This article reviews doctoral research into English language teaching and learning completed between 2009 and 2013 at Turkish universities. The 25 dissertations reviewed here fall into these four general categories: (1) instructional variables and designs, (2) learners, (3) textbooks, and (4) development and evaluation. The majority of these dissertations focus on classroom teaching and learning. Half are particularly concerned with the effects of different instructional variables and designs on learning-related issues. The dissertations are presented with a focus on research methodologies to provide the reader with an evaluation of not only the validity of the findings in each study but also their strengths and weaknesses.