“…The observed problem that makes the researcher conduct this study is that there are some studies focusing on the content analysis of the articles related to (a) foreign language education in Turkey in general (Alptekin & Tatar, 2011;Solak, 2014;Yağız, Aydın & Akdemir, 2016), (b) English language teacher education (Avalos, 2011;Demir & Koçyiğit, 2018;Kleinsasser, 2013;Vélez-Rendón, 2002), (c) strategy training in L2 learning (Mutlu, 2015), (d) graduate research on ELT in Turkey (İnal, Özdemir, Kıray & Oral, 2016;Koçyiğit & Erdem, 2018;Özmen, Cephe, & Kınık, 2016), (e) teaching English with technology (Hussein, 2015), (f) using flipped classroom in foreign language education (Ahmed & Asiksoy, 2018;Filiz & Benzet, 2018), (g) assessment and evaluation in foreign language teaching in Turkey (Arslan & Kartal, 2018), (h) teaching L2 listening (Dewitt-Brinks & Rhodes, 1992) and (i) teaching L2 reading (Akaydın & Cecen, 2015;Parsons & Gallagher, 2016) in the literature. However, there are no research studies regarding the content analysis of the articles related to teaching L2 pronunciation.…”