2019

Karaman, A. C., & Çiftçi, E. Y. (2019). Identidade do professor e problemas políticos atuais da formação docente na Turquia [Teacher identity and current teacher education policy issues in Turkey]. In J. E. Diniz-Pereira & K. M. Zeichner (Eds.) Formação de professores S/A: Tentativas de privatização da preparação de docentes da educação básica no mundo [Teacher training Inc.: Attempts to privatize teacher education in the world] (pp. 67-79). Belo Horizonte, Brasil: Autêntica Editora.

Karaman, A. C., Gezgin, A. Ö., Söylemez, A. R., Eröz, B., & Akcan, S. (2019). Professional learning in the ELT practicum: Co-constructing visions. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 282-293.

2018

Akbaş, E., & Hatipoğlu, Ç. (2018). Special issue editorial: Metadiscourse variations across academic genres: Rhetorical preferences in textual and interpersonal markers. Educational Sciences: Theory and Practice, 8(4), 767-775. DOI: 10.12738/estp.2018.4.0001

Ataş, U. (2018). The role of receptive vocabulary knowledge in advanced EFL listening comprehension. TESL-EJ, 21(4).

Antonova-Ünlü, E., & Sağın-Şimşek, Ç. (2018) Testing the impact of formal interpreting training on working memory capacity: Evidence from Turkish-English students-interpreters. Lingua 209, 78-88. doi 10.1016/j.lingua.2018.04.003

Çiftçi, E. Y., & Karaman, A. C. (2018). 'I do not have to love them, I'm just interested in their language': Preparation for a study abroad period and the negotiation(s) of intercultural competence. Language and Intercultural Communication, 18(6), 595-612. https://doi.org/10.1080/14708477.2017.1374391

Çiftçi, E. Y., & Savaş, P. (2018). The role of telecollaboration in language and intercultural learning: A synthesis of studies published between 2010 and 2015. ReCALL, 30(3), 278-298. https://doi.org/10.1017/S0958344017000313

Hatipoğlu, Ç., & Algi, S. (2018). Catch a tiger by the toe: Modal hedges in EFL argumentative paragraphs. Educational Sciences: Theory and Practice, 18(4), 957-982. DOI: 10.12738/estp.2018.4.0373

Jacob, G., Şafak, D.F., Demir, O., & Kırkıcı, B. (2018). Preserved morphological processing in heritage speakers: A masked priming study on Turkish. Second Language Research. doi 10.1177/0267658318764535

Lago, S., Gracanin-Yüksek, M., Şafak, D.F., Demir, O., Kırkıcı, B., & Felser, C. (2018). Straight from the horse's mouth: agreement attraction effects with Turkish possessors. Linguistic Approaches to Bilingualism. doi 10.1075/lab.17019.lag

Nazli, E., & Öztabak-Avcı, E. (2018). A rhetorical narratological approach to the treatment of crime and criminals in Great Expectations. DTCF Dergisi, 58(1), 571-594.

Oruç, S. (2018). City of Mazes: Urban Space in Perdido Street Station. In S. Elyıldırım (Ed.), Representations of Space in Literature 26-36. Ankara: Bilgin Kültür Sanat Yayınları.

Öztabak-Avcı, E. (2018). "Shifting 'Limits of Tolerance and Belonging' in Andrea Levy's Fiction: An Encounter with the Refugee in 'Loose Change'". Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi (16)4, 349-366.

Sağın-Şimşek, Ç., & Akkuş, M. (2018). Türkçe-Azerice Algısal Çok Dilli İletişimde Konuşma Onarım Yöntemleri. In: Yeşim Aksan & Mustafa Aksan (Eds.), Türkçede Yapı ve İşlev (ss. 221-238). Ankara: BilgeSu.

Yıldız, H. (2018). Freedom in Confinement: Women's Prison Narratives and the Politics of Possibility. Critique: Studies in Contemporary Fiction. DOI:10.1080/00111619.2018.1511517.

Yıldız, H. (2018). Representation of Traumatic Memory in The White Hotel. Trakya Üniversitesi Edebiyat Fakültesi Dergisi, 8(16), 125-136.

Tezgiden-Cakcak, Y. (2018). A liberatory pedagogy for non-native teachers of English. Ankara University Journal of Faculty of Educational Sciences, 51(3), 193-211.

2017

Akkuş, M. (2017). A note on language contact: Laz language in Turkey. International Journal of Bilingualism. doi. 10.1177/1367006917703458

Aytaç, K. & Hatipoğlu, Ç. (2017). Representation of men and women in Turkish: Evidence from Turkish National Corpus. In LILA'17 / IV. International Linguistics and Language Studies Conference Proceedings (pp. 72-84). Istanbul: Özgür Öztürk DAKAM Yayinlari.

Bal-Gezegin, B. & Işık Güler, H. (2017) Appraisal Resources in Book Reviews. In: Hatipoğlu, Ç., Akbaş, E. & Y. Bayyurt (Eds.) Metadiscourse in Written genres: Undercovering Textual and Interactional Aspects of Texts (pp. 175-200). Frankfurt: Peter Lang. (ISBN: 9783631720608)

Efeoğlu, E. & Işık-Güler, H. (2017). Siyasal Bir Varlık Olarak Türkiye: Türk, İngiliz ve Amerikan Siyasi Gazete Haberleri Söylemlerindeki Vücut Metaforlarına Karşılaştırmalı Bir Bakış. Dilbilim Araştırmaları, 28(1), 57-77.

Gümüşok, F. (2017). An investigation of post-teaching conferences: Politeness in receiving criticism. ELT Research Journal, 6(1), 116-137.

Gračanin-Yuksek, M., Lago, S., Şafak, D.F., Demir, O. & Kırkıcı, B. (2017). The Interaction of Contextual and Syntactic Information in the Processing of Turkish Anaphors. Journal of Psycholinguistic Research, 46(6), 1397-1425. doi:10.1007/s10936-017-9502-2

Hatipoğlu, Ç. & Algi, S. (2017). Contextual and pragmatic functions of modal epistemic hedges in argumentative paragraphs in Turkish. In Çiler Hatipoğlu, Erdem Akbaş & Yasemin Bayyurt (Eds.), Metadiscourse across Genres: Uncovering Textual and Interactional Aspects of Texts (pp. 85-108). Frankfurt: Peter Lang.

Hatipoğlu, Ç., Akbaş, Erdem & Bayyurt, Yasemin (Eds.) (2017). Metadiscourse across Genres: Uncovering Textual and Interactional Aspects of Texts. Frankfurt: Peter Lang.

Hatipoğlu, Ç. (2017). Linguistics courses in pre-service foreign language teacher training programs and knowledge about language. ELT Research Journal, 6 (1), 45-68.

Hatipoğlu, Ç. (2017). Status and apologising in L2: A problem? In S. Nalan Büyükkantarcıoğlu, Işıl Özyıldırım and Emine Yarar (Eds.), 45. Yıl Yazıları (pp. 195-213). Ankara: Hacettepe University Publications.

Karakaya, N. & Hatipoğlu, Ç. (2017). Attitudes of EFL teachers in Turkey context towards teaching English varieties in their lessons. Journal of Educational and Instructional Studies in the World, 7 (3), 41-48.

Karakuş, E. (2017). The Preferences of Turkish EFL Learners in Using Phrasal Verbs or Synonymous One-word Verbs. International Journal of Language Academy, 5(5), 216-225.

Karakuş, E., & Ünlüer, Z. (2017). Collaboration Among English Language Learners on a Smart Phone Based Instant Messaging Platform: Case Study. International Journal of Language Academy, 5(5), 194-207. doi:http://dx.doi.org/10.18033/ijla.3662

Korkut-Naykı, N. (2017). Anticipating the Existentialist Hero in Mikhail Lermontov’s A Hero of Our Time and Joseph Conrad’s Nostromo. Gaziantep University Journal of Social Sciences, 16(1), 183-192.

Mızıkacı, F., Senese, G., Tezgiden Cakcak, Y. & Gorman, S. (Eds.) (2017). A Language of Freedom and Teacher's Authority Case Comparisons from Turkey and the United States. Lanham, Maryland: Lexington Books.

Oruç, S. (2017). Representation of Diasporic Identities in Hanif Kureishi’s Borderline. In A.D. Bozer (Ed.), Representations of Diasporic Identities in Britain 1-14. Ankara: Hacettepe Üniversitesi Yayınları.

Oruç, S. (2017). Deconstruction of the Personal Identity and English National Identity in England, England and The Remains of the Day. Interactions 27.1-2: 113-128. İzmir: Ege University Press.

Öztabak-Avcı, E. (2017). Sentimental Discipline: A Narratological Analysis of Susan Warner's The Wide, Wide World. DTCF Dergisi, 57(2), 822-837. DOI: 10.1501/Dtcfder_0000001540

Öztabak-Avcı, E. (2017). Playing Bad for White Ears': A Study of the Narratee in Andrea Levy's The Long Song. Journal of Narrative Theory, 47(1), 118-143.

Öztabak-Avcı, E. (2017) 'Surprised and Dazzled with the Beauty of the Sultan's Capital': Depoliticization and Dehistoricization of Culture in Demetra Vaka-Brown's Haremlik: Some Pages from the Life of Turkish Women. Kare Dergi: Karşılaştırmalı Edebiyat Dergisi 2.1: 18-28.

Rakıcıoğlu-Söylemez, A., Ölçü-Dinçer, Z., Balıkçı, G., Taner, G., & Akayoğlu, S. (2017). Professional Learning with and from Peers: Pre-Service EFL Teachers' Reflections on Collaborative Lesson-Planning. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, DOI:10.17240/aibuefd.2018..-363887

Sağın-Şimşek, Ç., Antonova Ünlü, E., & Akkuş, M. (2017). Türkçe-Kazakça Algısal Çok Dillilik. In N. Büyükkantarcıoğlu, I. Özyıldırım & E. Yarar (Eds.), 45. Yıl Yazıları. (ISBN: 9789754914559)

Sağın-Şimşek, Ç. & Antonova-Ünlü, E. (2017). Subject realization in bilingual Turkish: A comparative study of German-Turkish and Russian-Turkish bilingual children. Journal of Child Language Development and Acquisition 5, 4, 193-207.

Sağın-Şimşek, Ç. & Antonova Ünlü, E. (2017). Sözlü çeviri eğitiminin işler bellek kapasitesi üzerindeki etkisi. İçinde: N. Kansu Yetkiner ve M. Şahin. Dilbilim Çeviribilim Yazıları. Ankara: ANI Yayıncılık, 180-192.

Sağın-Şimşek, Ç. & Antonova-Ünlü, E. (online) A hearer-based analysis of Turkish-Azerbaijani Receptive Multilingual Communication. International Journal of Bilingualism. 

Şallı-Çopur, D. (2017). The New Year Class. In  Jean L. Arnold and Emily Herrick (Eds.), New Ways in Teaching With Music (pp.186-187). Virginia: TESOL Press.

Tezgiden Cakcak, Y. (2017). Ideological Proletarianization of Teacher Educators in Turkey. In F. Mızıkacı, G. Senese, Y. Tezgiden Cakcak, S. Gorman (Eds.), A Language of Freedom and Teacher's Authority Case Comparisons from Turkey and the United States (pp. 83-95). Lanham, Maryland: Lexington Books.

Uluçay, Ç. & Hatipoğlu, Ç. (2017). Cause markers in Turkish cause paragraphs. In Çiler Hatipoğlu, Erdem Akbaş & Yasemin Bayyurt (Eds.), Metadiscourse across Genres: Uncovering Textual and Interactional Aspects of Texts (pp. 223-249). Frankfurt: Peter Lang.

Vittoria, P. (2017). Freire: Diyaloğun Pedagojisine Giden Yol. (Y. Tezgiden Cakcak & E. Cakcak, Trans.) İstanbul: Kalkedon Yayınları.

Yıldız, H. (2017). The Autobiography of My Mother: Narrative as an Access to Post/Colonial Trauma. DTCF Dergisi,  57(1), 605-621.

2016

Akcan, S., Aydin, B., Karaman, A. C., Seferoğlu, G., Korkmazgil, S., Özbilgin, A., & Selvi, A. F. (2016). Qualities and Qualifications of EFL Professionals: What Do Intensive English Program Administrators Think?. TESOL Journal. doi. 10.1002/tesj.293

Arsenijević, B., & Gračanin-Yuksek, M. (2016). Agreement and the structure of relative clauses. Glossa: a journal of general linguistics, 1(1).

Balikçi, G., & Daloglu, A. (2016). Critical Reading Discourse of Pre-Service English Teachers in Turkey. TESL-EJ, 20(1).

Basaran, B. C., & Savas, P. (2016). Pre-Service EFL Teachers’ Perceptions of Webinars as Presentation Tools for Instructional Purposes. InGlobal Learn (Vol. 2016, No. 1, pp. 430-439).

Citko, B., & Gračanin-Yuksek, M. (2016). Multiple (coordinated)(free) relatives. Natural Language & Linguistic Theory, 34(2), 393-427.

Çiftçi, E. Y. (2016). A review of research on intercultural learning through computer-based digital technologies. Educational Technology & Society, 19(2), 313-327.

Eröz-Tuğa, B. (Ed.). (2015). Theoretical considerations in language education: Implications for English Language Teaching. Ankara: Nüans Yayıncılık.

Eröz-Tuğa, B. (2015). Symbolic interactionism and language teaching. In B. Eröz-Tuğa (Ed.),Theoretical considerations in language education: Implications for English Language Teaching (pp. 123-135). Ankara: Nüans Yayıncılık.

Gračanin-Yuksek, M. (2016). Size Matters: The Syntax of Disjunctive Questions. Linguistic Inquiry.

Gračanin-Yüksek, M. (2016). Türkçede Seçenekli Sorular. Dilbilim Araştırmaları Dergisi, (1).

Gračanin-Yuksek, M., & Kırkıcı, B. (2016). Syntax/semantics/pragmatics of yes/no questions in second language Turkish. Second Language Acquisition of Turkish, 59, 165.

Gunduz, M. (2016). Promoting interaction through blogging in language classrooms. International Journal of Research in Education and Science (IJRES), 2(2), 438-443.

Hatipoğlu, Ç. (2016). Explicit apologies in L2 Turkish. Second Language Acquisition of Turkish, 59, 221.

Hatipoğlu, Ç. (2016). The impact of the University Entrance Exam on EFL education in Turkey: Pre-service English language teachers' perspective. Procedia-Social and Behavioral Sciences, 232, 136-144.

Hatipoğlu, Ç. (2016). Explicit Apologies in L2 Turkish. In Ayşe Gürel (Ed.), L2 Acquisition of Turkish (pp. 221-248). Amsterdam & New York: John Benjamins.

Hatipoğlu, Ç. & Erçetin, G. (2016). Türkiye’de yabancı dilde ölçme ve değerlendirme eğitiminin dünü ve bugünü (The past and present of Foreign Language Testing and Evaluation Education in Turkey). In Sumru Akcan & Yasemin Bayyurt (Eds), 3. Ulusal Yabancı Dil Eğitimi Kurultayı Bildiri Kitabı (pp. 72-89). Istanbul: Boğaziçi Üniversitesi Press.

Jacob, G., & Kırkıcı, B. (2016). The processing of morphologically complex words in a specific speaker group. The Mental Lexicon, 11(2), 308-328.

Korkut-Naykı, N. (2016). Edebiyat Çalışmaları ve Psikoloji. Koridor, 23, 18-25.

Öztabak-Avcı, E. (2016) “B/Orders of the Eye: Colonial Voyeurism and Fetishism in Caryl Phillips’s Cambridge.” B/Orders Unbound: Marginality, Ethnicity and Identity in Literatures. Eds. Okuroglu Uzun and M. Kirca. Frankfurt am Main: Peter Lang. 49-66.

Öztürk, G., & Gürbüz, N. (2016). The impact of early language learning experiences on EFL teachers’ language teaching beliefs and practices. ELT Research Journal, 5(2).

Sağın Şimşek, Ç. (2016).  Diller arası etkileşim sonucunda Türkçe-Almanca iki dillilerin devrik tümce kullanımı. In N. Büyükkantarcıoğlu, I. Özyıldırım & E. Yarar (Eds.) Prof. Dr. Ahmet Kocama’a Armağan: Dilbilime Adanmış Bir Yaşam. 359-370.

Sönmez, M. J. (2016). Death in Other Words: Dickens's Novels and the Euphemism Boom. In Kennedy, V.  and Kitsi-Mitakou, K. (Eds), Liminal Dickens: Rites of Passage in His Work (pp. 51-64). Newcastle Upone Tyne: Cambridge Scholars.

Şallı-Çopur, D. (2016). A touch of L1 literature in pre-service teacher training. The Teacher Trainer, 30(2), 21-23.

Şallı-Çopur, D. (2016). What’s up teacher? Voices 248, 3.

Şallı-Çopur, D. (2016). What’s up again Teacher?: Feedback on Lesson Plans. Voices 252, 3.

Taner, G., & Seferoğlu, G. (2016) Veri toplama araçlarının çevirisinde niteliğin arttırılması: Bir aktarım örneği. In Ö. Demirel & S. Dinçer (Eds.), Eğitim Bilimlerinde Yenilikler ve Nitelik Arayışı (1235-1246). doi: http://dx.doi.org/10.14527/9786053183563.076

Tekşen-Memiş, A. (2016). Scopes of metamorphosis in Josh Malerman’s Bird Box and Ovid’s Metamorphoses. Uhive (International peer-reviewed Journal of Communication and  Humanities Research), 12, 159-177. doi: 10.17361/UHIVE.20161222015.

Tekşen-Memiş, A. (2016). Under Western Eyes as an illustration of the consequences of loneliness. Journal of History Culture and Art Research, 5(3), 72-92.

Yeni-Palabiyik, P., & Daloglu, A. (2016). English language teachers' implementation of curriculum with action-oriented approach in Turkish primary education classrooms. i-Manager's Journal on English Language Teaching, 6(2), 45.

Yıldız, H. (2016). Rethinking the political: Ottoman women as feminist subjects. Journal of Gender Studies, 1-15.

Yıldız, H. (2016). “You Write in the Breeze of Knowledge, Not in Light of It”: A Conversation with Hasan Ali Toptaş. World Literature Today, 90(3-4), 56-60.

2015

Antonova Ünlü, E. & Sağın Şimşek, Ç. (2015).  The use of verbal morphology in Turkish as a third language: The case of Russian-English-Turkish trilinguals. International Journal of Bilingualism, 19, 347-362.

Antonova-Ünlü, E., Sağin-Şimşek, Ç., Ateşman, E., & Lozovska, A. (2015). Russian Immigrant Diaspora in Turkey: Language Use, Preference and Attitudes. Turkish Studies, 16(3), 391-410.

Bakay, Ş., Delialioğlu, Ö., & Savaş, P. (2015). Student Perceptions and Readiness on Using a Mobile Application for Vocabulary Acquisition. InGlobal Learn (Vol. 2015, No. 1, pp. 687-693).

Başer, Z., & Karaman, A. C. (2015). Enacting the National Curriculum in a Rural Elementary School: A Qualitative Study of a Beginning Language Teacher's Experiences. İlköğretim Online, 14(1).

Birlik, N. (2015). Erken Döneminde ST Coleridge’in Dini ve Politik Görüşleri Arasındaki İlişki. Edebiyat Fakültesi Dergisi, 32(1).

Budak, Y., Çakmak, M., & Gündüz, M. (2015). An Overview of Integrating Globalization and Internationalization in Teacher Education Context.Internationalisierung der LehrerInnenbildung: Perspektiven aus Theorie und Praxis.

Busher, H., Gündüz, M., Cakmak, M., & Lawson, T. (2015). Student teachers’ views of practicums (teacher training placements) in Turkish and English contexts: a comparative study. Compare: A Journal of Comparative and International Education, 45(3), 445-466.

Gracanin-Yüksek, M. (2015). A note on–mAdAn (önce). Dilbilim Araştırmaları Dergisi, (1), 25-42.

Lawson, T., Çakmak, M., Gündüz, M., & Busher, H. (2015). Research on teaching practicum–a systematic review. European journal of teacher education, 38(3), 392-407.

Hatipoğlu, Ç. (2015). English language testing and evaluation (ELTE) training in Turkey: expectations and needs of pre-service English language teachers.ELT Research Journal, 4(2), 111-128.

Öztabak-Avcı, E. (2015). ‘you never Know Who you’re addressing’: a study of the Inscribed ‘you’in The Remains of the Day. Kazuo Ishiguro in a Global Context, 49.

Sönmez, M. J. (2015). Place Identity and detection in When We Were Orphans. Kazuo Ishiguro in a Global Context, 79.

Sönmez, M. J. (2015). Defoe and the Dutch: Places, Things, People. Cambridge Scholars Publishing.

Sönmez, M. J. (2015). Words, Words, Words. Narrative and Language Studies, 2(3).

Sönmez, M. J. (2015). CHAPTER TWENTY NINE DEFOE AND HOLLAND: THE CASE OF ROXANA MARGARET JM SÖNMEZ. English Studies: New Perspectives, 307.

Wong, C. F., & Yıldız, H. (Eds.) (2015). Kazuo Ishiguro in a Global Context. Ashgate.

Zeyrek, D., Şimşek, Ç. S., Ataş, U., & Rehbein, J. (2015). Ankara Papers in Turkish and Turkic Linguistics. Wiesbaden: Harrassowitz Verlag.