| EFL teachers' conceptualizations of their roles through metaphor analysis | Mehmet ASMALI, Handan ÇELİK | 1–13 |
| Comparison of Chinese and Turkish EFL learners on the use of Compliment Responses | İlknur ISTİFCİ | 14–29 |
| Investigating lifelong learning dispositions of faculty members who teach foreign languages | Şenel ELALDI | 30–42 |
| The children’s foreign language anxiety scale: Reliability and validity | Selami AYDIN, Leyla HARPUTLU, Özgehan UŞTUK, Serhat GÜZEL, Şeyda Savran ÇELİK | 43–52 |
| Teaching ELF as a motivation source for learners: An action research study | Emrah MUYAN, Mehmet TUNAZ | 71–81 |
| Investigating problems of English literature teaching to EFL high school students in Turkey with focus on language proficiency | Ceren IŞIKLI, Aslı Özlem TARAKCİOGLU | 82–95 |
| The role of academic motivation in predicting preservice EFL teachers’ achievement | Şenay KIRKAĞAÇ, Hüseyin ÖZ | 96–108 |
| Achievement attributions of preparatory class learners in learning English | Turan PAKER, Alev ÖZKARDEŞ-DÖĞÜŞ | 109–135 |
| The impact of online reading tasks and reading strategies on EFL learners’ reading test scores | İsmail Fırat ALTAY, Ayşe ALTAY | 136–152 |
| Investigating ESL/EFL students’ approaches in response to feedback: A case study | Amerah Abdullah ALSHARİF, Hesham Suleiman ALYOUSEF | 153–181 |
| Gender related differences in using intensive adverbs in Turkish | Engin Evrim ÖNEM | 182–189 |
| The role of L+ Turkish and English learning in resilience: A case of Syrian students at Gaziantep University | Emrah CİNKARA | 190–203 |
| Autonomous language learning on Twitter: Performing affiliation with target language users through #hashtags | Osman SOLMAZ | 204–220 |
| Perceptions of the selection criteria of Omani English language teachers: Implications for policy reconsideration |