| Path-Analytical Investigation of Perceptual Learning Styles, Future Self-guides and L2 Motivation | Aycan DEMİR AYAZ | 1–19 |
| The Case of the Missing ‘so’: Clarification Requests, Discourse Markers and Achieving Alignment in Spoken Interaction | Shane DONALD | 20–33 |
| Project-Based Learning in English Language Teaching at a Rural School: A Case Study from Turkey | Elif KEMALOGLU ER, Muazzez Tuğçe ŞAHİN | 34–55 |
| Syntactic Complexity and Lexical Complexity in Argumentative Writing: Variation by Proficiency | Nesrin ATAK, Aysel SARICAOGLU | 56–73 |
| Adaptation and Validation of the Intercultural Sensitivity Scale to Turkish EFL Contexts and for Young Learners | Özge Pelin NAZLI, Asuman AŞIK | 74–96 |
| Speech Acts or Speech Act Sets of Refusals: Some Evidence from Thai L2 Learners | Attapol KHAMKHIEN | 97–121 |
| The Effects of Captioning and Keyword-captioning on the Comprehension and Awareness of EFL Learners | Banu INAN KARAGUL, Doğan YÜKSEL, Richard R. DAY | 122–134 |
| Academic Procrastination and Motivational Factors of Turkish EFL Learners: A Correlational Study | Fadime YALÇIN ARSLAN, Ahmet MUNZER MARDİNİ | 135–148 |