Reyhan Aslan
Biographic Data
| ID | 8835797 |
|---|---|
| NAME | Reyhan Aslan |
| GIVEN NAMES | Reyhan |
| FAMILY NAME | Aslan |
| SIGNATURE | ASLAN R |
| AFFILIATIONS | Niğde Ömer Halisdemir Üniversitesi |
| ORCID | 0000-0001-6099-8990 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Tracking foreign language speaking enjoyment across AI-mediated conversational topics
Research on AI-integrated language learning has expanded rapidly due to the affordances AI offers in language classrooms. However, the role of AI in shaping learners’ emotions – particularly in skill-specific contexts and at a micro-temporal level – remains underexplored. This study examines how enjoyment dynamically fluctuates within and across AI-mediated conversational activities. Grounded in Positive Psychology (PP) and framed by Complex Dyna…
“I know what I want, but the system wants something else”
Purpose This study explores how an English as a Foreign Language (EFL) learner in an Intensive English Language Program (IELP) at a Turkish university constructs her future English-speaking selves and how these imagined identities shape her investment in language learning within an exam-oriented institutional context. Drawing on theories of identity, imagined communities, and investment, the study aims to illuminate how learners negotiate tension…
Transferring skills, transforming careers
This study explores the transition experiences of second-career teachers (SCTs) who bring professional expertise from non-teaching fields into their roles as educators. While prior professional experiences can offer transferable skills, this research identifies specific challenges SCTs face, especially in acquiring pedagogical content knowledge and adapting to the complexities of teaching. Using a narrative inquiry approach, the study examines th…
Prospective English language teachers' understandings of global English language teaching
Despite various calls for a thorough re‐conceptualization of current English language teaching (ELT) practices, incorporating courses for critical perspectives on linguistic and cultural diversity is still a major challenge in most teacher education programmes in many English as a foreign language (EFL) countries. Therefore, we explored the evolving perspectives of English as a global language among Turkish pre‐service English teachers (PELTs) in…
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Prospective English language teachers' understandings of global English language teaching
Despite various calls for a thorough re‐conceptualization of current English language teaching (ELT) practices, incorporating courses for critical perspectives on linguistic and cultural diversity is still a major challenge in most teacher education programmes in many English as a foreign language (EFL) countries. Therefore, we explored the evolving perspectives of English as a global language among Turkish pre‐service English teachers (PELTs) in…
Transferring skills, transforming careers
This study explores the transition experiences of second-career teachers (SCTs) who bring professional expertise from non-teaching fields into their roles as educators. While prior professional experiences can offer transferable skills, this research identifies specific challenges SCTs face, especially in acquiring pedagogical content knowledge and adapting to the complexities of teaching. Using a narrative inquiry approach, the study examines th…
Tracking foreign language speaking enjoyment across AI-mediated conversational topics
Research on AI-integrated language learning has expanded rapidly due to the affordances AI offers in language classrooms. However, the role of AI in shaping learners’ emotions – particularly in skill-specific contexts and at a micro-temporal level – remains underexplored. This study examines how enjoyment dynamically fluctuates within and across AI-mediated conversational activities. Grounded in Positive Psychology (PP) and framed by Complex Dyna…
“I know what I want, but the system wants something else”
Purpose This study explores how an English as a Foreign Language (EFL) learner in an Intensive English Language Program (IELP) at a Turkish university constructs her future English-speaking selves and how these imagined identities shape her investment in language learning within an exam-oriented institutional context. Drawing on theories of identity, imagined communities, and investment, the study aims to illuminate how learners negotiate tension…
EFL/ESL Teaching and Learning (2 works) · Mathematics education (2 works) · Multilingual Education and Policy (2 works) · Pedagogy (2 works) · Psychology (2 works) · Agency (philosophy) (1 work) · AI in Service Interactions (1 work) · Career development (1 work) · Comprehension approach (1 work) · Disengagement theory (1 work)