| Analysis of metadiscourse markers in academic written discourse produced by Turkish researchers | Eda DURUK | 1–9 |
| Effects of morphological awareness on second language vocabulary knowledge | Fatma Demiray AKBULUT | 10–26 |
| The analysis of A1 level speaking exam in terms of syntax-The effect of general competence on syntax in A1 level speaking | Hülya MISIR | 27–40 |
| Teacher trainees’ awareness regarding mother tongue use in English as a foreign language classes | Sabriye ŞENER, Perihan KORKUT | 41–61 |
| Learning indicators of a foreign language in Spanish public university. Case study | M-teresa CÁCERES-LORENZO, Marcos SALAS-PASCUAL, İsabel-cristina ALFONZO-DE-TOVAR, M-jesús VERA-CAZORLA, Yaiza SANTANA-ALVARADO, Cristina SANTANA-QUİNTANA | 62–74 |
| Lexical collocations in English: A comparative study of native and non-native scholars of English | Cuneyt DEMİR | 75–87 |
| Teaching the anxiety of learning a foreign language that influences high school students in learning French as a second foreign language “The case of Denizli” | Ertan KUŞÇU | 88–102 |
| Do ELT coursebooks still suffer from gender inequalities? A case study from Turkey | Yusuf DEMİR, Mustafa YAVUZ | 103–122 |
| Developing pre-service English language teachers’ comprehension of reading texts with humorous elements | Ceylan Yangın ERSANLI, Abdülvahit ÇAKIR | 123–145 |
| The synergistic effect of funny pictures and etymological elaboration on promoting EFL learners' idiom retention and recall | Mohammad Reza GHORBANİ | 146–155 |
| Teaching Turkish as a foreign language: extrapolating from experimental psychology | Doğu ERDENER | 156–165 |
| EFL instructors' perception and practices on learner autonomy in some Turkish universities | Gizem DOĞAN, İsmail Hakkı MİRİCİ | 166–193 |
| The request speech act in emails by Arab university students in the UAE |