Yüksek Lisans Tezleri

Özer, Z. (2017). Pre-Service English Language Teachers' Attitudes towards Using Computer Technologies in Foreign Language Teaching.

Yetkin, R. (2017). Pre-Service English Teachers’ Conception of Assessment and Their Future Assessment Practices in a Turkish Context.

Yurtsever, A. (2017). A Teacher Inquiry into the Effects of Teacher's Motivational Activities on Language Learners' Classroom Motivation.

Çimenli, B. (2017). Rolling the Ball Back: Topic Maintenance in Computer Mediated English as a Lingua Franca Interactions.

Topal, İ. H. (2017). An Analysis of the Intonation Patterns of If-Clauses in Turkish English Majors. 

Aslan, A. (2015). An Experimental Study into The Effects of Structured Group Work on Students’ Collaborative Behavıours and Group Performances. 

Karaazmak, F. (2015). Development of Intonation Patterns In Time Clauses Among Efl Prospective Teachers: An Experımental Study. 

Temir, T. (2015). Relationship Between Using Blogs And Achievements In Reading Skills Of Prep-Class Students At Tertiary Level .

Doğan, G. (2015). Efl Instructors' Perception and Practices on Learner Autonomy in Some Turkish Universities.

Birinci, F. G. (2014). The Effectiveness of Visual Materials in Teaching Vocabulary to Deaf Students of Efl.

Rezalou, A. (2014). Strategies To Develop Student Autonomy and Their Relation with Foreign Language Achievement.

Savuran, Y (2014). Life-Long Learning Competencies of Prospective English Language Teachers in Comparison with Their Mentors.

Karapınar, A. (2014). The Relatıonship between Reading Strategies of English Language Teaching Freshman Students and Their Achievement.

Yağcı, H. (2014). Tracking Changes And Progress in Efl Teachers Classroom Practices through Professional Development: The Case of Gaziantep.

Behjoo, B. M. (2013). The Relationship among Self-Efficacy, Academic Self-Efficacy, Problem Solving Skills and Foreign Language Achievement. 

Göktaş, Y. (2013). Place Of Multiculturalism in English Unlimited Used At University Preparatory Classes in Turkey.

Doktora Tezleri

Başöz, T. (2018). Willingness to Communicate: A Path-Analytic Model for Tertiary Level Learners of English in Turkey. 

Kavaklı, N. (2018). CEFR Oriented Testing and Assessment Practices in Non-Formal English Language Schools in Turkey.

Güçlü, R. (2018). An Investigation of Integrated Skills Practices And Blended Learning In English Classes. 

Duran, D. (2017). Student-Initated Questions in English as a Medium of Instruction Classrooms in a Turkish Higher Education Setting.

Önal, A. (2017). English Language Teachers' Perceptions of the European Portfolio for Student Teachers of Languages (EPOSTL) in Turkish Setting.

Canaran, Ö. (2017). A New Perspective into Team Teaching as a Continuous Professional Development Model for English Teachers. 

Yavuz, A. (2017). Some Suggested Practices to Develop Speaking Skills and Communicative Competence of B1 Level Efl Learners at Tertiary Level. 

Yürük, N. (2016) Films As A "Multimodal Way" To Improve Learners' Reading Skills And Enhance Cultural Awareness In English Language And Literature Departments.

Balaman, U. (2016). A Conversation Analytic Study on the Development of Interactional Competence in English in an Online Task-Oriented Environment.

Dolgunsöz, E. (2015). Identifying Eye Movement Behaviors and Discrepancies of Learners of English as a Foreign Language at Different Ielts General Reading Levels.

Bergil, A. S. (2015). A Complementary Study on European Portfolio for Student Teachers of Languages in Relation to The European Profiling Grid. 

Küçükoğlu, H. (2015). An Evaluation of Phd Elt Programs In Turkey. 

Kürüm, E. Y. (2012). The Impact of Strategy Based Instruction on İmproving The Foreign Language Proficiency Level of The 3rd Grade Students at The Turkish Military Academy.