| Teachers’ and Learners’ Attitudes towards Culture and Culture Learning in a Turkish Context | Ayhan Kahraman | 1–12 |
| A study on gender differences in the length of requests in Turkish | Engin Evrim Önem | 13–21 |
| An investigation on the use of oral corrective feedback in Turkish EFL classrooms | Gökhan Öztürk | 22–37 |
| Significance of Linguistics in Translation Education at the University Level | İsmail Erton, Yasemin Tanbi | 38–53 |
| Self-efficacy and Anxiety within an EFL Context | Cemile Doğan | 54–65 |
| On the Role of L1 Markedness and L2 Input Robustness in Determining Potentially Fossilizable Language Forms in Iranian EFL Learners' Writing | Musa Nushi | 66–86 |
| Students’ Views on Contextual Vocabulary Teaching: A Constructivist View | Bahadır Tosun | 87–106 |
| Topical Structure in Argumentative Essays of EFL Learners and Implications for Writing Classes | Mehmet Kılıç, Bilal Genç, Erdoğan Bada | 107–116 |
| ELT research in Turkey: A content analysis of selected features of published articles | Oktay Yağız, Burcu Aydın, Ahmet Selçuk Akdemir | 117–134 |
| Can ambiguity tolerance, success in reading, and gender predict the foreign language reading anxiety? | Gülten Genç | 135–151 |
| Corpus use in enhancing lexico-grammatical awareness through flipped applications | Hatice Karaaslan, Hatice Karaaslan, Hatice Karaaslan | 152–165 |
| Milestone in English language teacher education: how to use European profiling grid in the assessment of prospective EFL teachers' qualifications | Ayfer Su Bergil, Arif SARIÇOBAN | 206–220 |
| Evaluation of textbook series ‘Life’ in terms of cultural components | Ayça Berna Böcü, Salim RAZI | 221–237 |
| CEFR and Eye Movement Characteristics during EFL Reading: The Case of Intermediate Readers |