| The effect of phonetic transcription on Iranian EFL students' word stress learning | Mohammad Reza GHORBANİ | 400–410 |
| Language variation: Code-mixing and code-switching in Pakistani commercials | Mehvish RİAZ | 411–419 |
| CEFR-oriented probe into pronunciation: Implications for language learners and teachers | İbrahim Halil TOPAL | 420–436 |
| The impact of the flipped classroom on receptive and productive vocabulary learning | Özkan KIRMIZI, Funda KÖMEÇ | 437–449 |
| Revisiting the socio-educational model of second language acquisition in Turkish tertiary EFL context | Ergün SERİNDAĞ, Seden ERALDEMİR TUYAN | 450–469 |
| Examination on the use of emoticon technique as a communication tool for narrative skills | Hülya SÖNMEZ | 470–483 |
| Pre-service EFL teachers' conceptions of language proficiency: Entry and exit level qualifications | Dinçay KÖKSAL, Ömer Gökhan ULUM | 484–495 |
| A corpus-based analysis: The types of transition markers in the MA theses of native speakers of English and Turkish speakers of English | Zehra KÖROĞLU | 496–507 |
| Contrastive analysis of the semantic relations of connectors in argumentative texts in English and Albanian | Manjola LUBİSHTANİ | 508–519 |
| Lexical bundles in published research articles: A corpus-based study | Betül BAL GEZEGİN | 520–534 |
| Examining the use of picture books in preschool education institutions | Burcu ÖZDEMİR BECEREN, Atiye ADAK ÖZDEMİR, Filiz HIDIR | 535–559 |
| An investigation of attitude, motivation and anxiety levels of students studying at a faculty of tourism towards vocational English course | Selda ÖZER | 560–577 |
| Timing of pedagogical intervention: Oral error treatment in EFL vs. CLIL contexts in primary education in Spain | José Luis ESTRADA, Ana OTTO | 578–586 |
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