | Anna Wing Bo Tso | 111–117 |
| A cross-sectional study of Iranian EFL learners' polite and impolite apologies | Seyyed Hatam Tamimi Sa’d,Mohammad Mohammadi | 119–136 |
| Investigating the Relationship between the Washback Effect of IELTS Test and Iranian IELTS Candidates’ Life Skills | Daniel Ghamarian,Khalil Motallebzadeh,Mohammad Fatemi | 137–152 |
| Dysprosody in aphasia: An acoustic analysis evidence from Palestinian Arabic | Hisham Adam | 153–162 |
| Rodos’taki Türkçe-Yunanca ikidilli konuşucuların Türkçesinde Yunancanın etkisi | Aytac Celtek | 163–177 |
| Türkçe yeşil renk adının biçim, anlam ve kavram alanına tarihsel bir bakış | Nesrin Bayraktar | 179–193 |
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