| İngilizceyi yabancı dil olarak öğretiminde kültür öğretiminin gerekliliği: İran perspektifi | Farzaneh SOLGİ,Dara TAFAZOLİ | 1–11 |
| The necessity of teaching culture in English as a foreign language course: Iranian perspective | Farzaneh SOLGİ, Dara TAFAZOLİ | 1–11 |
| The exploration of the self-efficacy beliefs of English language teachers and student teachers | Pınar ÇANKAYA | 12–23 |
| The relationship between Iranian EFL teachers’ reflective behavior and their proficiency level | Samad Mirza SUZANİ | 24–36 |
| Form-meaning-use framework in grammar teaching: Research on noun clauses in writing skills | Adnan YILMAZ | 37–55 |
| A descriptive study on in-service English language teachers’ perceptions of the European portfolio for student teachers of languages (EPOSTL) in Turkish setting | Nuray ALAGÖZLÜ, Ahmet ÖNAL | 56–76 |
| Hizmet içi eğitimin İngilizce öğretmenlerinin sınıf içi uygulamalarına birincil düzeyde etkisi | Md. ASHRAFUZZAMAN | 77–103 |
| Impact of in-service training on English teachers’ classroom practice at primary level | Md. ASHRAFUZZAMAN | 77–103 |
| Promoting intercultural competence of Turkish EFL pre-service teachers via Twitter | Korkut Uluç İŞİSAĞ, Esra HARMANDAOĞLU BAZ | 104–132 |
| Yansıtıcı uygulama: Hizmet öncesi İngilizce öğretmenlerinin deneyimleri | Umu Arifatul AZİZAH,Joko NURKAMTO,Nur Arifah DRAJATİ | 133–144 |
| Reflective practice: The experiences of pre-service EFL teachers in teaching English | Nur Arifah DRAJATİ, Umu Arifatul AZİZAH, Joko NURKAMTO | 133–144 |
| The impact of sentence length and complexity on fluency in Turkish-English simultaneous interpreting | Şeyda ERASLAN | 145–153 |
| Particularised checklists in materials evaluation: Developing contextually relevant criteria for Turkish EFL classes | Esin DÜNDAR, Meliha R. ŞİMŞEK | 154–189 |