Mehmet Sercan Uztosun
Biographic Data
| ID | 5435730 |
|---|---|
| NAME | Mehmet Sercan Uztosun |
| GIVEN NAMES | Mehmet Sercan |
| FAMILY NAME | Uztosun |
| SIGNATURE | UZTOSUN M S |
| AFFILIATIONS | Department of English Language Teaching, Faculty of Education Çanakkale Onsekiz Mart University Çanakkale Turkey |
| ORCID | 0000-0002-0122-0406 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Extramural English in Türkiye
Extramural English (EE) has been linked to foreign/second language (L2) English proficiency, but most research studies rely on broad questionnaires, limiting the scope of robust analyses. Although validated EE scales exist in several contexts, none of them have been developed for Türkiye, where EE research remains scarce. This article addresses these gaps through two studies: (1) the development and validation of a Turkish EE scale, and (2) an ex…
Extramural English in Scandinavia and Asia
This article comprises two international studies. Study 1 aimed to develop a scale to measure the frequency of learners' voluntary, informal, out‐of‐school engagement with English, so‐called Extramural English (EE) activities. It involved three stages – pilot study, exploratory factor analysis, and confirmatory factor analysis – followed by measuring the test–retest reliability and known‐groups validity of the scale. L2 English learners ( N = 907…
Exploring language learners’ self-generated goals
Despite the importance that goals have for language learning (Lee & Bong, 2019), little is known about the effects on learner behaviours. Combining individualized (idiographic) and standardized (nomothetic) methodologies, this study investigated whether the self-concordance of learning goals formulated at the beginning of a program of language education affected engagement and resilience at the end of the first year. Following research demonstrat…
Foreign language speaking competence and self‐regulated speaking motivation
This study investigates the extent to which variables related to self‐regulated speaking motivation contributes to the prediction of foreign language speaking competence and explores whether there is a relationship between these two constructs. The data were collected from 84 Turkish university students using self‐regulated motivation for improving speaking English as a foreign language scale that comprised four subscales: task value activation, …
Foreign language speaking competence and self‐regulated speaking motivation
This study investigates the extent to which variables related to self‐regulated speaking motivation contributes to the prediction of foreign language speaking competence and explores whether there is a relationship between these two constructs. The data were collected from 84 Turkish university students using self‐regulated motivation for improving speaking English as a foreign language scale that comprised four subscales: task value activation, …
Exploring language learners’ self-generated goals
Despite the importance that goals have for language learning (Lee & Bong, 2019), little is known about the effects on learner behaviours. Combining individualized (idiographic) and standardized (nomothetic) methodologies, this study investigated whether the self-concordance of learning goals formulated at the beginning of a program of language education affected engagement and resilience at the end of the first year. Following research demonstrat…
Extramural English in Scandinavia and Asia
This article comprises two international studies. Study 1 aimed to develop a scale to measure the frequency of learners' voluntary, informal, out‐of‐school engagement with English, so‐called Extramural English (EE) activities. It involved three stages – pilot study, exploratory factor analysis, and confirmatory factor analysis – followed by measuring the test–retest reliability and known‐groups validity of the scale. L2 English learners ( N = 907…
Foreign language speaking competence and self‐regulated speaking motivation
This study investigates the extent to which variables related to self‐regulated speaking motivation contributes to the prediction of foreign language speaking competence and explores whether there is a relationship between these two constructs. The data were collected from 84 Turkish university students using self‐regulated motivation for improving speaking English as a foreign language scale that comprised four subscales: task value activation, …
Exploring language learners’ self-generated goals
Despite the importance that goals have for language learning (Lee & Bong, 2019), little is known about the effects on learner behaviours. Combining individualized (idiographic) and standardized (nomothetic) methodologies, this study investigated whether the self-concordance of learning goals formulated at the beginning of a program of language education affected engagement and resilience at the end of the first year. Following research demonstrat…
Extramural English in Scandinavia and Asia
This article comprises two international studies. Study 1 aimed to develop a scale to measure the frequency of learners' voluntary, informal, out‐of‐school engagement with English, so‐called Extramural English (EE) activities. It involved three stages – pilot study, exploratory factor analysis, and confirmatory factor analysis – followed by measuring the test–retest reliability and known‐groups validity of the scale. L2 English learners ( N = 907…
Extramural English in Türkiye
Extramural English (EE) has been linked to foreign/second language (L2) English proficiency, but most research studies rely on broad questionnaires, limiting the scope of robust analyses. Although validated EE scales exist in several contexts, none of them have been developed for Türkiye, where EE research remains scarce. This article addresses these gaps through two studies: (1) the development and validation of a Turkish EE scale, and (2) an ex…
EFL/ESL Teaching and Learning (3 works) · Psychology (3 works) · Social Psychology (3 works) · Affect (linguistics (2 works) · Communication (2 works) · Confirmatory factor analysis (2 works) · Developmental psychology (2 works) · Exploratory factor analysis (2 works) · Linguistics (2 works) · Mathematics education (2 works)