| HONG KONG TEACHERS’ ENGLISH ORAL INPUT IN KINDERGARTEN CLASSROOMS | Sara LAI-REEVE, Billy Tak-Ming WONG, Kam Cheong LI | 687–703 |
| THE ROLE OF BRAIN DOMINANCE IN THE PEDAGOGICAL STRATEGIES USED BY IRANIAN ELT TEACHERS | Samad MİRZA SUZANİ | 705–722 |
| EXAMINATION OF OCCUPATIONAL RESILIENCE BELIEFS OF INSERVICE AND PRE-SERVICE EARLY CHILDHOOD EDUCATION TEACHERS ACCORDING TO DIFFERENT VARIABLES | Özlem DÖNMEZ, Meltem KARASULU, Rengin ZEMBAT, Seray AŞANTOĞRUL | 724–733 |
| READING UNDER INVESTIGATION: DISPOSITIONS OF UNIVERSITY STUDENTS IN AN EFL SETTING | Gökçe DİŞLEN DAĞGÖL, Duygu İŞPINAR AKÇAYOĞLU | 735–751 |
| BALANCING RESOURCES AND VALUE IN DISTANCE EDUCATION COURSE REVIEWS: A CASE STUDY AT A MID-SIZED PUBLIC UNIVERSITY | William SWANN, M. Kathleen CRIPE | 753–766 |
| EDUCATION OF THE GIRL-CHILD IN NIGERIA FOR A JUST, PEACEFUL, HARMONIOUS SOCIETY AND SUSTAINABLE DEVELOPMENT | Benedicta Chiwokwu AGUSİOBO | 768–786 |
| VISIBLE LANGUAGE-COVERT POLICY: AN INVESTIGATION OF LANGUAGE POLICY DOCUMENTS AT EMI UNIVERSITIES IN TURKEY | Ali KARAKAŞ | 788–807 |
| ACADEMICIANS’ VIEWS ON DIGITAL TRANSFORMATION IN EDUCATION | Aydın BALYER, Ömer ÖZ | 809–830 |
| PARENTAL INVOLVEMENT IN ENGLISH LANGUAGE EDUCATION: UNDERSTANDING THE PARENTS’ PERCEPTION | Gülce KALAYCI, Hüseyin ÖZ | 832–847 |
| THE EFFECTIVENESS OF PROJECT-BASED LEARNING ON SCIENCE EDUCATION: A META-ANALYSIS SEARCH | Nuri BALEMEN, Melike ÖZER KESKİN | 849–865 |
| THE EFFECT OF SONGS ON PRIMARY SCHOOL STUDENTS’ MOTIVATION | Sabriye ŞENER, Didem ERKAN | 867–875 |
| PRONUNCIATION PROBLEMS OF TURKISH EFL LEARNERS IN NORTHERN CYPRUS | Halil ERCAN | 877–893 |
| RESILIENCE IN FOREIGN LANGUAGE LEARNING: A STUDY ON PRE-SERVICE TEACHERS’ LANGUAGE LEARNING EXPERIENCES | Hande SERDAR TÜLÜCE | 895–908 |
| ERROR LOGS FOR BETTER ENGLISH | Begüm KUT | 910–919 |
| IN-SERVICE EFL TEACHERS’ REFLECTION AS A PATHWAY TO DEVELOP TEACHER PROFESSIONALISM | Tosriadi TOSRİADİ, Abdul ASİB, Sri MARMANTO, Umu Arifatul AZİZAH | 921–932 |
| VIEWS OF ELEMENTARY EDUCATION STUDENTS AT TERTIARY LEVEL ABOUT THE METHODS AND TECHNIQUES USED IN ATATÜRK’S PRINCIPLES AND REVOLUTION COURSE | Gülay SARIÇOBAN | 934–941 |
| THE EFFECTIVENESS OF SCHOOLOGY TO TEACH WRITING VIEWED FROM STUDENTS’ CREATIVITY | Ummy Khoirunisya MASYHUDİANTİ, Ngadiso SUTOMO, Suparno SUPARNO | 943–955 |
| ASSESSING AND ENHANCING PRE-SERVICE PHYSICS TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE (PCK) THROUGH REFLECTIVE CORES CONSTRUCTION | Mehmet AYDENİZ, Deniz GÜRÇAY | 957–974 |
| DEVELOPING A MODEL FOR TEACHING THE PROBLEMATIC VOCABULARY ITEMS BY COMPUTER | Mehmet DEMİREZEN | 976–990 |
| EMPOWERING THE USE OF MOBILE-BASED VOCABULARY NOTEBOOKS | Özlem ZENGİN, Meral AKSU | 992–1005 |
| UTILIZING THE EPOSTL FOR ENGLISH LANGUAGE TEACHER EDUCATION PROCESS: NEEDS AND GAINS | Ayfer SU BERGİL, Arif SARIÇOBAN | 1007–1029 |
| HOW ESP PEDAGOGY IN INTERNATIONAL VIRTUAL COLLABORATION CONTRIBUTES TO THE AUTHENTICITY OF THE LEARNING PROCESS: A CASE STUDY | Wendy WİNN, Katalin BECK | 1031–1038 |