| Refusal strategies of Turkish pre-service teachers of English: A focus on gender and status of interlocutor | Hülya TUNCER,Burcu TURHAN | 1–19 |
| The investigation of the relationship between Turkish EFL teachers' technological pedagogical content knowledge skills and attitudes towards technology | İshak KOZİKOĞLU,Nuri BABACAN | 20–33 |
| Academic Turkish for international students: Problems and suggestions | Dursun DEMİR,Ayten GENÇ | 34–47 |
| Evaluation of an English preparatory program at a Turkish foundation university | İlknur BAYRAM,Özlem CANARAN | 48–69 |
| The foreign language anxiety in learning German and the effects of total physical response method on students’ speaking skill | Adnan OFLAZ | 70–82 |
| Progressive vs modular system in preparatory school English language teaching program: A case of system change at a state university in Turkey | Ali Erarslan | 83–97 |
| Identification of sentence types for writing skill in teacher education | Mehmet DEMİREZEN | 98–110 |
| Effects of different reading texts on vocabulary gain, use and retention | Hatice Okyar,Abdulhamit Çakır | 111–122 |
| An investigation of pre-service EFL teachers’ attitudes towards speakers from three circles of English | Sevdeğer ÇEÇEN,Hande SERDAR TÜLÜCE | 123–139 |
| Test-taking strategies and students’ achievement in EFL reading tests | Mehmet TUNAZ,Gülden TÜM | 140–150 |
| Student perceptions of difficulties in second language writing | Nuray OKUMUŞ CEYLAN | 151–157 |
| Views of university instructors and students on English as a Lingua Franca (ELF) and World Englishes (WES) | İrfan TOSUNCUOĞLU,Özkan KIRMIZI | 158–173 |
| Students’ attitudes towards blended language courses: A case study | Hatice KARAASLAN,Nurseven KILIÇ | 174–199 |
| Refusal production via dct and role play |