| The necessity of teaching culture in English as a foreign language courses: Iranian perspective | Farzaneh SOLGİ,Dara TAFAZOLİ | 1–11 |
| The exploration of the self-efficacy beliefs of English language teachers and student teachers | Pınar ÇANKAYA | 12–23 |
| The relationship between Iranian EFL teachers’ reflective behavior and their proficiency level | Samad MİRZA SUZANİ | 24–36 |
| Form-meaning-use framework in grammar teaching: Research on noun clauses in writing skills | Adnan YILMAZ | 37–55 |
| A descriptive study on in-service English language teachers’ perceptions of the European portfolio for student teachers of languages (EPOSTL) in Turkish setting | Ahmet ÖNAL,Nuray ALAGÖZLÜ | 56–76 |
| Impact of in-service training on English teachers classroom practice at primary level | Md ASHRAFUZZAMAN | 77–103 |
| Promoting intercultural competence of Turkish EFL pre-service teachers via Twitter | Esra HARMANDAOĞLU BAZ,Korkut Uluç İŞİSAĞ | 104–132 |
| Reflective practice: The experience of pre-service EFL teachers in teaching English | Umu Arifatul AZİZAH,Joko NURKAMTO,Nur Arifah DRAJATİ | 133–144 |
| The impact of sentence length and complexity on fluency in Turkish-English simultaneous interpreting | Şeyda ERASLAN | 145–153 |
| Particularised checklists in materials evaluation: Developing contextually relevant criteria for Turkish EFL classes | Meliha R. ŞİMŞEK,Esin DÜNDAR | 154–189 |
| A study on Turkish EFL teachers’ beliefs about assessment and its different uses in teaching English | Okan ÖNALAN,Ali Emre KARAGÜL | 190–201 |
| Digital storytelling: A multimodal narrative writing genre | Sevda BALAMAN | 202–212 |
| Pre-service teachers’ beliefs about literature integration in English language teaching classrooms | Özlem KAŞLIOĞLU,Pınar ERSİN | 213–232 |
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