| Compulsory English Courses in Higher Education: A Source of Angst or Thrill? | Kutay UZUN | 1–20 |
| Are Chinese Undergraduates Ready for Autonomous Learning of English Listening? – A Survey on Students’ Learning Situation | Jing YAO,Xiaohong Lİ | 21–28 |
| Designing Culturally Appropriate Online Professional Development for English Language Teachers through the Incorporation of the Action Research Paradigm | Paul Graham KEBBLE | 36–50 |
| A Missing Link in ELT: EFL Learners’ Recognition, Comprehension and Appreciation of English Humor | Mohammad Ahmadi SAFA,Azam GHONCHEHPOUR | 51–69 |
| Effects of Task Characteristics on Learners’ Fluency, Complexity and Accuracy during EFL Interactions: Implications for Speaking Practice | Edgar Emmanuell GARCİA-PONCE | 70–89 |
| Turkish Students’ Comprehension Monitoring and Strategic Behaviors While Reading in French: A think-aloud study | Meral ÖZKAN GÜRSES,Eric BOUVET | 90–112 |
| Motivation, Tasks, Attitudes: The Influence of Motivational Pre-Task Strategies on Tasks Performance and Tasks Engagement | Mohammad Reza HASANNEJAD,Masoud ZOGHİ,Hanieh Davatgari ASL | 113–128 |