| Effects of morphological awareness on second language vocabulary knowledge | Fatma DEMİRAY AKBULUT | 10–26 |
| The analysis of A1 level speaking exam in terms of syntax: The effect of general competence on syntax in A1 level speaking | Hülya MISIR | 27–40 |
| Teacher trainees‟ awareness regarding mother tongue use in English as a foreign language classes | SABRİYE ŞENER,PERİHAN KORKUT | 41–64 |
| Developing pre-service English language teachers‟ comprehension of texts with humorous elements | Ceylan YANGIN ERASLANLI,ABDULVAHİT ÇAKIR | 123–145 |
| EFL instructors’ perception and practices on learner autonomy in some Turkish universities | GİZEM DOĞAN,İSMAİL HAKKI MİRİCİ | 166–193 |
| The wh-adverbial&which-NP construction asymmetry within island structures in Turkish | SİNAN ÇAKIR | 232–243 |
| Pre-service teachers‟ evaluations of practices in teaching English to young learners in terms of 21st century teacher qualifications | ABDULVAHİT ÇAKIR,MÜZEYYEN NAZLI GÜNGÖR | 244–259 |
| Çocuklara yabancı dil öğretimi uygulamalarının öğretmen adayları tarafından 21. yüzyıl öğretmen yeterliklerine göre değerlendirilmesi | Müzeyyen Nazlı GÜNGÖR, Abdulvahit ÇAKIR | 244–259 |
| Teacher burnout and participation in professional learning activities: Perspectives from university English language instructors in Turkey Derya Kulavuz-Önala | Derya KULAVUZ-ÖNAL,SİBEL TATAR | 283–303 |
| Yükseköğretimde lisans seviyesinde alternatif özdeğerlendirme şekli olarak özçekimle özdeğerlendirme | Ayşegül TAKKAÇ TULGAR | 321–335 |
| The role of composing process andcoherence/cohesion in FFL writing | VEDA ASLIM YETİŞ | 336–351 |
| İngilizceyi Yabancı Dil Olarak Öğrenen Öğrencilerin Kelime Bilgisinin Okuma, Yazma ve Yeterlik Notlarına Etkisi Öz | Dilek KARAKOÇ, Gül DURMUŞOĞLU KÖSE | 352–378 |