| Joseph Roth’s perception of the homeland in the novel “Weights and Measures” | Halit ÜRÜNDÜ | 268–286 |
| „Amapola“, „Rose“, „Margerite“, „Gül“… First names with flower names. A German - Turkish Contrastive Study | Funda ÜLKEN | 287–311 |
| Creative writing as a complementary teaching and learning method in German lessons during studies | Katharina Maria MÜLLER | 312–330 |
| A metasynthesis of textbook analyzes of regional GFL textbooks | Adalet UYAN | 331–349 |
| A Study on Turkish Writing Skills of Turkish Children Growing Up Bilingual in Germany | Ayhan BAYRAK,Bilal ÜSTÜN | 350–365 |
| Film as a multifaceted medium in foreign language teaching | Gamze KARBİ,Ayten GENÇ | 366–385 |
| Phraseological Competence of German Language Teacher Candidates at Marmara University | Nilüfer EPÇELİ,Feruzan GÜNDOĞAR | 386–411 |
| The concept of “autonomy” in different pedagogical paradigms and its historical background in foreign language teaching | Yunus Emre SARI,Gönül KARASU | 412–430 |
| The Validity and Reliability of the Language Teaching Self Efficacy Scale | Aysel DEREGÖZÜ,Feruzan GÜNDOĞAR | 431–447 |
| Edebiyat Kuramı İçin Vazgeçilmez Kaynak Metinler: Frankfurt Dersleri | Davut DAĞABAKAN | 448–452 |
| Tarihsel Akışı İçerisinde Çeviri Süreci ve Çeviribilim | Rıza Ersin ÖZTÜRK | 453–456 |
| Almanya’daki Türkçe Öğretmenlerinin Covid-19 Salgını Döneminde Katıldığı Çevrimiçi Seminerlerle İlgili Betimsel Bir Analiz | Cemal YILDIZ,Mustafa ÇAKIR,Bora BAŞARAN,Ümit KAPTI | 457–487 |