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Kenan Dikilitaş

Professor

University of Bergen

Norway

Research Interests

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Professors in Norway

Articles (36)

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Collaborators (16)

Jason Anderson

Associate Professor

University of Warwick

UNITED KINGDOM

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Robert M. Gray, Jr.

Professor of University Pedagogy

University of Bergen

NORWAY

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Carolyn Blume

Professor of English Language, Literature, Culture, and Pedagogy

Technische Universität Dortmund

GERMANY

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Vahid Bahrami

AUSTRALIA

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Berit Lassesen

VIP, Associate Professor

Aarhus University

DENMARK

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Dogan Yuksel

Faculty Member

Open University

UNITED KINGDOM

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Christopher Neil Prilop

VIP, Associate Professor

Aarhus University

DENMARK

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Monika Kvernenes

Associate Professor

University of Bergen

NORWAY

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David Boud

Deakin University

AUSTRALIA

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Emma Marsden

Professor of Language Education

University of York

UNITED KINGDOM

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Christina Ringel

Technische Universität Dortmund

GERMANY

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Monica Alterskjær Sundset

Professor in Animal Physiology

UiT The Arctic University of Norway

NORWAY

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Peter Musaeus

VIP, Associate Professor

Aarhus University

DENMARK

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asli lidice gokturk saglam

Oslo Metropolitan University

NORWAY

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Julia Huettner

Professor of English Language Education

Universität Wien

AUSTRIA

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Annika Büchert Lindberg

Aarhus University

DENMARK

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Kenan Dikilitaş

Research Interests

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Articles (36)

Teacher feedback literacy in higher education: navigating enablers and constraints

Exploring pre-service English language teachers’ research self-efficacy

A novice language teacher educator’s identity construction through Action Research

Reframing L2 Academic Writer Identity with GenAI: The Emergence of a Technology-Mediated Self

Pre-service English-teachers’ unpacking and negotiating their language ideologies: Learning to facilitate translanguaging

The Impact of Early Academic Experiences on EAP Teachers’ Perceptions and Practice of Teaching Writing in Higher Education

Understanding EFL teachers’ experiences of ChatGPT-driven collaborative reflective practice through a community of practice lens

Teacher Identity Development through Digitally Mediated Experiences

Using ChatGPT as a “Friend” in reflective critical friendships

The emergence and significance of meta-identity in the professional development of experienced teacher-researchers

Exploring EMI students’ attitudes towards translanguaging and English language proficiency threshold across different disciplines

Do well-regarded university teachers exhibit feedback literacy? Examining the validity of a competency framework

Shaping the reality of foreign language teachers’ research literacies

Teachers’ motivational strategies and student motivation across teaching modalities

A review of the literature on language teacher researcher identity: Tensions and their resolutions

Exploring the role of online peer observation in the construction process of language teacher online identity

Language Teacher Autonomy

Teaching Modality and Teacher Burnout

English language teachers’ implementation of collaborative translanguaging

From research reading and doing to research use: Tracking trajectories of becoming research-informed second language teachers

Metamorphosis of English Preparatory Program Instructors as Researchers

A Systematic Rapid Review of Empirical Research on Students’ Use of ChatGPT in Higher Education

Evaluation of a foreign languages school hybrid program in Turkey through Stake’s Responsive Evaluation Model

Instructors’ Orientations and Workplace Learning: Schools of Languages at Turkish State and Foundation Universities

EFL instructors’ values systems, reflections and emotions on paired peer observation process

Bilingual education teachers and learners in a preschool context: Instructional and interactional translanguaging spaces

A scoping review of action research in higher education: implications for research-based teaching

Identity reconstruction through reflection and reflexivity: a new journey beyond the Ph.D. dissertation

Exploring the Practical Impacts of Research Engagement on English Language Teaching: Insights from an Online Community of Practice

Identity tensions of in-service teacher educators: A narrative inquiry

Translanguaging as a way to fostering EFL learners’ criticality in a hybrid course design

The impact of translanguaging-driven training on in-service EFL teachers: Complexity theory prism

Teacher Identity (re)Construction in Collaborative Bilingual Education: The Emergence of Dyadic Identity

In-Service EFL teachers’ engagement in reflexive practice via video enhanced observation

Translanguaging in the development of EFL learners’ foreign language skills in Turkish context

DEVELOPMENT OF VERBAL CREATIVITY BY BILINGUAL AND ENGLISH AS FOREIGN LANGUAGE LEARNERS IN KINDERGARTEN TO 8TH GRADE SCHOOLS

Collaborators (16)

Jason Anderson

Robert M. Gray, Jr.

Carolyn Blume

Vahid Bahrami

Berit Lassesen

Dogan Yuksel

Christopher Neil Prilop

Monika Kvernenes

David Boud

Emma Marsden

Christina Ringel

Monica Alterskjær Sundset

Peter Musaeus

asli lidice gokturk saglam

Julia Huettner

Annika Büchert Lindberg

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