| The importance of focus on form in communicative language teaching | Rod ELLİS | 1–12 |
| The importance of focus on form in communicative language teaching | Rod ELLİS | 1–12 |
| The role of theory in pedagogical grammar: A Cognitive + Communicative approach | David NEWBY | 13–34 |
| The role of theory in pedagogical grammar: A Cognitive + Communicative approach | David NEWBY | 13–34 |
| Eye movements in reading span tasks to working memory functions and second language reading | Cem ALPTEKİN,NACİYE GÜLCAN ERÇETİN KOCA | 35–56 |
| Eye movements in reading span tasks to working memory functions and second language reading | Gülcan ERÇETİN, Cem ALPTEKİN | 35–56 |
| Developing the communication skills of early childhood teacher candidates: The case of advice | Andrea DECAPUA,Lingshan TİAN | 57–75 |
| Developing the communication skills of early childhood teacher candidates: The case of advice | Andrea DECAPUA, Lingshan TİAN | 57–75 |
| Understanding cultural conflict in EFL classrooms in the UAE | Bridget Maureen WALKER PALMER | 77–95 |
| Understanding cultural conflict in EFL classrooms in the UAE | Bridget Maureen WALKER PALMER | 77–95 |
| Review of Oxford Primary Dictionary | Larissa Moreira BRANGEL | 99–102 |
| Review of Oxford Primary Dictionary | Larissa Moreira BRANGEL | 99–102 |
| Review of Social Interaction and L2 Classroom Discourse | Maria VANESSA | 103–110 |
| Review of Social Interaction and L2 Classroom Discourse | Maria VANESSA | 103–110 |