| The relationship between L2 motivational self system and willingness to communicate in learning English as a foreign language | Hüseyin ÖZ, Nihan BURSALI | 1–11 |
| A lexico-semantic analysis of Philippine indie song lyrics written in English | Johann Christian V. RİVERA, Alejandro Sapıtan BERNARDO | 12–31 |
| A sociolinguistic analysis of slangy expressions in Nigerian pidgin | Cynthia Nkechinyere ODOGWU | 32–43 |
| Comprehension of conversational implicature in an Iranian EFL context: A validation study | Mahmoud SAMAİE, Maha ARİYANMANESH | 44–62 |
| The evaluation of instructors’ views on the use of semiotics in English classrooms | İsmail Fırat ALTAY, Fulda KARAAZMAK | 63–73 |
| Hedging and academic writing: an analysis of lexical hedges | Cüneyt DEMİR | 74–92 |
| The development of forms of negation in the acquisition of Turkish | Vildan İnci KAVAK | 93–110 |
| Becoming a professional: Exploring EFL pre-service teachers’ conceptions of an effective foreign language teacher | Şule GÖKSEL, Anıl RAKICIOĞLU SÖYLEMEZ | 111–135 |
| Negative polarity, scope of negation and negative phrases in Turkish | Emrah GÖRGÜLÜ | 136–149 |
| Student views on the maintenance of peace education in glocal second language setting | Ayşegül TAKKAÇ TULGAR | 150–161 |
| Feedback for writing or writing for feedback? | Faranak Abbaszad TEHRANİ | 162–178 |
| The students’ perceptions of the use of L1 in EFL classes: A Private Anatolian High School Sample | Orhan KOCAMAN, Erdinç ASLAN | 179–189 |
| Training teachers on corpus-based language pedagogy: Perceptions on using concordance lines in vocabulary instruction | Gamze ÇALIŞKAN, Safiye İpek KURU GÖNEN | 190–210 |
| What do young EFL learners’ written texts tell us about their productive vocabulary knowledge? |