Article

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: 10.1002/tesj.268

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: 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: 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: 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: 10.1080/14790718.2014.973413

Aslan, E. (2014) Doing away with the ‘native speaker’: a complex adaptive systems approach to L2 phonological attainment. Language Learning Journal. pp. 1-19. ISSN 1753-2167 doi: 10.1080/09571736.2014.934271

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: 10.1501/Dilder_0000000049

Conference or Workshop Item

Aslan, E. and Thompson, A. (2016) Learner beliefs and anxiety in the Turkish EFL context. In: 12th ODTÜ International ELT Convention, 25-26 May 2015, Middle East Technical University, Ankara, TURKEY. (In Press)

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.