| THE STEM APPROACH: THE DEVELOPMENT OF RECTANGULAR MODULE TO IMPROVE CRITICAL THINKING SKILL | Sri RETNOWATI, Riyadi, Sri SUBANTI | 2–15 |
| EFFECTS OF COOPERATIVE LEARNING ON THE IMPROVEMENT OF INTERPERSONAL COMPETENCE AMONG STUDENTS IN CLASSROOM ENVIRONMENTS | Hyesook SON, Shin-Il HAN | 17–28 |
| TETRAHEDRON CYBER DIPL TO IMPROVE TEACHING, LEARNING AND DIGITAL EQUITY IN THE INSTITUTE OF ARCHITECTURE | Messaoud ABBAOUI, Boualem MEFOUED, Ali RAHMANE | 30–46 |
| REFLECTIVE JOURNALS AS SELF-ASSESSMENT TO PROMOTE STUDENTS’ WRITING SKILL | Hanna Novariana Azizah NI'MA, Sumardi SUMARDI, Sri Samiati TARJANA | 48–58 |
| TEACHING LANGUAGES TO STUDENTS FROM REFUGEE AND MIGRANT BACKGROUNDS AROUND EUROPE: EXPLORING DIFFICULTIES AND TEACHERS’ BELIEFS | Maria STATHOPOULOU, Petroula DASSI | 60–82 |
| IMPROVING UNIVERSITY STUDENTS’ ENGLISH PROFICIENCY WITH DIGITAL STORYTELLING | Hanadi S. MIRZA | 84–94 |
| TEACHER AUTONOMY FROM A CROSS-CULTURAL PERSPECTIVE: A REPERTORY GRID STUDY FOR BELIEFS AND PRACTICES | Ömer EREN | 96–109 |
| AN INVESTIGATION OF PRE-SERVICE TEACHERS’ ATTITUDES TOWARDS TEACHING PROFESSION IN REGARD TO SOME VARIABLES: THE CASE OF MIDDLE EAST TECHNICAL UNIVERSITY | Bahar YILMAZ YENDİ, Nehir YASAN AK | 111–125 |
| A QUANTITATIVE STUDY OF TURKISH EFL LEARNERS’ PERCEPTIONS ABOUT CRITICAL THINKING DISPOSITIONS | Ceyhun YÜKSELİR | 127–139 |
| IMPROVING SECONDARY SCIENCE INSTRUCTION THROUGH CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) IN SRI LANKA | Manjula VITHANAPATHIRANA, Nettikumara LAKSHMI | 141–148 |
| THE EFFECTS OF USING RUBRICS AND FACE TO FACE FEEDBACK IN TEACHING WRITING SKILL IN HIGHER EDUCATION | Cemile BUĞRA, Farzaneh MAHMOUDI | 150–158 |
| METACOGNITIVE AWARENESS OF PROSPECTIVE EFL TEACHERS AS PREDICTORS FOR COURSE ACHIEVEMENT: TEACHING ENGLISH TO YOUNG LEARNERS | Ayfer SU BERGİL | 160–175 |
| THE EFFECT OF THE SCIENCE TECHNOLOGY SOCIETY AND THE QUANTUM TEACHING MODELS ON LEARNING OUTCOMES OF STUDENTS IN THE NATURAL SCIENCE COURSE IN RELATION WITH THEIR CRITICAL THINKING SKILLS | Gunarhadi, Wahyu KRISTIYANTO, Mintasih INDRIAYU | 177–191 |
| HOW PARTICIPATORY IS LANGUAGE TEACHER EDUCATION?: TRAINEES’ PERSPECTIVES | Zeynep Gülşah KANİ | 193–212 |
| ENSURING STUDENT-CENTERED, CONSTRUCTIVIST AND PROJECT-BASED EXPERIENTIAL LEARNING APPLYING THE EXPLORATION, RESEARCH, INTERACTION AND CREATION (ERIC) LEARNING MODEL | Eric Agullana MATRIANO | 214–227 |
| LANGUAGE TEACHER IDENTITY CONSTRUCTION OF FOREIGN LANGUAGE TEACHING ASSISTANTS | Hilal PEKER, Esma TOPRAK ÇELEN, Metin TORLAK, Meral GÜNSAN, Gamze EREN | 229–246 |
| THE RELATIONSHIP BETWEEN THE EMPOWERMENT OF TEACHERS BY SCHOOL ADMINISTRATORS AND ORGANIZATIONAL COMMITMENTS OF TEACHERS | Bilgen KİRAL | 248–265 |
| CULTIVATING STUDENTS’ HIGHER-ORDER THINKING SKILLS IN EFL CLASSES: THE ROLE OF THE TEACHER AND THE TEXTBOOK | Mei Ardaning TYAS, Joko NURKAMTO, Sri MARMANTO | 267–276 |
| INFLUENCE OF QUESTIONING TECHNIQUES IN EFL CLASSES ON DEVELOPING STUDENTS’ CRITICAL THINKING SKILLS | Joko NURKANTO, Nurika MUSTIKA, Suparno SUPARNO | 278–287 |
| A STUDY ON THE IMPACTS OF DIGITAL STORYTELLING ON EFL LEARNERS’ SELF-EFFICACY AND ATTITUDES TOWARD EDUCATION TECHNOLOGIES | Sevda BALAMAN | 288–311 |