♦     YAYINLAR

• Seis, Z. (2025). A General View on the Contributions of Saussure and Chomsky to the Linguistics. Giresun Üniversitesi Eğitim Fakültesi Dergisi, 2(1), 38–45.

♦     ATIFLAR

Yüksekokulumuz akademik personeline ait aşağıda belirtilen çalışmalar, çeşitli ulusal ve uluslararası akademik çalışmalarda kaynak gösterilmiştir. Aşağıda, söz konusu yayına yapılan seçili atıflar yer almaktadır:

Seis, Z. (2023). The challenge EFL teachers face in Turkey: Burnout. Futurity Education, 3(2), 227–250.

• Yingying, S., Omar, M. K., & Ismail, N. (2025). Job stress and burnout among lecturers: a systematic literature review and meta-analysis. Frontiers in Psychology, 16, 1673812.
• Zhang, F. (2025). Surface vs. deep acting in EFL instruction: mediating and moderating roles of emotion regulation and intelligence in burnout. Frontiers in Psychology, 16, 1611941.
• Şenel, E. (2025). An investigation into EFL students’ burnout levels and their academic motivation at the tertiary level. Journal of Language Research, 9(1), 15–27.
• Atay, F. (2026). The ecology of teacher stress in vocational EFL contexts. ELT Research Journal, 14(2), 152–181.
• Dilber, Y. (2025). J-EDUCAT: Eğitim Araştırmaları Dergisi.
• Ç., M. (2025). Exploring professional well-being in the teaching profession.
• Karacan, C. G., & Karanfil, F. (2025). Exploring newly-qualified English teachers’ experiences of a mentorship program. Mentoring & Tutoring, 33(3), 366–388.
• Karagöz, M. Y. (2025). Investigating the relationship between personality traits of Turkish EFL teachers and teaching methods.

Ayaz, A. D., & Erten, İ. H. (2021). DMC and individual differences: A path analytical investigation in Turkish EFL context. Cukurova University Faculty of Education Journal, 50(2), 663-676.

• Yahaya, M. F., & Hasan, M. K. (2025). A systematic literature review of ESL/EFL learning strategies and learner motivation. International Journal of Learning, Teaching and Educational Research, 24(1), 252-277.
• Saaty, A. A. (2025). Short story writing experiences and perceptions of Saudi female university students. Journal of International Students, 15(7), 1-22.

Demir-Ayaz, A., Özkardaş, S., & Özturan, T.  (2019). Challenges of English language teach-ing in high schools in Turkey and possible suggestions to overcome them. Eurasian Journal of Applied Linguistics, 5(1): 41–55.

• Karakaş, A. (2025). Increasing student performance and satisfaction in a speaking course through AI-supported active learning activities. ExELL (Explorations in English Language and Linguistics), 13(1), 28-55.
• Topal, İ. H., & Demirezen, M. (2025). An Exploration of Primary Stress in If-Conditionals in English Language Education Majors in Türkiye. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40(4), 280-294.
• Duymuş, A. E., & Kıray, G. (2025). Exploring the Potential of a High School English Preparatory Coursebook Package in Developing Genre Awareness. Dil Eğitimi ve Araştırmaları Dergisi, 11(2), 833-858.
• Yüzlü, M. Y. (2025). Is It Time to Consider Science High School-Specific English? A Quantitative Case Study. Bartın University Journal of Faculty of Education, 14(3), 650-668.
• Akoluk, E., Çolak, İ., & Rathert, S. (2025). Have we remained strangers to English? University Students Views of English as a Foreign Language. Education & Youth Research, 5(1), 1-23.
• Akman, S., & Senemoğlu, N. (2025). An Action Research to Enrich Teaching-Learning Processes in EFL Settings. Participatory Educational Research, 12(4), 38-61.
• Saral, N. Ç., & Balçikanli, C. (2025). Digesting Centralized Curricula in Türkiye: How Literate Are English Language Teachers?. Novitas-ROYAL (Research on Youth and Language), 19(1), 81-99.
• Mercan Küçükakın, P., İleri, S. A., & Coşkun Yaşar, G. (2025). Student and Instructor Perspectives on the English Preparatory School’s ELT Program: A Needs Analysis Study. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 22(1), 72-96.

Kara, E., Ayaz, A. D., & Dündar, T. (2017). Challenges in EFL speaking classes in Turkish context. European Journal of Language and Literature, 3(2), 66-74.

• Yüceer-Öztürk, Y., & Tan-Şişman, G. (2025). Pre-service English teachers’ readiness for the English language curriculum: How competent are they?. Asian-Pacific Journal of Second and Foreign Language Education, 10(1), 61.
• Samar, R. G., & Parsaie, Z. (2025). Dialogue Journal in L2 Classroom: A Sociocultural Perspective. Journal of Second Language Acquisition and Teaching, 31, 98-124.
• Okyay, S., & Zengin, R. (2025). The Impact of Web-Based Platforms on Developing EFL Speaking Skills: A Comparison of AI-Supported Apps. Social Mentality and Researcher Thinkers Journal (Smart Journal), 11(4), 566-579.
• Yasar, M. O., & Mede, E. (2025). Can Self-Made Videos Promote L2 Speaking Skills in a Mooc-based Flipped Classroom Model?. Turkish Online Journal of Distance Education, 26(3), 144-191.
• Gedikli, H. N., Çakar, S., & Çelik, H. (2025). A Needs Analysis of High School Students' English Speaking and Writing Skills. Language Teaching and Educational Research, 8(1), 13-32.
• Sahmaniasl, R. (2025). A Scoping Review of Speaking Anxiety among Turkish EFL Learners.
• Antoniou Karantoki, K. (2025). Enhancing the Speaking Competence of Greek-speaking Learners in a Turkish Language Classroom in Cyprus. In Advances in Second and Foreign Language Acquisition: From Greek Classrooms to Global Contexts (pp. 169-204). Cham: Springer Nature Switzerland.
• Aydemir, E. C. (2025). Improving young adult EFL students’ speaking skills through an artificial intelligence chatbot: A quasi-experimental study.

Demir Ayaz, A. (2017). The Relationship between EFL Learners' Language Learning Strategy Use, Willingness to Communicate, and L2 Achievement. International Journal of Language Academy, 5.

• Bouzayenne, A. (2025). YouTube Use, Strategy Development, EFL Academic Performance, and Educational Class Level. TESOL and Technology Studies, 6(2), 1-15.
• Alvandi, M., Faruji, L. F., & Salehi, M. (2025). Relationship among EFL learners’ Self-Regulated learning strategy use, speaking anxiety and speaking strategy use. International Journal of Instruction, 18(1), 379-396.
• Sari, A. N. (2025). Coping strategies used by student with high self-efficacy in English speaking (Doctoral dissertation, State Islamic University).

Demir-Ayaz, A. (2016). The relationship between foreign language learners’ future second language (L2) self-guides, language learning motivation and achievement. Unpublished master’s thesis. Hacettepe University, Turkey.

• Ölmez, G. N., & İlter, B. G. (2025). Predictors of foreign language speaking anxiety in a tertiary level EFL context. Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, (43).

Demir, A., Yurtsever, A., & Çimenli, B. (2015). The relationship between tertiary level EFL teachers’ self-efficacy and their willingness to use communicative activities in speaking. Procedia-Social and Behavioral Sciences, 199, 613-619.

• Indrawati, J., & Asmira, M. (2025). The Effectiveness of Islamic-Themed Debate in Improving Speaking Fluency and Self-Efficacy Among Islamic University Students. English Language and Literature in Education Journal, 3(1), 1-19.
• Yaseen, S. F. (2025). Problems of Teaching English Conversation by Using Communicative Approach among Secondary School Teachers in Kirkuk Province. International Journal of Research and Innovation in Social Science (IJRISS), 9(11).

> Not: Atıf bilgileri bilgilendirme amaçlı olarak sunulmuş olup, bireysel akademik çalışmaların genel görünümünü yansıtmaktadır; kurumsal performans değerlendirmesi amacı taşımamaktadır.