| The relationship between ideal L2 self, achievement attributions and L2 achievement | Sibel ÇAĞATAY,İsmail Hakkı ERTEN | 337–359 |
| The relationship between ideal L2 self, achievement attributions and L2 achievement | Sibel Çağatay, İsmail Hakkı Erten | 337–359 |
| Feared L2 self as an emerging component of the reconceptualized L2 motivational self system | Hilal PEKER | 361–386 |
| Feared L2 self as an emerging component of the reconceptualized L2 motivational self system | Hilal Peker | 361–386 |
| Exploring motivational strategies in higher education: Student and instructor perceptions | Zeynep Erdil MOODY,Amy S. THOMPSON | 387–413 |
| Exploring motivational strategies in higher education: Student and instructor perceptions | Zeynep Erdil Moody, Amy S. Thompson | 387–413 |
| Exploring the role of strategy instruction: Young learners’ listening performance and strategy use | Pelin İRGİN,İsmail Hakkı ERTEN | 415–441 |
| Exploring the role of strategy instruction: Young learners’ listening performance and strategy use | İsmail Hakkı Erten, Pelin İrgin | 415–441 |
| Thinking fast and slow about willingness to communicate: A two-systems view | Peter D. MACINTYRE,Lanxi WANG,Gholam Hassan KHAJAVY | 443–458 |
| Thinking fast and slow about willingness to communicate: A two-systems view | Gholam Hassan Khajavy, Peter D. MacIntyre, Lanxi Wang | 443–458 |
| "I am just shy and timid": Student teachers’ explanations for their performances of their presentations | Kadriye Aksoy PEKACAR,Arzu Kanat MUTLUOĞLU,İsmail Hakkı ERTEN | 459–480 |
| "I am just shy and timid": Student teachers’ explanations for their performances of their presentations | İsmail Hakkı Erten, Kadriye Aksoy Pekacar, Arzu Kanat Mutluoğlu | 459–480 |
| Possible selves and personal goals: What can we learn from episodic future thinking? | Alastair HENRY |