Asian Countries : Turkey


Arkın, E., & Osam, N. (2015). English-medium higher education. A case study in a Turkish university context. In S. Dimova, A. K. Hultgren, and C. Jensen (Eds). English-Medium Instruction in European Higher Education (pp. 177-200). Language and Social Life, 4. Berlin: De Gruyter Mouton.

Arik, B. T., & Arik, E. (2014). The role and status of English in Turkish higher education: English is the language of instruction in around 20% of the programs in Turkish universities. English Today, 30(4), 5-10.


Bayyurt, Y. (2006). Non‐native English language teachers’ perspective on culture in English as a Foreign Language classrooms. Teacher Development, 10(2), 233-247.

Bayyurt, Y., & Altınmakas, D. (2012). A World Englishes course at a foundation university in Turkey. In A. Matsuda (Ed.), Teaching English as an international language: Principles and practices (169-182). Clevedon, UK: Multilingual Matters.

Bayyurt, Y., & Sifakis, N. C. (2015a). ‘ELF-aware in-service teacher education: a transformative perspective.’ In H. Bowles & A. Cogo (Eds.), International perspectives on English as a lingua franca: pedagogical insights (pp. 117-135). New York: Palgrave Macmillan.

Bayyurt, Y., & Sifakis, N. C. (2015b). Developing an ELF-aware pedagogy: Insights from a self-education programme. In P. Vettorel (Ed.), New frontiers in teaching and learning English (pp. 55-76). Newcastle upon Tyne: Cambridge Scholars Publishing.

Bayyurt, Y., & Sifakis, N. (2017). “Foundations of an EIL-aware teacher education.” In A. Matsuda (Ed.), Preparing teachers to teach English as an International Language (pp. 3-18). Bristol: Multilingual Matters.

Bayyurt, Y., & Dewey, M. (2020). Locating ELF in ELT. ELT Journal, 74(4), 369-376.

Bayyurt, Y., Kurt, Y., Öztekin, E., Guerra, L., Cavalheiro, L., & Pereira, R. (2019). English Language Teachers’ Awareness of English as a Lingua Franca in Multilingual and Multicultural Contexts. Eurasian Journal of Applied Linguistics, 5(2), 185-202.


Civan, A., & Coşkun, A. (2016). The effect of the medium of instruction language on the academic success of university students. Educational Sciences: Theory & Practice, 16, 1981–2004.

Çankaya, P. (2017). Challenges in English Medium of Instruction from the Teachers and Students’ Eyes. International Journal of Languages’ Education, 5(4), 830–839.


Deniz, E. B., Özkan, Y., & Bayyurt, Y. (2016). English as a Lingua Franca: Reflections on ELF-Related Issues by Pre-Service English Language Teachers in Turkey. The Reading Matrix: An International Online Journal, 16(2), 144-161.

Devrim, D. Y., & Bayyurt, Y. (2010). Students‟ understandings and preferences of the role and place of “culture” in English language teaching: A focus in an EFL context. TESOL Journal, 2(1), 4-23.

Dogancay-Aktuna, S. (1998). The spread of English in Turkey and its current sociolinguistic profile. Journal of multilingual and multicultural Development, 19(1), 24-39.

Doğançay‐Aktuna, S., & Kiziltepe, Z. (2005). English in Turkey. World Englishes, 24(2), 253-265.

Duran, D., & Sert, O. (2019). Preference organization in English as a Medium of Instruction classrooms in a Turkish higher education setting. Linguistics and Education, 49, 72-85.


Ekşi, G., Guerra, L., Werbinska, D., & Bayyurt, Y. (Eds.). Research trends in English language teacher education and English language teaching. Evora, Portugal: Evora University Publications.


Guerra, L., Cavalheiro, L., Pereira, R., Kurt, Y., Oztekin, E., Candan, E., & Bayyurt, Y. (2020). Representations of the English as a Lingua Franca Framework: Identifying ELF-aware Activities in Portuguese and Turkish Coursebooks. RELC Journal.


İnal, D., & Özdemir, E. (2015). Re/considering the English language teacher education programs in Turkey from an ELF standpoint: What do the academia, pre-service and in-service teachers think? In Y. Bayyurt & S. Akcan (Eds.), Current perspectives on pedagogy for English as a lingua franca (pp. 135-152). Berlin: De Gruyter Mouton.

Inal, D., Bayyurt, Y., Özturhan, M., & Bektaş, S. (2020). Multilingualism in the linguistic landscape of Istanbul. World Englishes. Doi: 10.1111/weng.12514


Karakaş, A. (2014). Lecturers’ Perceptions of Their English Abilities and Language Use in English-Medium Universities. International Journal on New Trends in Education and Their Implications, 5(2), 114-125.

Karakaş, A. (2016). Turkish lecturers’ views on the place of mother tongue in the teaching of content courses through English medium. Asian Englishes, 18(3), 242–257.

Karakaş, A. (2017). Teacher Preferences in Content and Language-focused Courses in Higher Education: The Case of Turkish EMI Students. The Journal of Language Teaching and Learning, 7(2), 127–145.

Karakas, A. (2019). A critical look at the phenomenon of “a mixed-up use of Turkish and English” in English-medium instruction universities in Turkey. Journal of Higher Education and Science, 9(2), 205–215.

Karakaş, A. (2019). An analysis of the high school English curriculum in Turkey from an ELF perspective. i-manager’s Journal on English Language Teaching, 9(2), 1–10

Karakaş, A., & Bayyurt, Y. (2019). The scope of linguistic diversity in the language policies, practices, and linguistic landscape of a Turkish EMI university. In  J. Jenkins and A. Muranen (Eds.). Linguistic Diversity on the EMI Campus: Insider accounts of the use of English and other languages in universities within Asia, Australasia and Europe. Routledge.

Kılıçkaya, F. (2006). Instructors’ attitudes towards English-medium instruction in Turkey. Humanising Language Teaching, 8(6), 1-16.

Kırkgöz, Y. (2005). Motivation and student perception of studying in an English-medium university. Journal of Language and Linguistic Studies, 1(1), 101-123.

Kırkgöz, Y. (2009a). Globalization and English language policy in Turkey. Educational policy, 23(5), 663-684.

Kırkgöz, Y. (2009b). Students’ and lecturers’ perceptions of the effectiveness of foreign language instruction in an English-medium university in Turkey. Teaching in higher education, 14(1), 81-93.


Macaro, E., & Akincioglu, M. (2018). Turkish university students’ perceptions about English Medium Instruction: exploring year group, gender and university type as variables. Journal of Multilingual and Multicultural Development, 39(3), 256-270.


Selvi, A.F. (2014) The medium-of-instruction debate in Turkey: oscillating between national ideas and bilingual ideals. Current Issues in Language Planning, 15(2), 133-152, DOI: 10.1080/14664208.2014.898357

Sert, N. (2008). The language of instruction dilemma in the Turkish context. System, 36, 156-171.

Sifakis, N. C., & Bayyurt, Y. (2015). Insights from ELF and WE in teacher training in Greece and Turkey. World Englishes, 34(3), 471-484.

Sifakis, N. C., & Bayyurt, Y. (2017). ELF-aware teacher education and development. In J. Jenkins, W. Baker, & M. Dewey (Eds.), The Routledge handbook of English as a Lingua Franca (pp. 456–467). London and New York: Routledge.


Turhan, B., & Kırkgöz, Y. (2018). Motivation of engineering students and lecturers toward English medium instruction at tertiary level in Turkey. Journal of Language and Linguistic Studies, 14(1), 261-277.


Uçar, H. F., & Soruç, A. (2018). Examining Turkish University Students’ Sense of Achievement, Motivation, and Anxiety: A Comparison of the English- and French-Medium Education Systems. Eurasian Journal of Applied Linguistics, 4(2), 177–191.


Yalçın, Ş., Bayyurt, Y., & Alahdab, B. R. (2020). Triggering effect of CLIL practice on English as a lingua franca awareness. ELT Journal, 74(4), 387-397.