Article

Vasquez, C. and Aslan, E. (2020) “Cats be outside, how about meow”: multimodal humor and creativity in an internet meme. Journal of Pragmatics. ISSN 0378-2166 (In Press)

Aslan, E. and Ciftci, H. (2019) Synthesizing research on learner perceptions of CMC use in EFL/ESL writing. The CALICO Journal, 36 (2). pp. 100-118. ISSN 2056-9017 doi: https://doi.org/10.1558/cj.34818

Aslan, E. (2019) ‘Oiling the social wheels’ in an undergraduate chemistry lab: an ITA’s participation in small talk. Classroom Discourse. ISSN 1946-3022 doi: https://doi.org/10.1080/19463014.2019.1585891

Ciftci, H. and Aslan, E. (2019) Computer-mediated communication in the L2 writing process: a review of studies between 2000 and 2017. International Journal of Computer Assisted Language Learning and Teaching, 9 (2). ISSN 2155-7098 doi: https://doi.org/10.4018/IJCALLT.2019040102

Aslan, E. and Thompson, A. S. (2018) The interplay between learner beliefs and foreign language anxiety: insights from the Turkish EFL context. Language Learning Journal. ISSN 1753-2167 doi: https://doi.org/10.1080/09571736.2018.1540649

Aslan, E. and Vásquez, C. (2018) 'Cash me ousside': a citizen sociolinguistic analysis of online metalinguistic commentary. Journal of Sociolinguistics, 22 (4). pp. 406-431. ISSN 1360-6441 doi: https://doi.org/10.1111/josl.12303

Aslan, E. and Thompson, A. S. (2017) Are they really “two different species”? Implicitly elicited student perceptions About NESTs and NNESTs. TESOL Journal, 8 (2). pp. 277-294. ISSN 1949-3533 doi: https://doi.org/10.1002/tesj.268

Aslan, E. (2017) Doing away with the ‘native speaker’: a complex adaptive systems approach to L2 phonological attainment. Language Learning Journal, 45 (4). pp. 447-465. ISSN 1753-2167 doi: https://doi.org/10.1080/09571736.2014.934271

Aslan, E. (2017) The impact of face systems on the pragmalinguistic features of academic e-mail requests. Pragmatics and Society, 8 (1). pp. 61-84. ISSN 1878-9714 doi: https://doi.org/10.1075/ps.8.1.04asl

Aslan, E. and Thompson, A. S. (2016) Native and non-native speaker teachers: contextualizing perceived differences in the Turkish EFL setting. LIF – Language in Focus Journal, 2 (1). pp. 87-102. ISSN 2300-9764 doi: https://doi.org/10.1515/lifijsal-2016-0005

Aslan, E. (2015) When the native is also a non-native: “retrodicting” the complexity of language teacher cognition. Canadian Modern Language Review, 71 (3). pp. 244-269. ISSN 1710-1131 doi: https://doi.org/10.3138/cmlr.2575

Thompson, A. and Aslan, E. (2015) Multilingualism, perceived positive language interaction (PPLI), and learner beliefs: what do Turkish students believe? International Journal of Multilingualism, 12 (3). pp. 259-275. ISSN 1747-7530 doi: https://doi.org/10.1080/14790718.2014.973413

Farley, A. and Aslan, E. (2012) The relative effects of processing instruction and meaning-based output instruction on L2 acquisition of the English subjunctive. ELT Research Journal, 1 (2). pp. 120-141. ISSN 2146-9814

Aslan, E. and Altan, A. (2006) The role of –(s)I in Turkish indefinite nominal compounds. Language Journal, 131. pp. 57-75. ISSN 1300-3542 doi: https://doi.org/10.1501/Dilder_0000000049

Book or Report Section

Aslan, E. (2020) Perceptions of pragmatics in EIL: voices from scholars and teachers. In: Tajeddin, Z. and Alemi, M. (eds.) Pragmatics Pedagogy in English as an International Language. Routledge. ISBN 9780367563288 (In Press)

Conference or Workshop Item

Binasfour, H., Setter, J. and Aslan, E. (2017) Enhancing L2 learners’ perception and production of the Arabic emphatic sounds. In: Phonetics Teaching and Learning Conference, 9-11 August 2017, London.

Book

Jones, R., Jaworska, S. and Aslan, E. (2020) Language and media: a resource book for students. Routledge English Language Introductions. Routledge, Abington, Oxon.

Thesis

Aslan, E. (2016) International teaching assistants in the US university classroom: a mixed-methods study of individual differences and L2 pragmatic competence. PhD thesis, University of South Florida.