Dr. Öğr. Üyesi KADRİYE PEKACAR

GlobELT 2017 Conference: An International Conference on Teaching and Learning English as An Additional Language, İzmir, Türkiye, 18 - 21 Mayıs 2017, (Özet Bildiri)

6. “I am just shy and timid”: Student teachers’ explanations of their performances in their presentations

AKSOY K., ERTEN İ. H.

GlobELT 2017 Conference: An International Conference on Teaching and Learning English as An Additonal Language, İzmir, Türkiye, 18 - 21 Mayıs 2017, (Özet Bildiri)

7. An Analysis of Junctures as a pronunciation problem in syntactic phonology

AKSOY K.

2nd International Conference on Social Sciences and Education Research, 4 - 06 Kasım 2016, (Özet Bildiri)

8. Investigation of tasks in terms of spoken interaction in second language teaching

AKSOY K.

GlobELT 2016: An International Conference on Teaching andLearning English as an Additional Language, 14 - 17 Nisan 2016, (Özet Bildiri)

9. What You Think is not What You Do in the Classroom Investigating Teacher s Beliefs and Actions for Classroom Management in an EFL Classroom

Aksoy K.

GlobELT Teaching and Learning English as an Additional Language, Antalya, Türkiye, 16 - 19 Nisan 2015, ss.1, (Özet Bildiri)

10. Understanding Pre Service Teachers Attributions for Their Achievements

AKSOY K.

3rd ULEAD Congress International Conference on Applied Linguistics: Current Issues in Applied Linguistics, 8 - 10 Mayıs 2015, (Özet Bildiri)

11. The Effectiveness of Explicit Grammar Instruction on Avoiding Run-On Sentences

AKSOY K.

4th WORLD CONFERENCE on INFORMATION TECHNOLOGY (WCIT-2013), 26 - 28 Kasım 2013, (Özet Bildiri)

Metrikler

Dr. Öğr. Üyesi KADRİYE PEKACAR

Yayınlar & Eserler

1. Task-related collaborative behaviours in task-based oral peer interactions

2. The Distribution of Interactional Space and Collaboration in EFL Task-Based Peer Interactions

3. Collaborative Action Pursuits within EFL Task- Based Peer Interactions

4. ”I am just shy and timid”: Student teachers’ explanations for their performances of their presentations

5. Interaction and Second Language Development: A Vygotskian perspective

6. Exploring Psychology in Language Learning and Teaching

7. What you think is not what you do in the classroom: Investigatingteacher’s beliefs for classroom management in an EFL classroom

8. The effectiveness of explicit grammar instruction on avoiding run-on sentences

1. The effect of task type on learners’ engagement in EFL small-group interactions

2. ”It is/isn’t necessary”: L2 development of an EFL Learner during task-based small group interactions

3. Student Teachers’ Causal Attributions For Their Achievements

4. The Relationship Between Academic Self-Concept and Willingness To Communicate in English

5. Emotional strategies employed by student teachers in public speaking course

6. “I am just shy and timid”: Student teachers’ explanations of their performances in their presentations

7. An Analysis of Junctures as a pronunciation problem in syntactic phonology

8. Investigation of tasks in terms of spoken interaction in second language teaching

9. What You Think is not What You Do in the Classroom Investigating Teacher s Beliefs and Actions for Classroom Management in an EFL Classroom

10. Understanding Pre Service Teachers Attributions for Their Achievements

11. The Effectiveness of Explicit Grammar Instruction on Avoiding Run-On Sentences

Yayın

Yayın (WoS)

Yayın (Scopus)

Atıf (WoS)

H-İndeks (WoS)

Atıf (Scopus)

H-İndeks (Scopus)

Atıf (Scholar)

H-İndeks (Scholar)

Atıf (Diğer Toplam)

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