| A Qualitative Exploration of Iranian Learners’ Writing through Face- to-Face Collaborative Writing Tasks | Tahmineh KHALİLİ | 1–11 |
| Perceptions of the Effects of Simulation Methodology on the Learning of English in a Remedial Level Course: A Case Study | Lissa RACHWAN,Maureen O’day NİCOLAS | 12–27 |
| Investigating the Effects of Attributional Retraining Procedures on High School Students’ Foreign Language Causal Attributions and their Foreign Language Achievement | Mohammad Hadi MAHMOODİ,Mehdi DOOSTİ | 28–44 |
| EFL Teachers' Epistemological Beliefs and Classroom Management Approaches: A Case Study | Neda SOLEİMANİ | 45–60 |
| Iranian EFL Teacher Cognition: Tracing Cognitive Dissonance | Farshad GHASEMİ | 61–79 |
| EFL Vocabulary Growth in Intensive Language Study | Meral ÖZTÜRK | 80–88 |
| Developing English for Research Publication Purposes in an Outer Circle University Context: Problems and Educational Considerations | Farzaneh DEHGHAN | 89–100 |
| Asynchronous Collaboration Integrating Online Learning in the Foreign Language Classroom | Bushra WİLKİNS | 101–108 |
| Revising Orally: The Transformative Process from Text to Talk in the Writing Tutorial | Juhi KİM | 109–122 |
| Autonomous Language Learning with Technology: Beyond the Classroom | Ali DİNÇER | 123–126 |
| Assessment of Young Language Learners: Perceptions and Practices of Turkish EFL Pre-service and In-Service Teachers | Seray TANYER,Zafer SUSOY | 127–149 |