Article

Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 and Jaworska, S. ORCID: https://orcid.org/0000-0001-7465-2245 (2024) Standing ‘in’ and ‘out’ from the crowd in a small genre: proximity and positioning in applied linguists’ email signatures. Applied Linguistics. ISSN 1477-450X doi: https://doi.org/10.1093/applin/amae019

Rowberry, J. and Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 (2024) “It’s difficult not to intervene sometimes”: language teacher cognition, emotion, and agency in a self-directed learning unit. Studies in Self-Access Learning Journal. ISSN 2185-3762 doi: https://doi.org/10.37237/202401

Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 (2024) Bite-sized language teaching in the digital wild: relational pedagogy and micro-celebrity English teachers on Instagram. System. ISSN 1879-3282 (In Press)

Zhu, L. and Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 (2023) Anxiety vs. enjoyment in the Chinese EFL context: which predicts listening comprehension better? TESL-EJ, 27 (2). ISSN 1072-4303 doi: https://doi.org/10.55593/ej.27106a3

Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 (2022) Days of our ‘quarantined’ lives: multimodal humour in COVID-19 internet memes. Internet Pragmatics, 5 (2). pp. 227-256. ISSN 2542-3851 doi: https://doi.org/10.1075/ip.00075.asl

Vasquez, C. and Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 (2021) “Cats be outside, how about meow”: multimodal humor and creativity in an internet meme. Journal of Pragmatics, 171. pp. 101-117. ISSN 0378-2166 doi: https://doi.org/10.1016/j.pragma.2020.10.006

Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 and Thompson, A. S. (2021) 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. ORCID: https://orcid.org/0000-0002-4174-5493 (2020) ‘Oiling the social wheels’ in an undergraduate chemistry lab: an ITA’s participation in small talk. Classroom Discourse, 11 (3). pp. 252-271. ISSN 1946-3022 doi: https://doi.org/10.1080/19463014.2019.1585891

Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 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

Ciftci, H. and Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 (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. ORCID: https://orcid.org/0000-0002-4174-5493 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. ORCID: https://orcid.org/0000-0002-4174-5493 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. ORCID: https://orcid.org/0000-0002-4174-5493 (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. ORCID: https://orcid.org/0000-0002-4174-5493 (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. ORCID: https://orcid.org/0000-0002-4174-5493 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. ORCID: https://orcid.org/0000-0002-4174-5493 (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. ORCID: https://orcid.org/0000-0002-4174-5493 (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. ORCID: https://orcid.org/0000-0002-4174-5493 (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. ORCID: https://orcid.org/0000-0002-4174-5493 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

Alharbi, U. and Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 (2024) Understanding the teaching-research nexus in the Saudi EFL context: Insights from an intercultural language teaching project. In: Hutchison Curtis, J. and Uştuk, Ö. (eds.) Building a Culture of Research in TESOL: Collaborations and Communities. Educational Linguistics, 64. Springer, pp. 151-171. doi: https://doi.org/10.1007/978-3-031-62142-0_8

Duong, V. V. and Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 (2022) L2 writing through wiki-mediated collaborative tasks: a study in a Vietnamese EFL setting. In: Lutge, C. (ed.) Foreign Language Learning in the Digital Age: Theory and Pedagogy for Developing Literacies. Routledge. ISBN 9780367469412

Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 (2021) When the internet gets ‘Coronafied’: pandemic creativity and humour in internet memes. In: Jones, R. H. ORCID: https://orcid.org/0000-0002-9426-727X (ed.) Viral Discourse. Elements in applied linguistics. Cambridge University Press, Cambridge, pp. 49-61. ISBN 9781108986465 doi: https://doi.org/10.1017/9781108986465

Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 (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 doi: https://doi.org/10.4324/9781003097303

Conference or Workshop Item

Binasfour, H., Setter, J. ORCID: https://orcid.org/0000-0001-7334-5702 and Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 (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. ORCID: https://orcid.org/0000-0002-9426-727X, Jaworska, S. ORCID: https://orcid.org/0000-0001-7465-2245 and Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 (2020) Language and media: a resource book for students. Routledge English Language Introductions. Routledge, Abington, Oxon.

Thesis

Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 (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.