Nur Yigitoglu Aptoula
Biographic Data
| ID | 6303318 |
|---|---|
| NAME | Nur Yigitoglu Aptoula |
| GIVEN NAMES | Nur Yigitoglu |
| FAMILY NAME | Aptoula |
| SIGNATURE | APTOULA N Y |
| AFFILIATIONS | Bogaziçi University |
| ORCID | 0000-0002-9039-6672 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Comparing AI and human feedback at higher education
Influence of a perspective oriented task, executive function, and trait perspective taking on EFL Writing
Managing intersubjectivity through screen-sharing in video-mediated reflective feedback sessions in pre-service language teacher education
Between teacher candidates’ reflection and teacher educators’ evaluation
Evidence‐based reflective practices are promoted in all recent frameworks for language teacher education (LTE). Through dialogic evidence‐based feedback sessions, reflectional sequences make trainees join a virtuous cycle in which they reconsider and readjust their methods of teaching. However, research into how mentor and trainees orient to this evidence in interaction remains scarce. With this need in mind, this study investigates post‐observat…
Going beyond the post-observation's interactional agenda
Using a genre-based approach for writing instruction in a less-commonly-taught language
Although a great majority of the L2 writing literature focuses on teaching English-language writing, scholars have begun to explore the teaching of writing in other second and foreign languages (FLs), including French, Spanish, German, Arabic, Japanese, and Chinese. However, to our knowledge, no work exists exploring the exigencies of teaching Turkish or Turkish-language writing in North America. This article focuses on Turkish-language instructi…
Exploring L2 writing teacher cognition from an experiential perspective
Academic Writing in a Global Context
Developing courses In English for specific Purposes
Nonnative Speaker English Teachers
Developing courses In English for specific Purposes
Nonnative Speaker English Teachers
Academic Writing in a Global Context
Using a genre-based approach for writing instruction in a less-commonly-taught language
Although a great majority of the L2 writing literature focuses on teaching English-language writing, scholars have begun to explore the teaching of writing in other second and foreign languages (FLs), including French, Spanish, German, Arabic, Japanese, and Chinese. However, to our knowledge, no work exists exploring the exigencies of teaching Turkish or Turkish-language writing in North America. This article focuses on Turkish-language instructi…
Exploring L2 writing teacher cognition from an experiential perspective
Going beyond the post-observation's interactional agenda
Between teacher candidates’ reflection and teacher educators’ evaluation
Evidence‐based reflective practices are promoted in all recent frameworks for language teacher education (LTE). Through dialogic evidence‐based feedback sessions, reflectional sequences make trainees join a virtuous cycle in which they reconsider and readjust their methods of teaching. However, research into how mentor and trainees orient to this evidence in interaction remains scarce. With this need in mind, this study investigates post‐observat…
Influence of a perspective oriented task, executive function, and trait perspective taking on EFL Writing
Managing intersubjectivity through screen-sharing in video-mediated reflective feedback sessions in pre-service language teacher education
Comparing AI and human feedback at higher education
Computer Science (8 works) · Psychology (8 works) · EFL/ESL Teaching and Learning (7 works) · Pedagogy (7 works) · Mathematics education (5 works) · Discourse Analysis in Language Studies (4 works) · Linguistics (4 works) · Sociology (4 works) · Cognitive psychology (3 works) · Language, Discourse, Communication Strategies (3 works)