| Variation sets in child-directed and child speech: A case study in Turkish | Vildan İnci-Kavaka, Enes Kavak | 1–23 |
| The predictive role of morphological awareness and productive vocabulary knowledge in L2 postgraduate students’ academic writing | Hani Qasem Mohammed Asaad, Ahmad Affendi Shabdin | 24–44 |
| Uncovering emerging identity performances of Turkish foreign language teaching assistants | Nihan Bursalı, Hülya Mısır | 45–67 |
| ONCOLL: A quasi-experimental study on the effect of a web- based platform on teaching collocations | Ahmet Basal, Muhammet Toraman, Kıymet Merve Celen | 68–84 |
| Learner autonomy among students of French as a foreign language in a tertiary context | Meral Özkan Gürses | 85–108 |
| Extensive reading in an EFL classroom: Impact and learners’ perceptions | Mohammed Ateek | 109–131 |
| Focused direct corrective feedback: Effects on the elementary English learners’ written syntactic complexity | Mohammadreza Valizadeh, Fatemeh Soltanpour | 132–150 |
| Exploring EFL Teachers' and Learners' Perception of L2 Humor: A Case Study of Iranian English Language Institutes | Shiva Mohammadi, Maryam Farnia | 151–168 |
| Exploring EFL Teachers' and Learners' Perception of L2 Humor: A Case Study of Iranian English Language Institutes | Maryam FARNİA, Shiva MOHAMMADİ | 151–168 |
| Online and face-to-face peer review in academic writing: Frequency and preferences | Rashad Ahmed, Abdu Al-Kadi | 169–201 |
| Fear of Statistics among TEFL Postgraduate Students | Seyed Mohammad Reza Amirian, Saeed Abbasi-Sosfadi | 202–221 |
| Extensive reading practices in the Arabian Gulf region | Joel C. Meniado | 222–239 |
| Semantic prosody and collocation: A cSemantic prosody and collocation: A corpus study of the near-synonyms persist and persevereorpus study of the near-synonyms persist and persevere |