| A framework for classroom observations in English as a Foreign Language (EFL) teacher education | Nathan Devos | 1–28 |
| “Could you help me with these bags, brother? My shoulders are falling.” Transfer in IL Requests Performed by Algerian EFL Learners | Boudjemaa Dendenne | 1–47 |
| The Effect of Short Stories on Teaching Vocabulary to Very Young Learners (Aged 3-4-Year): A Suggested Common Syllabus | Aslı Tarakçıoğlu, Hatice Tunçarslan | 1–84 |
| An investigation into EFL prep-class students' academic emotions | Ceyhun Yukselir, Leyla Harputlu | 1–119 |
| Culture of language learning: A comparative study of English language textbooks used in Pakistan | Shahzad Karim, Naushaba Haq | 1–168 |
| The impact of English proficiency on the use of communication strategies: An interaction-based study in Turkish EFL context | Mehmet Uztosun, İsmail Erten | 1–182 |
| Impact of explicit instruction on EFL learners’ implicit and explicit knowledge: A case of English relative clauses | Marzieh Nezakat-Alhossaini, Manijeh Youhanaee, Ahmad Moinzadeh | 1–199 |
| Iranian EFL learners’ sociolinguistic competence: Refusal strategies in focus | Seyyed hatam Tamimi Sa'd, Mohammad Mohammadi | 48–66 |
| The reading habits of university students studying English language and literature in the digital age | Oktay Akarsu, Tevfik Darıyemez | 85–99 |
| Motivational behaviors of teachers in Turkish EFL classes: Perception of students | Elçin Ölmezer Öztürk, Selami Ok | 120–133 |
| Dynamic assessment versus static assessment: A study of reading comprehension ability in Iranian EFL learners | Behzad Nazari, Saeed Mansouri | 134–156 |