Instructor-initiated Suggestions in Office Hour Discourse: Emphasis on Modality von Çiftçi, Hatime

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Co-constructed oppositional stance and facework in an office hour interaction von Çiftçi, Hatime, Vásquez, Camilla

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ICT Competence and Needs of Turkish EFL Instructors: The Role of Gender, Institution and Experience von Ardıç, Özdenur, Çiftçi, Hatime

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Second language motivational self system of sixth graders in Turkey: A correlational study von Arslan, Tuğba, Çiftçi, Hatime

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Stancetaking in spoken ELF discourse in academic settings: interpersonal functions of I don’t know as a face-maintaining strategy von ÇİFTÇİ, Hatime, AKBAŞ, Erdem

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Effects of Peer E-Feedback on Turkish EFL Students' Writing Performance von Ciftci, Hatime, Kocoglu, Zeynep

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Synthesizing Research on Learner Perceptions of CMC Use in EFL/ESL Writing von Aslan, Erhan, Ciftci, Hatime

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Pre-service EFL Teacher Cognition: Learning to Teach English through Authentic Materials von Ökcü, Dilan, Çiftçi, Hatime

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A comparative analysis of teaching vocabulary in context and by definition von Çiftçi, Hatime, Üster, Sema

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Teacher Reflection: Policies, Practices and Impacts von Tajeddin, Zia, Watanabe, Atsuko

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Refusal strategies and perceptions of social factors for refusing: Empirical insights from Turkish learners of English von Canan Onal Satıca, Hatime Ciftcib

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Discourse of Reflections on Instant Joint Engagement in Online ELT Graduate Courses von Çiftçi, Hatime, Dikilitaş, Kenan

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