Dogan Yuksel
Biographic Data
| ID | 346124 |
|---|---|
| NAME | Dogan Yuksel |
| GIVEN NAMES | Dogan |
| FAMILY NAME | Yuksel |
| SIGNATURE | YUKSEL D |
| AFFILIATIONS | The Open University |
| ORCID | 0000-0001-9131-3907 |
| VERIFIED | Yes |
| TOTAL WORKS | 28 |
| TOTAL CITATIONS | 58 |
| AUTHOR COUNT | 28 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Linguistic challenges in English-medium instruction
This quantitative study examined the linguistic challenges experienced by participants in English Medium Instruction (EMI) programmes by comparing two academic programmes (i.e., electronics engineering and international relations) at seven public universities in Turkey, representing seven regions. EMI challenges scale and English language test scores were used as the main sources of data. Simple linear regression analysis was conducted to investi…
An analysis of the rise of English-taught programmes in the North Macedonian context
This study examines the proliferation of English-medium instruction (EMI) within North Macedonia’s higher education system, a context emblematic of broader regional trends towards Europeanisation in the Western Balkans. Moving beyond the steering at a distance framework (Kickert, 1995), we analyse EMI development through the lens of post-socialist state-building and marketisation. Employing social process tracing (Kaas et al., 2025), we analysed …
Psychological drivers of generative AI adoption in a Saudi Arabian EMI setting
GenAI integration in English medium instruction (EMI) presents a tension between cognitive scaffolding and academic substitution. This study investigates the psychological mechanisms associated with distinct GenAI adoption attitudes: complementary, substitute, and hybrid use, using cross-sectional survey data from 257 undergraduates at a private EMI university in Saudi Arabia. Hierarchical regressions tested self-efficacy, self-regulation, langua…
A tale of two studies
This article presents two empirical studies investigating the extent to which general English proficiency (GEP) and selected learner dispositions in online learning maintain their predictive utility for academic success in English-medium instruction (EMI) contexts in Türkiye across the pre-pandemic, pandemic, and post-pandemic periods. Both studies sampled engineering students from a large public university, with Study 1 involving 474 participant…
Generative Artificial Intelligence as a Linguistic Crutch or Cognitive Scaffold
This study examines how self‐efficacy, self‐regulation, and generative artificial intelligence (GenAI) ‐related factors interact to shape academic success and general English proficiency (GEP) within an EMI context. It draws on data from 754 EMI students at a major public university in Turkey, focusing on the social sciences and engineering disciplines. The findings reveal that for social science students, besides GEP, a positive perception towar…
Generative AI in English-medium instruction
Adopting social process tracing in applied linguistics
Despite English-medium instruction (EMI) being one of the fastest growing phenomena in global higher education, there is still little clarity about what triggers universities to implement it. This is partially due to a lack of tools in EMI research for the investigation of causal relationships. This paper showcases how a rigorous adoption of social process tracing (SPT) can prove an effective tool to investigate causality in areas of applied ling…
English-medium instruction in European higher education
Notwithstanding the wide consensus that English-medium instruction (EMI) in European higher education has grown explosively since the turn of the century (Wächter, B., and Maiworm, F. 2014. English-taught programmes in European higher education: The state of play in 2014. Bonn: Lemmens), there has been little research which addresses issues related to operationalizing EMI, nor has a pan-European update on EMI figures been given since 2013. This s…
University autonomy is a predictor of English medium instruction in European higher education
Despite extensive research into English as a Medium of Instruction (EMI) in higher education, few if any studies have explored the role of higher education autonomy in driving EMI. This paper tests the novel hypothesis that university autonomy—spearheaded across European higher education through neoliberally predicated ‘steering at a distance’ reforms—predicts EMI. The data are multilevel with higher education institutions (HEIs) nested inside ed…
Exploring EMI students’ attitudes towards translanguaging and English language proficiency threshold across different disciplines
The current study explores the discipline-based differences in terms of the relationship between English language proficiency and attitudes towards translanguaging in partial English Medium Instruction (EMI) programmes at a Turkish university. Quantitative data were collected from undergraduates in the Faculty of Engineering (n = 173) and the Faculty of Economics and Administrative Sciences (n = 172). Analyses revealed that English proficiency di…
Discipline-specific attitudinal differences of EMI students towards translanguaging
This study examines discipline-specific attitudinal differences in translanguaging when studying through English Medium Instruction following a mixed methods research design. The quantitative data for this study came from the Mathematics, Physical and Life Sciences ( n = 173) and Social Sciences ( n = 172) divisions of a major public university in Turkey. Semi-structured interviews were also conducted ( n = 20). After conducting exploratory facto…
Neoliberal governance towards the non-German-speaking world in Austria's internationalization of higher education
As in many parts of Europe, Austria has seen increasing internationalization of its public universities since modernization reforms towards autonomy and accompanying steering-at-a-distance practices of state ministries. Here, we explore the sociolinguistic relevance of such neoliberal governance on this trend. In a novel turn, we invert the common lens on English as an incoming language to examine instead the monitoring of internationalization da…
Academic success in English Medium Instruction programmes in Turkey
This article reports a mixed methods study that investigated the influence of gender, English language proficiency, and general motivation (Instrumental and Integrative) on academic achievement in English Medium Instruction in Turkey. Student test scores on their EMI Business Administration courses (n=143) and a general English proficiency (GEP) test were collected from second-year students. Students also filled out Turhan & Kırkgöz's (2018) Moti…
Linguistic and non-linguistic factors impacting EMI academic success
This study explored changes in English language proficiency and several non-linguistic factors during four years of English medium instruction (EMI) in two academic disciplines in a Turkish university setting. Moreover, it also investigated whether changes (if any) had a predictive impact on the academic success of EMI students. In addition, potential differences between disciplines were also investigated. The participants were 241 EMI students f…
The Effects of Growth Mindset and Resilience on Immigrant Students’ Pisa Science Achievement
In recent years, self-theories such as growth mindset and resilience have gained interest as they have a sizable influence on achievement and school-related motivation. The aim of this study is to investigate the relationship between immigrant students’ growth mindset, resilience, and science achievement in PISA 2018 by considering the mediating effect of attitudes toward school. Using secondary data for Australia, the UK, and the USA obtained fr…
Macro-level language policy and planning to promote and maintain English-taught programmes in Turkish higher education
This paper explores how higher education governance and macro-level (governmental) language policy and planning (LPP) impact (a) the growth and (b) sustainability of English-medium instruction (EMI) programmes in the Turkish higher education context, an Expanding Circle country (Kachru, 1985). We examine higher education policy documents and regulations and interview elite participants (N = 20), i.e. higher education administrative and governance…
A Cross-Cultural Comparison of Self-Efficacy as a Resilience Measure
This study explored the equivalence of resilience across countries and economies that participated in PISA 2018. A total of 79 countries and economies were divided into ten sub-groups based on their socio-demographic characteristics. Analysis of the comparability of the PISA self-efficacy scale as a measure of resilience across the participating countries/economies in the study was conducted using multi-group confirmatory factor analysis (MG-CFA)…
The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences
This study investigated Turkish EFL teachers’ beliefs and practices about the aspects of oral corrective feedback (OCF). It explored the impact of individual differences, namely educational background, special training, and teaching experience, on the relationship between the beliefs and practices. Data on teachers’ practices were collected via 153 h of classroom observations from 51 Turkish EFL teachers at two different universities, and teacher…
A longitudinal study at an English medium instruction university in Turkey
This article reports a quantitative empirical study that investigated whether English language proficiency increases over time when studying academic content through English Medium Instruction (EMI). It was also investigated whether an increase in proficiency predicts EMI academic achievement. Student English language test score data and Grade Point Average (GPA) data were collected from a public university in Turkey. Two academic subjects were c…
University autonomy and the increasing shift to English in academic programmes at European universities
This paper centres on a dialogue with Liviu Matei, Professor of Higher Education and Public Policy at Kings College London, which aims to transcend sociolinguistic disciplinary boundaries by exploring the increasing use of English for higher education academic programmes at European universities within the context of university autonomy. Once Provost of the Central European University, forced to move from Hungary to Austria when its institutional…
A corpus-based analysis of discourse strategy use by English-Medium Instruction university lecturers in Turkey
The effects of motivational and metacognitive variables on immigrant and non-immigrant students’ reading achievement
Investigating the impact of linguistic and non-linguistic factors on EMI academic success
Teacher questions in English medium instruction classrooms in a Turkish higher education setting
Teachers’ beliefs and practices about oral corrective feedback in university EFL classes
This study examined (in)congruences between beliefs and practices of EFL university teachers on in‐class oral corrective feedback (OCF). The participants were 20 university English language teachers from a private university in Turkey. Data were collected via video‐recorded non‐participant detached observation, a task about OCF to determine the beliefs of the teachers, and a stimulated recall interview. The results showed incongruence between wha…
Predictors of English Medium Instruction academic success
Investigating the impact of linguistic and non-linguistic factors on EMI academic success
Students’ academic language-related challenges in English Medium Instruction
Technology Use in Reflective Teaching
The aim of this study is to combine the practice of reflective teaching and technology. With the help of a group created on Facebook which was accessible only to the group members taking part in the reflective teaching process, an interactive discussion environment was created and the student teachers commented on each others’ performances based on the diaries prepared after each practice. After analyzing the student teachers’ diaries and their p…
Generative AI in English-medium instruction
Discipline-specific attitudinal differences of EMI students towards translanguaging
This study examines discipline-specific attitudinal differences in translanguaging when studying through English Medium Instruction following a mixed methods research design. The quantitative data for this study came from the Mathematics, Physical and Life Sciences ( n = 173) and Social Sciences ( n = 172) divisions of a major public university in Turkey. Semi-structured interviews were also conducted ( n = 20). After conducting exploratory facto…
A Cross-Cultural Comparison of Self-Efficacy as a Resilience Measure
This study explored the equivalence of resilience across countries and economies that participated in PISA 2018. A total of 79 countries and economies were divided into ten sub-groups based on their socio-demographic characteristics. Analysis of the comparability of the PISA self-efficacy scale as a measure of resilience across the participating countries/economies in the study was conducted using multi-group confirmatory factor analysis (MG-CFA)…
Technology Use in Reflective Teaching
The aim of this study is to combine the practice of reflective teaching and technology. With the help of a group created on Facebook which was accessible only to the group members taking part in the reflective teaching process, an interactive discussion environment was created and the student teachers commented on each others’ performances based on the diaries prepared after each practice. After analyzing the student teachers’ diaries and their p…
Predictors of English Medium Instruction academic success
Teacher questions in English medium instruction classrooms in a Turkish higher education setting
Teachers’ beliefs and practices about oral corrective feedback in university EFL classes
This study examined (in)congruences between beliefs and practices of EFL university teachers on in‐class oral corrective feedback (OCF). The participants were 20 university English language teachers from a private university in Turkey. Data were collected via video‐recorded non‐participant detached observation, a task about OCF to determine the beliefs of the teachers, and a stimulated recall interview. The results showed incongruence between wha…
Students’ academic language-related challenges in English Medium Instruction
A corpus-based analysis of discourse strategy use by English-Medium Instruction university lecturers in Turkey
The effects of motivational and metacognitive variables on immigrant and non-immigrant students’ reading achievement
Investigating the impact of linguistic and non-linguistic factors on EMI academic success
The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences
This study investigated Turkish EFL teachers’ beliefs and practices about the aspects of oral corrective feedback (OCF). It explored the impact of individual differences, namely educational background, special training, and teaching experience, on the relationship between the beliefs and practices. Data on teachers’ practices were collected via 153 h of classroom observations from 51 Turkish EFL teachers at two different universities, and teacher…
A longitudinal study at an English medium instruction university in Turkey
This article reports a quantitative empirical study that investigated whether English language proficiency increases over time when studying academic content through English Medium Instruction (EMI). It was also investigated whether an increase in proficiency predicts EMI academic achievement. Student English language test score data and Grade Point Average (GPA) data were collected from a public university in Turkey. Two academic subjects were c…
University autonomy and the increasing shift to English in academic programmes at European universities
This paper centres on a dialogue with Liviu Matei, Professor of Higher Education and Public Policy at Kings College London, which aims to transcend sociolinguistic disciplinary boundaries by exploring the increasing use of English for higher education academic programmes at European universities within the context of university autonomy. Once Provost of the Central European University, forced to move from Hungary to Austria when its institutional…
Academic success in English Medium Instruction programmes in Turkey
This article reports a mixed methods study that investigated the influence of gender, English language proficiency, and general motivation (Instrumental and Integrative) on academic achievement in English Medium Instruction in Turkey. Student test scores on their EMI Business Administration courses (n=143) and a general English proficiency (GEP) test were collected from second-year students. Students also filled out Turhan & Kırkgöz's (2018) Moti…
Linguistic and non-linguistic factors impacting EMI academic success
This study explored changes in English language proficiency and several non-linguistic factors during four years of English medium instruction (EMI) in two academic disciplines in a Turkish university setting. Moreover, it also investigated whether changes (if any) had a predictive impact on the academic success of EMI students. In addition, potential differences between disciplines were also investigated. The participants were 241 EMI students f…
The Effects of Growth Mindset and Resilience on Immigrant Students’ Pisa Science Achievement
In recent years, self-theories such as growth mindset and resilience have gained interest as they have a sizable influence on achievement and school-related motivation. The aim of this study is to investigate the relationship between immigrant students’ growth mindset, resilience, and science achievement in PISA 2018 by considering the mediating effect of attitudes toward school. Using secondary data for Australia, the UK, and the USA obtained fr…
Macro-level language policy and planning to promote and maintain English-taught programmes in Turkish higher education
This paper explores how higher education governance and macro-level (governmental) language policy and planning (LPP) impact (a) the growth and (b) sustainability of English-medium instruction (EMI) programmes in the Turkish higher education context, an Expanding Circle country (Kachru, 1985). We examine higher education policy documents and regulations and interview elite participants (N = 20), i.e. higher education administrative and governance…
A Cross-Cultural Comparison of Self-Efficacy as a Resilience Measure
This study explored the equivalence of resilience across countries and economies that participated in PISA 2018. A total of 79 countries and economies were divided into ten sub-groups based on their socio-demographic characteristics. Analysis of the comparability of the PISA self-efficacy scale as a measure of resilience across the participating countries/economies in the study was conducted using multi-group confirmatory factor analysis (MG-CFA)…
Adopting social process tracing in applied linguistics
Despite English-medium instruction (EMI) being one of the fastest growing phenomena in global higher education, there is still little clarity about what triggers universities to implement it. This is partially due to a lack of tools in EMI research for the investigation of causal relationships. This paper showcases how a rigorous adoption of social process tracing (SPT) can prove an effective tool to investigate causality in areas of applied ling…
English-medium instruction in European higher education
Notwithstanding the wide consensus that English-medium instruction (EMI) in European higher education has grown explosively since the turn of the century (Wächter, B., and Maiworm, F. 2014. English-taught programmes in European higher education: The state of play in 2014. Bonn: Lemmens), there has been little research which addresses issues related to operationalizing EMI, nor has a pan-European update on EMI figures been given since 2013. This s…
University autonomy is a predictor of English medium instruction in European higher education
Despite extensive research into English as a Medium of Instruction (EMI) in higher education, few if any studies have explored the role of higher education autonomy in driving EMI. This paper tests the novel hypothesis that university autonomy—spearheaded across European higher education through neoliberally predicated ‘steering at a distance’ reforms—predicts EMI. The data are multilevel with higher education institutions (HEIs) nested inside ed…
Exploring EMI students’ attitudes towards translanguaging and English language proficiency threshold across different disciplines
The current study explores the discipline-based differences in terms of the relationship between English language proficiency and attitudes towards translanguaging in partial English Medium Instruction (EMI) programmes at a Turkish university. Quantitative data were collected from undergraduates in the Faculty of Engineering (n = 173) and the Faculty of Economics and Administrative Sciences (n = 172). Analyses revealed that English proficiency di…
Discipline-specific attitudinal differences of EMI students towards translanguaging
This study examines discipline-specific attitudinal differences in translanguaging when studying through English Medium Instruction following a mixed methods research design. The quantitative data for this study came from the Mathematics, Physical and Life Sciences ( n = 173) and Social Sciences ( n = 172) divisions of a major public university in Turkey. Semi-structured interviews were also conducted ( n = 20). After conducting exploratory facto…
Neoliberal governance towards the non-German-speaking world in Austria's internationalization of higher education
As in many parts of Europe, Austria has seen increasing internationalization of its public universities since modernization reforms towards autonomy and accompanying steering-at-a-distance practices of state ministries. Here, we explore the sociolinguistic relevance of such neoliberal governance on this trend. In a novel turn, we invert the common lens on English as an incoming language to examine instead the monitoring of internationalization da…
Linguistic challenges in English-medium instruction
This quantitative study examined the linguistic challenges experienced by participants in English Medium Instruction (EMI) programmes by comparing two academic programmes (i.e., electronics engineering and international relations) at seven public universities in Turkey, representing seven regions. EMI challenges scale and English language test scores were used as the main sources of data. Simple linear regression analysis was conducted to investi…
An analysis of the rise of English-taught programmes in the North Macedonian context
This study examines the proliferation of English-medium instruction (EMI) within North Macedonia’s higher education system, a context emblematic of broader regional trends towards Europeanisation in the Western Balkans. Moving beyond the steering at a distance framework (Kickert, 1995), we analyse EMI development through the lens of post-socialist state-building and marketisation. Employing social process tracing (Kaas et al., 2025), we analysed …
Psychological drivers of generative AI adoption in a Saudi Arabian EMI setting
GenAI integration in English medium instruction (EMI) presents a tension between cognitive scaffolding and academic substitution. This study investigates the psychological mechanisms associated with distinct GenAI adoption attitudes: complementary, substitute, and hybrid use, using cross-sectional survey data from 257 undergraduates at a private EMI university in Saudi Arabia. Hierarchical regressions tested self-efficacy, self-regulation, langua…
Second Language Learning and Teaching (24 works) · Psychology (19 works) · EFL/ESL Teaching and Learning (14 works) · Mathematics education (14 works) · Linguistics (12 works) · Computer Science (11 works) · Pedagogy (10 works) · Political science (10 works) · Language proficiency (9 works) · Multilingual Education and Policy (8 works)