| Social Presence in Synchronous Text-Based Computer-Mediated Communication | Arif ALTUN, Sedat AKAYOĞLU, Vance STEVENS | 1–16 |
| Effects of Web-Based Spaced Repetition on Vocabulary Retention of Foreign Language Learners | Meltem BATURAY, Soner YILDIRIM, Ayşegül DALOĞLU | 17–36 |
| Computer Use in Foreign Language Teaching: A Case Study from North Cyprus | Birikim ÖZGÜR, Canan ZEKİ PERKAN, Ahmet GÜNEYLİ | 37–54 |
| Evaluating the Impact of Computer Aided Learning Material on Articulation Disorders | Hasan KARAL | 55–74 |
| Effectiveness of Various Oral Feedback Techniques in CALL Vocabulary Learning Materials | H. Müge SATAR, Nesrin ÖZDENER | 75–96 |
| Mobile Assisted Language Learning: English Pronunciation at Learners' Fingertips | Kürşat ÇAĞILTAY, Murat SARAN, Gölge SEFEROĞLU | 97–114 |
| Second Language Vocabulary Acquisition in Synchronous Computer-Mediated Communication | Mehmet ŞAHİN | 115–132 |
| Research and Trends in Computer-assisted Language Learning during 1990–2008: Results of a Citation Analysis | Zehra ÖZÇINAR, Hüseyin UZUNBOYLU | 133–150 |
| Benefit of Google Search Engine in Learning and Teaching Collocations | Buğra ZENGİN | 151–166 |
| Psychiatric Symptomatology as a Predictor of Cyberbullying among University Students | Osman Tolga ARICAK | 167–184 |
| Gender and Computer Anxiety, Motivation, Self-Confidence, and Computer Use | Cem BİROL, Zafer BEKİROĞULLARI, Ceren ETÇİ, Gökmen DAĞLI | 185–198 |
| Perceived Problems of Computer Teachers | Işıl KABAKÇI, Pınar ÖZOĞUL, Yavuz AKBULUT | 199–214 |
| Effect of Scale Response Format on Psychometric Properties in Teaching Self-Efficacy | Adnan KAN | 215–228 |