| On the Impacts of Pressured vs. Unpressured Online Task Planning on EFL Students’ Oral Production in Classroom and Testing Contexts | Vahid PANAHZADEH,Bita ASADİ | 341–352 |
| On the Impacts of Pressured vs. Unpressured On-line Task Planning on EFL Students’ Oral Production in Classroom and Testing Contexts | Vahid PANAHZADEH, Bita ASADİ | 341–352 |
| Correlates of Listening Comprehension in L1 and L2: A Meta-analysis | Tuncay KARALIK,ALİ MERÇ | 353–383 |
| Correlates of Listening Comprehension in L1 and L2: A Meta-analysis | Ali Merç, Tuncay Karalık | 353–383 |
| Corrective Feedback on Writing in EFL Context: Comparison of Two Approaches | OSMAN SOLMAZ,Derin ATAY | 385–401 |
| Corrective Feedback on Writing in EFL Context: Comparison of Two Approaches | Mine Gündüz Kartal, Derin Atay | 385–401 |
| Integration of Task-based Language Assessment into Young Learner Classrooms | İskender Hakkı SARIGÖZ,Fatıma Nur FİŞNE | 403–422 |
| Integration of Task-based Language Assessment into Young Learner Classrooms | Fatıma Nur Fişne, İskender Hakkı Sarıgöz | 403–422 |
| Pre-service Language Teachers’ Use of Social Networking Sites for Language Learning: A Quantitative Investigation | OSMAN SOLMAZ | 423–439 |
| Pre-service Language Teachers’ Use of Social Networking Sites for Language Learning: A Quantitative Investigation | Osman Solmaz | 423–439 |
| Variations in the Citation Use and Perceptions in Writing the Literature Review by EFL Postgraduates | Nayef Jomaa JOMAA,Siti Jamilah BİDİN | 441–460 |
| Variations in the Citation Use and Perceptions in Writing the Literature Review by EFL Postgraduates | Siti Jamilah Bidin, Nayef Jomaa Jomaa | 441–460 |
| Using Contrastive Terminology Analysis in Teaching a Foreign Language | Chunxiang WU,Jennifer BACCANELLO | 461–471 |