Pelin İrgin
Biographic Data
| ID | 6521459 |
|---|---|
| NAME | Pelin İrgin |
| GIVEN NAMES | Pelin |
| FAMILY NAME | İrgin |
| SIGNATURE | İRGIN P |
| AFFILIATIONS | Western University |
| ORCID | 0000-0001-5222-5648 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The effect of structured and conventional note-taking on lecture listening comprehension and specialized vocabulary recall in EMI academic contexts
The present study investigates the effect of note-taking methods on English-medium instruction (EMI) lecture comprehension and specialized vocabulary recall among international graduate students. Specifically, it focuses on specialized vocabulary associated with second language assessment (e.g., validity, reliability, washback, evaluation) and examines how structured and conventional note-taking relate to students' post-lecture recall of these te…
The Effect of Listening Strategy Intervention on the Development of Young Learners’ L2 Listening Skills
The impact of strategy intervention on second language (L2) listening development has been explored in various contexts; however, research on both implicit and explicit listening strategy interventions for young learners remains limited. This study investigates how listening strategy intervention affects young learners’ L2 listening development and their use of cognitive and metacognitive listening strategies. Conducted in a Turkish K‐12 context,…
Test‐Taking Processes and Strategies
Test‐taking processes and strategies are considered to be of paramount importance for research on second language (L2) assessment. Without knowing what exactly test takers are doing while answering test items, it is not possible to make valid interpretations of their scores. In particular, understanding what test‐taking strategies and processes are used during language tests can yield valuable insights into how and why test takers arrive at corre…
Raising L2 readers’ awareness of English as a Lingua Franca in a language classroom
A growing body of research has examined the incorporation of English as a Lingua Franca (ELF) into Second Language (L2) instruction in various settings. Despite pedagogical innovations in L2 classrooms, little research has embodied retrospective explorations of the impact of ELF interventions with concrete instruments to measure the exact change in learners’ attitudes, awareness, and knowledge. This study investigated how the ELF intervention can…
Mediation practices of pluri-lingual/cultural, and transnational educators and researchers
Storytelling in a Bilingual Classroom Through the Lens of Epistemic Diversity and Translanguaging
This case study explores the potential of storytelling as an academic activity, facilitated through translanguaging, to enhance epistemic diversity. By examining the intersection of epistemic diversity and translanguaging pedagogy, the study investigates how storytelling activities in a Turkish–English bilingual classroom impact young bilingual learners’ epistemic participation and linguistic flexibility in knowledge construction. The 18‐week stu…
Understanding Emotional Well‐Being and Self‐Directed Professional Development of Language Teachers in a Private School
Adopting a nested model of ecological systems, this study investigated how language teachers working in a private elementary school in Turkey experienced their emotional well‐being and what factors affected their emotional well‐being and self‐directed professional development. A biodata questionnaire, semi‐structured interviews, and journal writing were leveraged to identify the participants’ dynamic changes in their well‐being and professional d…
Students’ perceptions of online peer feedback in process-oriented L2 writing
Peer feedback has been of paramount importance in second language (L2) writing given that L2 learners especially need the facilitative role of feedback in improving their writing skills. Despite recent research highlighting the benefits of peer feedback in L2 writing, there is a call for more qualitative studies situated in classroom contexts to explore the continuous flow of peer feedback in a social community including technology-enhanced inter…
Understanding Emotional Well‐Being and Self‐Directed Professional Development of Language Teachers in a Private School
Adopting a nested model of ecological systems, this study investigated how language teachers working in a private elementary school in Turkey experienced their emotional well‐being and what factors affected their emotional well‐being and self‐directed professional development. A biodata questionnaire, semi‐structured interviews, and journal writing were leveraged to identify the participants’ dynamic changes in their well‐being and professional d…
Storytelling in a Bilingual Classroom Through the Lens of Epistemic Diversity and Translanguaging
This case study explores the potential of storytelling as an academic activity, facilitated through translanguaging, to enhance epistemic diversity. By examining the intersection of epistemic diversity and translanguaging pedagogy, the study investigates how storytelling activities in a Turkish–English bilingual classroom impact young bilingual learners’ epistemic participation and linguistic flexibility in knowledge construction. The 18‐week stu…
Students’ perceptions of online peer feedback in process-oriented L2 writing
Peer feedback has been of paramount importance in second language (L2) writing given that L2 learners especially need the facilitative role of feedback in improving their writing skills. Despite recent research highlighting the benefits of peer feedback in L2 writing, there is a call for more qualitative studies situated in classroom contexts to explore the continuous flow of peer feedback in a social community including technology-enhanced inter…
Test‐Taking Processes and Strategies
Test‐taking processes and strategies are considered to be of paramount importance for research on second language (L2) assessment. Without knowing what exactly test takers are doing while answering test items, it is not possible to make valid interpretations of their scores. In particular, understanding what test‐taking strategies and processes are used during language tests can yield valuable insights into how and why test takers arrive at corre…
Raising L2 readers’ awareness of English as a Lingua Franca in a language classroom
A growing body of research has examined the incorporation of English as a Lingua Franca (ELF) into Second Language (L2) instruction in various settings. Despite pedagogical innovations in L2 classrooms, little research has embodied retrospective explorations of the impact of ELF interventions with concrete instruments to measure the exact change in learners’ attitudes, awareness, and knowledge. This study investigated how the ELF intervention can…
Mediation practices of pluri-lingual/cultural, and transnational educators and researchers
Storytelling in a Bilingual Classroom Through the Lens of Epistemic Diversity and Translanguaging
This case study explores the potential of storytelling as an academic activity, facilitated through translanguaging, to enhance epistemic diversity. By examining the intersection of epistemic diversity and translanguaging pedagogy, the study investigates how storytelling activities in a Turkish–English bilingual classroom impact young bilingual learners’ epistemic participation and linguistic flexibility in knowledge construction. The 18‐week stu…
Understanding Emotional Well‐Being and Self‐Directed Professional Development of Language Teachers in a Private School
Adopting a nested model of ecological systems, this study investigated how language teachers working in a private elementary school in Turkey experienced their emotional well‐being and what factors affected their emotional well‐being and self‐directed professional development. A biodata questionnaire, semi‐structured interviews, and journal writing were leveraged to identify the participants’ dynamic changes in their well‐being and professional d…
The effect of structured and conventional note-taking on lecture listening comprehension and specialized vocabulary recall in EMI academic contexts
The present study investigates the effect of note-taking methods on English-medium instruction (EMI) lecture comprehension and specialized vocabulary recall among international graduate students. Specifically, it focuses on specialized vocabulary associated with second language assessment (e.g., validity, reliability, washback, evaluation) and examines how structured and conventional note-taking relate to students' post-lecture recall of these te…
The Effect of Listening Strategy Intervention on the Development of Young Learners’ L2 Listening Skills
The impact of strategy intervention on second language (L2) listening development has been explored in various contexts; however, research on both implicit and explicit listening strategy interventions for young learners remains limited. This study investigates how listening strategy intervention affects young learners’ L2 listening development and their use of cognitive and metacognitive listening strategies. Conducted in a Turkish K‐12 context,…
EFL/ESL Teaching and Learning (6 works) · Pedagogy (5 works) · Psychology (5 works) · Sociology (4 works) · Multilingual Education and Policy (3 works) · Active listening (2 works) · Anthropology (2 works) · Computer Science (2 works) · Educational and Psychological Assessments (2 works) · Linguistics (2 works)