| An investigation of the nature of feedback given to pre‐service English teachers during their practice teaching experience S Akcan, S Tatar Teacher Development 14 (2), 153-172, 2010 | 179 | 2010 |
| Novice non-native English teachers' reflections on their teacher education programmes and their first years of teaching S Akcan Profile Issues in TeachersProfessional Development 18 (1), 55-70, 2016 | 143 | 2016 |
| Current perspectives on pedagogy for ELF Y Bayyurt, S Akcan Current perspectives on pedagogy for English as a lingua franca 6, 2015 | 133 | 2015 |
| Pre-service EFL teachers’ online participation, interaction, and social presence HM Satar, S Akcan University of Hawaii National Foreign Language Resource Center, 2018 | 104 | 2018 |
| Bringing real-life language use into EFL classrooms É Illés, S Akcan Elt Journal, ccw049, 2016 | 96 | 2016 |
| Raising the language awareness of pre‐service English teachers in an EFL context AE Başyurt Tüzel, S Akcan European Journal of Teacher Education 32 (3), 271-287, 2009 | 61 | 2009 |
| Isolated form-focused instruction and integrated form-focused instruction in primary school English classrooms in Turkey Z Elgün-Gündüz, S Akcan, Y Bayyurt Language, Culture and Curriculum 25 (2), 157-171, 2012 | 53 | 2012 |
| Watching teacher candidates watch themselves: Reflections on a practicum program in Turkey S Akcan Profile Issues in TeachersProfessional Development 12 (1), 33-45, 2010 | 51 | 2010 |
| Integrated practice in teaching English as an international language (IPTEIL): A classroom ELF pedagogy in Japan N Hino, S Oda Current perspectives on pedagogy for English as a lingua franca, 35-50, 2015 | 50 | 2015 |
| Evaluation of an ELT practicum programme from the perspectives of supervisors, student teachers and graduates KM Celen, S Akcan Journal of Teacher Education and Educators 6 (3), 251-274, 2017 | 35 | 2017 |
| Qualities and Qualifications of EFL Professionals: What Do Intensive English Program Administrators Think? S Akcan, B Aydin, AC Karaman, G Seferoğlu, S Korkmazgil, A Özbilgin, ... Tesol Journal 8 (3), 675-699, 2017 | 33 | 2017 |
| The effect of oral and written teacher feedback on students' revisions in a process-oriented EFL writing class H Telçeker, S Akcan TESL Reporter 43, 19-19, 2010 | 30 | 2010 |
| Implementing the European language portfolio in a Turkish context S Yılmaz, S Akcan ELT journal 66 (2), 166-174, 2012 | 27 | 2012 |
| Teaching methodology in a first-grade French-immersion class S Akcan Bilingual Research Journal 28 (2), 267-277, 2004 | 25 | 2004 |
| Isolated Form-Focused Instruction and Integrated Form-Focused Instruction in Primary School English Classrooms in Turkey. Z Elgun-Gunduz, S Akcan, Y Bayyurt Language, Culture and Curriculum 25 (2), 157-171, 2012 | 16 | 2012 |
| Analysis of Teacher Candidates’ Learning Experiences in an “English Teaching Methods” Course “İngilizce Öğretim Yöntemleri” Dersini Alan Öğretmen Adaylarının Öğrenme … S Akcan Education 36 (162), 2011 | 16 | 2011 |
| Pre-service language teachers’ reflections on the implementation of a blended-learning environment HM Satar, S Akcan Turkish Online Journal of Qualitative Inquiry 5 (3), 42-61, 2014 | 15 | 2014 |
| Supporting oral second language use: A learning experience in a first grade German immersion class S Akcan Early Childhood Education Journal 32, 359-364, 2005 | 14 | 2005 |
| Sosyal bilgiler öğretiminde okul dışı çevre eğitimi unsurları (Bilecik örneği) S Akcan Yayımlanmamış yüksek lisans tezi. Bolu: Abant İzzet Baysal Üniversitesi …, 2010 | 10 | 2010 |
| The early years of teaching: A cross-cultural study of Turkish and Polish novice English teachers MN Güngör, S Akcan, D Werbinska, M Ekiert Eurasian Journal of Applied Linguistics 5 (2), 287-302, 2019 | 9 | 2019 |
Yasemin BayyurtProfessor of Applied Linguistics, Boğaziçi UniversityVerified email at boun.edu.tr
