| The effects of L1 use and dialogic instruction on EFL writing | Ayfer TANIŞ,Feyza Harman ŞENSOY,Derin ATAY | 1–21 |
| The effects of L1 use and dialogic instruction on EFL writing | Ayfer Tanış, Feyza Harman Şensoy, Derin Atay | 1–21 |
| Tracing the signature dynamics of foreign language classroom anxiety and foreign language enjoyment: A retrodictive qualitative modeling | Majid Elahi SHİRVAN,Nahid TALEBZADEH | 23–44 |
| Tracing the signature dynamics of foreign language classroom anxiety and foreign language enjoyment: A retrodictive qualitative modeling | Nahid Talebzadeh, Majid Elahi Shirvan | 23–44 |
| Metadiscourse in academic writing: A comparison of research articles and book reviews | BETÜL BAL GEZEGİN,MELİKE BAŞ | 45–62 |
| Metadiscourse in academic writing: A comparison of research articles and book reviews | Melike Baş, Betül Bal Gezegin | 45–62 |
| Error feedback in second language speaking: Investigating the impact of modalities of error feedback on intermediate EFL students’ speaking ability | Alireza KHORAM,Ali Darabi BAZVAND,Jwamer Sarkawt SARHAD | 63–80 |
| Error feedback in second language speaking: Investigating the impact of modalities of error feedback on intermediate EFL students’ speaking ability | Alireza Khoram, Ali Darabi Bazvand, Jwamer Sarkawt Sarhad | 63–80 |
| A phraseological examination of research articles in the field of environment using key phrase frame | Elyas BARABADİ,Mohammad Ali ROBATJAZİ,Mokarrameh BAYAT | 81–100 |
| A phraseological examination of research articles in the field of environment using key phrase frame | Elyas Barabadi, Mohammad Ali Robatjazi, Mokarrameh Bayat | 81–100 |
| Promoting the correct production of English sounds in extensive reading-circle classes: Explicit vs. implicit pronunciation training | İlyas YAKUT | 101–118 |
| Promoting the correct production of English sounds in extensive reading-circle classes: Explicit vs. implicit pronunciation training |