Kitaplar ve Kitap Bölümleri

Çimenli, B., & Sert, O. (2017). Orientations to Linguistic Form in Meaning and Fluency Contexts in a Turkish as a Foreign Language Classroom. In G. Schwab, S. Hoffmann and A. Schön (eds.). Interaktion im Fremdsprachenunterricht: Beiträge aus der empirischen Forschung (s. 17-32). Münster: LIT Verlag.

Sert, O. (2016). L2 Classroom Interactional Competence. In B. İnan-Karagül and D. Yüksel (eds.). The Theory and Practice of English Language Teaching. Kocaeli: Kocaeli Üniversitesi Vakfı Yayınları.

Mirici, İ. H. & Göksu, A. (2016). Influence of residence in English speaking countries on the effective use of the English routine formulas. In (Eds.) Mirici, I.H. et al. Research papers on teaching English as an additional language, Rijeka: University of Rijeka.

Sert, O. (2016). Sınıf İçi Etkileşim ve Yabancı Dil Öğretmeni Yetiştirme. (Ed.) Akcan, S. & Bayyurt, Y. Türkiye’deki Yabancı Dil Eğitimi Üzerine Görüş ve Düşünceler (s.14-30). İstanbul: Boğaziçi Üniversitesi Yayınevi.

Sert, O. (2015). Social Interaction and L2 Classroom Discourse. Edinburgh: Edinburgh University Press. 

Ziegler, G., Durus, N., Sert, O., & Family, N. (2015). Analysing ELT in the European Arena: Multilingual Practices. In C.J. Jenks and P. Seedhouse (eds.). International Perspectives on ELT Classroom Interaction (s.188-207). Hampshire: Palgrave.

Koban-Koç, D. (2015). Developing Reading Skills through a Biography of Louis Armstrong. In H. Coşkun, F. Yılmaz & M. E. Aksoy (Eds.), Planning of Instruction.  (s. 208-222). Berlin: Dağyeli Verlag.

Makaleler ve Kitap İncelemeleri

Kardaş İşler, N., Balaman, U., Şahin, A. E. (2019). The interactional management of learner initiatives in social studies classroom discourse. Learning, Culture and Social Interaction, 23. [Click to view]

Can Daşkın, N. & Hatipoğlu, Ç. (2019). Reference to a past learning event as a practice of informal formative assessment in L2 classroom interaction. Language Testing, 1-25. [Click to view]

Balaman, U. (2019). Sequential organization of hinting in online task-oriented L2 interaction. Text & Talk, 39(4), 511-534. [Click to view]

Balaman, U. & Can Daşkın, N. (2019). A series of conversation analysis based pedagogical activities for increasing interactional awareness. Journal of Inquiry Based Activities, 9(1), 1-13. [Click to view]

Can Daşkın, N., & Hatipoğlu, Ç. (2019). Reference to a past learning event in teacher turns in an L2 instructional setting. Journal of Pragmatics, 142, 16-30. [Click to view]

Kardaş İşler, N., Şahin, A. E. & Balaman, U. (2019). Öğrenci katılımına zemin hazırlayan etkileşimsel bir kaynak: Eksik tasarlanmış sözceler. Pamukkale University Journal of Education45, 376-396. [Click to view]

Balaman, U. (2018). Emergent information gap tasks for (digital) language classrooms: A resource for teachers and teacher educators. KONECT Project. (Available in EnglishSpanish, and Chinese)

Skogmyr Marian, K. & Balaman, U. (2018). L2 interactional competence and its development: An overview of conversation analytic research on interactional change over time. Language & Linguistics Compass. [Click to view]

Balaman, U. (2018). Task-induced development of hinting behaviors in online L2 task-oriented interaction. Language Learning & Technology22(2), 95–115. [Click to view]

Balaman, U. (2018). Embodied resources in a repetition activity in a preschool L2 classroom. Novitas-ROYAL (Research on Youth and Language)12(1), 27-51. [Click to view]

Sert, O. & Balaman, U. (2018). Orientations to negotiated language and task rules in online L2 interaction. ReCALL. [Click to view]

Sert, O. (2017). Creating Opportunities for L2 Learning in a Prediction Activity. System, 70, 14-25.

Balaman, U., & Sert, O. (2017). Development of L2 interactional resources for online collaborative task accomplishment. Computer Assisted Language Learning, 1-30. 

Bursalı, N., & Öz, H. (2017). The Relationship between Ideal L2 Self and Willingness to Communicate Inside the Classroom. International Journal of Higher Education, 6(4), 229-239.

Kırkağaç, Ş., & Öz, H. (2017). The role of big five personality traits in predicting prospective EFL teachers’ academic achievement. International Online Journal of Education and Teaching (IOJET), 4(4), 317-328. 

Balaman, U., & Sert, O. (2017). Local Contingencies in L2 Tasks: A Comparison of Context-Sensitive Interactional Achievements across Two Different Task Types. Bellaterra Journal of Teaching & Learning Language & Literature, 10(3), 9-27.

Alagözlü, N. (2017). Cross cultural conflict resolution styles: Data revisited. International Online Journal of Education and Teaching (IOJET), 4(3), 199-211. 

Doğan, G., & Mirici, İ. H. (2017). EFL instructors' perception and practices on learner autonomy in some Turkish universities. Journal of Language and Linguistic Studies (JLLS), 13(1), 166-193.

Ataman, D. Ş., & Mirici, İ. H. (2017). Contribution of Corrective Feedback to English Language Learners’ Writing Skills Development through Workfolio Based Tasks. International Journal of Curriculum and Instruction (IJCI), 9(1), 1–30.

Kavaklı, N., & Arslan, S. (2017). Applying EALTA Guidelines as Baseline for the Foreign Language Proficiency Test in Turkey: The Case of YDS. International Journal of Curriculum and Instruction (IJCI), 9(1), 104-118. 

Can-Daşkın, N. (2017). A conversation analytic investigation into L2 classroom interaction and informal formative assessment. ELT Research Journal, 6(1), 4-24.

Mirici, İ. H., & Kavaklı, N. (2017). Teaching the CEFR oriented practices effectively in the M.A. program of an ELT department in Turkey. International Online Journal of Education and Teaching (IOJET), 4(1). 74-85.

Balaman, U., & Sert, O. (2017). The coordination of online L2 interaction and orientations to ask interface for epistemic progression. Journal of Pragmatics, 115, 115-129. 

Ergül, H. (2016). Adjournments during TV watching: A closer look into the organisation of continuing states of incipient talk. Discourse Studies, 18(2), 144-164.

Kanat-Mutluoğlu, A. (2016). The Influence of Ideal L2 self, Academic Self- Concept and Intercultural Communicative Competence on Willingness to Communicate in a Foreign Language . Eurasian Journal of Applied Linguistics, 2(2), 27-46. 

Arpacı, D. (2016). The effects of accessing L1 versus L2 definitional glosses on L2 learners’ reading comprehension and vocabulary learning. Eurasian Journal of Applied Linguistics, 2(1), 15-29. 

Ölmez, F. (2016). Review of Motivational Currents in Language Learning: Frameworks for Focused Interventions. Eurasian Journal of Applied Linguistics, 2(1), 57–64.

Aksoy, K. (2016). Review of Exploring Psychology in Language Learning and Teaching. Eurasian Journal of Applied Linguistics, 2(1), 65-70. 

Demirezen, M. (2016b). The determinants of the types of selves in relation to foreign language teachers. International Journal of Progressive Education (IJPE), Volume 12, Number 2- June 2016, 128-137.

Demirezen, M. (2016a). Assimilation as a Co-articulation Producer in Words and Pronunciation Problems for Turkish English Teachers. KUYEB, 16(2), 477-509.

Mirici, İ. H. & Yangın-Ekşi, G. (2016). A descriptive study on the profile of some potential English language teachers. International Online Journal of Education and Teaching (IOJET),3(1). 65-81.

Koban-Koç, D. & Koç, S. E. (2016).  Students’ perceptions of blog use in an undergraduate linguistics course. Journal of Language and Linguistic Studies (JLLS), 12(1), 9-19. 

Kavaklı, N. (2016). Intrinsic difficulties in learning common Greek-originated English words: The case of pluralization. Journal of Language and Linguistic Studies (JLLS), 12(1), 110-123.

Can-Daşkın, N. (2016). Shaping learner contributions in an EFL classroom: Implications for L2 classroom interactional competence. Classroom Discourse, 6(1), 33-56.

Mirici, İ. H. & Hergüner, S. (2015). A Digital European Self-Assessment Tool for Student Teachers of Foreign Languages: The EPOSTL. Turkish Online Journal of Educational Technology (TOJET), 14(1). 

Mirici, İ.H. (2015). European Policy and Practices in Training Foreign Language Teachers. Hacettepe University Journal of Education, 30(4), ISSN:  1300- 5340.

Mirici, İ. H. (2015).Contemporary ELT Practices Across Europe. International Journal of Language Academy (IJLA).  3(4), 1-8.

Demirezen, M. (2015). Evaluation of the Production of the Intonation of Adverb Clauses with Time by Turkish English Teachers: A 
Demonstration by Computer Application. Anthropologist, 22(2): 157-166. 

Erten, İ. H. (2015). Age related gender differences in causal attributions of Turkish learners of English as a foreign language. ELT Research Journal, 2(4). 

Erten, İ. H., & Bayraktar-Erten, N. (2015). Teachers of Turkish grammar in the eyes of high school students. Journal of Language and Linguistic Studies, 11(1), 91-101. 

Bakla, A. & Sarıçoban, A. (2015). Interactive Puzzles in Vocabulary Instruction: Teachers and Learners as Designers. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 19 (1): 129-143.

Alagozlu, N. & Makihara, M. (2015). Conflict resolution strategies in Turkish and American speech communities: a school setting. International Online Journal of Education and Teaching (IOJET), 2(3). 177-197. 

Alagozlu, N. & Telceken, M. (2015). Identity Perception and Hidden Curriculum in the Coursebooks Teaching Turkish and English as a Foreign Language. Türkbilig, 30, 245-268.

Öz, H., Demirezen, M., & Pourfeiz, J. (2015). Willingness to communicate of EFL learners in Turkish context. Learning and Individual Differences. 37, 269-275. 

Sert, O. & Jacknick, C. (2015). Student Smiles and the Negotiation of Epistemics in L2 Classrooms. Journal of Pragmatics. 77(1), 97-112.

Sert, O. & Balaman, U. (2015). Çevrimiçi Görev-Temelli Etkileşimde Ortaklaşa Bilgi Yapılandırmasının Konuşma Çözümlemesiyle İncelenmesi. Mersin Üniversitesi Dil ve Edebiyat Dergisi (MEUDED), 12 (2): 45-72.

Sert, O., Balaman, U., Can-Daşkın, N., Büyükgüzel, S., & Ergül, H. (2015). Konuşma Çözümlemesi Yöntemi, Mersin Üniversitesi Dil ve Edebiyat Dergisi (MEUDED), 12 (2), 1-43.

Sert, O., Bozbıyık M., Elçin, M., & Turan, S. (2015). Standart Hasta – Tıp Öğrencisi Etkileşiminde Ön Bilgi İddiaları ve Etkileşimsel Sorunlar. Mersin Üniversitesi Dil ve Edebiyat Dergisi (MEUDED), 12 (2). 45-72.

Koban-Koç, D. (2015). The Non-Generic use of the Definite Article the in Writing by Turkish Learners of English. Hacettepe University Journal of Education, 30 (2), 56-68.

Kavaklı, N. (2015). Novus Ortus: The Awakening of the Laz Language in Turkey. İdil, 4(16), 133-146. 

Khan, Ö., & Can-Daşkın, N. (2014). "You Reap What You Sow": Idioms in materials designed by EFL teacher-trainees. Novitas-ROYAL (Research on Youth and Language), 8(2), 97-118.