İ. Erten

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Understanding Tolerance of Ambiguity of EFL Learners in Reading Classes at Tertiary Level

Ece Zehir Topkaya, İsmail Hakkı Erten, E. Topkaya, 2009 .

A Comparative Look into How to Measure the Effectiveness of Vocabulary Learning Strategies: Through Using Percentages or Correlation Coefficients

Marion Williams, İ. Erten, 2008 .

EJAL Article template

Pelin Irgin, İ. Erten, 2020 .

Measuring Possible Language Teacher Selves: A Scale Development Study.

I. H. Mirici, İ. Erten, Funda Ölmez-Çağlar, 2020 .

Exploring the role of strategy instruction: Young learners’ listening performance and strategy use

Pelin Irgin, İ. Erten, 2020 .

Role of Vocabulary in Teaching Reading

İ. Erten, 2018 .

Developing intercultural communicative competence by the means of telecollaboration

Saliha Toscu, İsmail Hakkı Erten, İ. Erten, 2020, Education and Information Technologies.

The effects of cultural familiarity on reading comprehension

İsmail Hakkı Erten, Salim Razi, İ. Erten, 2009 .

Understanding the Reasons behind Choosing to Teach English as a Foreign Language.

İ. Erten, 2014 .

Effects on vocabulary acquisition of presenting new words in semantic sets versus semantically unrelated sets

Mustafa Tekin, İsmail Hakkı Erten, İ. Erten, 2008 .

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

Kenan Dikilitaş, İ. Erten, A. Aslan, 2022, Reflective Practice.

A Display of Patterns of Change in Learners' Motivation: Dynamics Perspective.

İ. Erten, Özge Sel uk, 2017 .

İ. Erten, 2015 .

Exploring Motivational Constructs in Foreign Language Reading.

E. Topkaya, İ. Erten, Müge Karakaş, 2010 .

EXPLORING MOTIVATIONAL CONSTRUCTS IN FOREIGN LANGUAGE

E. Topkaya, İ. Erten, Müge Karakaş, 2010 .

Developing intercultural communicative competence by the means of telecollaboration

İ. Erten, Saliha Toscu, 2020, Education and Information Technologies.

Gender differences in academic achievement among Turkish prospective teachers of English as a foreign language

İ. Erten, 2009 .

Collaborative Action Pursuits within EFL Task- Based Peer Interactions

İ. Erten, Kadriye Aksoy-Pekacar, 2021, Journal of Qualitative Research in Education.

Academic Self-Concept and Students’ Achievement in the Sixth Grade Turkish Course: A Preliminary Analysis

İ. Erten, Nesrin Bayraktar Erten, 2014 .

Listening to Practising Teachers: Implications for Teacher Training Programs

İ. Erten, 2015 .

Interaction between Academic Motivation and Student Teachers’ Academic Achievement

İ. Erten, 2014 .

Using Karaoke in Language Classrooms: Exploring Potentials and Prospects

İsmail Hakkı Erten, İ. Erten, 2015 .

The impact of English proficiency on the use of communication strategies: An interaction-based study in Turkish EFL context

M. S. Uztosun, İ. Erten, 2014 .

Investigating Tertiary Level EFL Learners’ Willingness to Communicate in English

Tutku Başöz, İ. Erten, 2018 .

UNDERSTANDING THE DIVERGENT INFLUENCES OF READING ACTIVITIES ON THE COMPREHENSION OF SHORT STORIES

İ. Erten, Müge Karakaş, 2007 .

A Qualitative Inquiry into the Factors Influencing EFL Learners' In-Class Willingness to Communicate in English.

Tutku Başöz, İ. Erten, 2019 .

Validating Myself-As-A-Learner Scale (MALS) in the Turkish Context.

İsmail Hakkı Erten, İ. Erten, 2015 .

The relationship between ideal L2 self, achievement attributions and L2 achievement

İ. Erten, S. Çağatay, 2020, Eurasian Journal of Applied Linguistics.

The relationship between academic self-concept, attributions, and L2 achievement

R. Burden, İ. Erten, 2014 .