- E-postKenan.Dikilitas@uib.no
- BesøksadresseChristies gate 125015 Bergen
- PostadressePostboks 78075020 Bergen
Vitenskapelig artikkel
- (2023). Teacher study groups as a collaborative platform for action research: an ecological perspective. Professional Development in Education.
- (2023). Identity tensions of in-service teacher educators: A narrative inquiry. Language Teaching Research. 19 sider.
- (2023). Identity reconstruction through reflection and reflexivity: a new journey beyond the Ph.D. dissertation. Reflective Practice. 265-278.
- (2023). Exploring the Practical Impacts of Research Engagement on English Language Teaching: Insights from an Online Community of Practice. Journal on Efficiency and Responsibility in Education and Science. 46-54.
- (2023). EMI in the Nordic and Baltic Countries. Second Language Learning and Teaching. 211-226.
- (2023). Discipline-specific attitudinal differences of EMI students towards translanguaging. International Review of Applied Linguistics in Language Teaching.
- (2023). Bilingual education teachers and learners in a preschool context: Instructional and interactional translanguaging spaces. Learning and Instruction.
- (2023). A scoping review of action research in higher education: implications for research-based teaching. Teaching in Higher Education.
- (2023). (Re)construction of teacher identities in a soft-CLIL context. Journal of Immersion and Content-Based Language Education (JICB). 204-228.
- (2022). Uncovering Fears, Challenges, and Motives of an Adult Learner with Dyslexia through Metaphors. LEARN Journal: Language Education and Acquisition Research Network. 64-90.
- (2022). Translanguaging as a way to fostering EFL learners’ criticality in a hybrid course design. System (Linköping).
- (2022). The impact of translanguaging-driven training on in-service EFL teachers: Complexity theory prism. Linguistics and Education.
- (2022). Teacher Identity (re)Construction in Collaborative Bilingual Education: The Emergence of Dyadic Identity. TESOL Quarterly.
- (2022). Online peer observation: Reflections on a process-based job-embedded professional development activity through video recordings. Teaching and Teacher Education : An International Journal of Research and Studies.
- (2022). MENTORING BEGINNING TESOL TEACHER RESEARCHERS: EXPERIENCES FROM INTERNATIONAL CONTEXTS. The European Journal of Applied Linguistics and TEFL. 135-150.
- (2022). In-Service EFL teachers’ engagement in reflexive practice via video enhanced observation . Reflective Practice. 422-436.
- (2022). Identity Formation and Career Prospects of Bilingual Professionals: Blending Language Skills to Create Novel Applications to Career Pursuits. Darnioji daugiakalbystė. 56-85.
- (2022). Examining the Interplay between English Language Teachers’ Mindset and Researcher Self-Efficacy Beliefs in the Use of Action Research. i.e.: inquiry in education. 25 sider.
- (2022). EFL Teachers' Sources of Remote Teaching Anxiety: Insights and Implications for EFL Teacher Education. Acta Educationis Generalis. 157-180.
- (2022). Development of verbal creativity by bilingual and English as foreign language learners in kindergarten to 8th grade schools. Creativity Studies. 25-39.
- (2022). Developing Teacher and Learner Autonomy. Journal of Language Teaching and Learning (JLTL). 21-35.
- (2021). Translanguaging in the development of EFL learners’ foreign language skills in Turkish context. Innovation in Language Learning and Teaching.
- (2021). Research Engagement in Language Education. Educational Action Research. 11 sider.
- (2021). Preparatory School Teachers' Self-Directed Online Professional Development. Iranian Journal of Language Teaching Research (IJLTR. 25-38.
- (2021). Pre-service Teachers’ Digital Experiences through Digital Pedagogical Practices in Norway. Nordic Journal of Comparative and International Education (NJCIE). 86-103.
- (2020). Vocabulary Learning Strategies of Italian-Turkish Bilingual Students: Impact of Simultaneous and Sequential Acquisition. Darnioji daugiakalbystė. 41-70.
- (2020). The perception of university students and instructors towards cooperative learning . Journal of Advanced Education Studies. 1-21.
- (2020). Preschool English teachers gaining bilingual competencies in a monolingual context. System (Linköping). 11 sider.
- (2020). Pre-service English teachers’ reflective engagement with stories of exploratory action research. European Journal of Teacher Education. 17 sider.
- (2020). Perceptions of the students and the teachers towards the use of code switching in EFL classrooms. The Literacy Trek. 40-73.
- (2020). Learning To Become An English Language Teacher: Navigating The Self Through Peer Practicum. Australian Journal of Teacher Education. 22-40.
- (2020). Evaluating an Online Professional Learning Community as a Context for Professional Development in Classroom-based Research. TESL-EJ. 17 sider.
- (2020). Digital Literacy practices of Turkish pre-service EFL teachers. Australasian Journal of Educational Technology. 85-97.
- (2020). An Investigation of an Early Bilingual Child: Phonological Development at its Finest? Journal of English as an International Language. 64-81.
- (2019). Teacher autonomy development through reading teacher research: agency, motivation and identity. Innovation in Language Learning and Teaching. 253-266.
- (2019). Pre-service language teachers reflection development through online interaction in a hybrid learning course. Computers & Education.
- (2019). Exploring child bilingual identity in Turkish context: a single case study. International Journal of Bilingual Education and Bilingualism. 17 sider.
- (2019). Exploring CLIL in Turkish context: Teacher and student voices. Argentinian Journal of Applied Linguistics. 144-165.
- (2019). English language teachers’ self-efficacy beliefs for grammar instruction: implications for teacher educators. Language Learning Journal.
- (2019). Constructing, Reconstructing and Developing Teacher Identity in Supportive Contexts. Asian EFL Journal.
- (2019). Action research for self-evaluation of teaching. The European Journal of Applied Linguistics and TEFL. 61-75.
- (2018). Turkish EFL Instructors’ Engagement in Professional Development. Eurasian Journal of Applied Linguistics (EJAL). 27-47.
- (2018). Teachers’ professional identity development through action research. ELT Journal. 415-424.
- (2018). Learning teacher-research-mentoring: stories from Turkey. Teacher Development.
- (2016). Supporting the writing up of teacher research: peer and mentor roles. ELT Journal. 371-381.
- (2016). English language teachers becoming more efficacious through research engagement at their Turkish university. Educational Action Research. 550-570.
Rapport
- (2022). Handbook for leaders in higher education: Developing and designing institutional policies for digitally enhanced (hybrid/blended) teaching and learning. .
Faglig foredrag
- (2023). Role of stakeholders in co-creating higher education of the future.
Vitenskapelig foredrag
- (2022). Developing Research Literacy of Pre-service Language Teachers in Norway.
Vitenskapelig antologi/Konferanseserie
- (2022). Research methods in language teaching and learning : A practical guide. John Wiley & Sons.
- (2022). International perspectives on mentoring in English language education . Palgrave Macmillan.
- (2020). Pedagogic and instructional perspectives in language education : The context of higher education. Peter Lang Publishing Group.
- (2019). Stories by Teacher Researchers in an Online Research Community. IATEFL.
Vitenskapelig monografi
- (2021). Introduction to TESOL : Becoming a language teaching professional.
- (2019). Inquiry and research skills for language teachers.
- (2019). Developing Academic Writing Literacy While Responding to Tutor Written Feedback. 30.
- (2018). Key Issues in English for Specific Purposes in Higher Education.
- (2018). English Language Teachers’ Perceptions of Involvement in High-Stakes Testing in Turkey.
- (2018). Empowering Teacher-researchers, Empowering learners.
- (2018). Developing Language Teachers with Exploratory Practice: Innovations and Explorations in Language Education.
- (2017). Developing Language Teacher Autonomy through Action Research.
- (2017). Developing Insights into Teacher-research.
Vitenskapelig Kapittel/Artikkel/Konferanseartikkel
- (2023). Syntactic and lexical complexity in CLIL and EFL written production: Evidence for ELF as a WEs paradigm in Turkey.
- (2023). Pedagogical and conceptual principles of teacher professional learning in TESOL: Teacher stories from Turkey. 18 sider.
- (2023). Engaging in systematic digital reflection : A case of pre-service English teachers . 24 sider.
- (2022). Turkish undergraduates' perspectives on EMI : A framework induced analysis of policies and processes. 19 sider.
- (2022). Transformative mentoring in a pre-school bilingual context in Turkey. 16 sider.
- (2022). Mentoring presence for supporting international teacher-researchers. 17 sider.
- (2022). Mentoring in English language education : Using current transnational practices to inform the future. 8 sider.
- (2022). Current developments in mentoring in English language education. 20 sider.
- (2021). Transnational professional development practices in TESOL teacher education. 24 sider.
- (2020). The use of DIU in an ESP setting in Turkey. 38 sider.
- (2020). The autoethnography of an re-emerging researcher identity and its impact on EAP teaching. 16 sider.
- (2020). Teacher autonomy and good language teachers. 13 sider.
- (2019). Teacher researchers. 6 sider.
Innledning
- (2022). Introduction to research methods in language teaching and learning. 1-8.