Vitenskapelig bokkapittel

• Shaun Nolan; Asli Lidice Gokturk Saglam; Raees Calafato et al. (2026). Strategies and Future Directions for Research Literacy in Teaching and in Teacher Education. (ekstern lenke)
• Anna Wärnsby; Asli Lidice Gökturk-Saglam; Raees Calafato et al. (2026). Teacher Research Literacy and Teacher Voices in a Nordic‑Baltic Professional Learning Network. (ekstern lenke)
• Irem Comoglu; Ali Öztüfekçi; Kenan Dikilitas (2024). Promoting multilingual pedagogies in initial English language teacher education: Reflections from multilingual Turkey. (ekstern lenke)
• Kenan Dikilitas; Vahid Bahrami; Nil Tugce Erbakan (2024). Developmental Trajectories of a Pre-K-12 Teacher during Collaborative Research with University Academics on Translanguaging Pedagogy. (ekstern lenke)
• Kenan Dikilitas (2019). Teacher researchers. (ekstern lenke)
• Bushra Ahmed Khurram; Kenan Dikilitas; Hadia Zafar (2021). Transnational professional development practices in TESOL teacher education. (ekstern lenke)
• Kenan Dikilitas; Irem Çomoglu (2023). Pedagogical and conceptual principles of teacher professional learning in TESOL: Teacher stories from Turkey. (ekstern lenke)
• Zeynep Köylü; Kenan Dikilitas (2023). Syntactic and lexical complexity in CLIL and EFL written production: Evidence for ELF as a WEs paradigm in Turkey. (ekstern lenke)
• Mark Wyatt; Kenan Dikilitas (2022). Mentoring in English language education : Using current transnational practices to inform the future. (ekstern lenke)
• Mark Wyatt; Kenan Dikilitas (2022). Current developments in mentoring in English language education. (ekstern lenke)
• Simon Mumford; Kenan Dikilitas (2020). The autoethnography of an re-emerging researcher identity and its impact on EAP teaching. (ekstern lenke)
• Kenan Dikilitas; Asli Lidice Gokturk Saglam; Mariana Serra et al. (2022). Mentoring presence for supporting international teacher-researchers. (ekstern lenke)
• Kenan Dikilitas (2020). Teacher autonomy and good language teachers. (ekstern lenke)
• Kenan Dikilitas; Simon Mumford (2022). Transformative mentoring in a pre-school bilingual context in Turkey. (ekstern lenke)
• Ali Öztüfekçi; Kenan Dikilitas (2023). Engaging in systematic digital reflection : A case of pre-service English teachers. (ekstern lenke)
• Ece Dilber; Kenan Dikilitas (2020). The use of DIU in an ESP setting in Turkey. (ekstern lenke)
• Yunus Emre Akbana; Kenan Dikilitas (2024). Developing collaborative teacher autonomy for learning to teach English to young learners. (ekstern lenke)
• Kenan Dikilitas; Simon Mumford (2024). Approaches to Teaching and Learning through EAP. (ekstern lenke)
• Erkan Arkin; Kenan Dikilitas (2022). Turkish undergraduates' perspectives on EMI : A framework induced analysis of policies and processes. (ekstern lenke)

Antologi

• Asli Lidice Gokturk Saglam; Raees Calafato; Shaun Nolan et al. (2026). Teacher Research Literacy Development : A Toolkit for Teachers and Teacher Educators. (ekstern lenke)
• Pattamawan Jimarkon; Kenan Dikilitas (2025). Critical intercultural and English language issues in the internationalization of higher education. (ekstern lenke)
• Enisa Mede; Kenan Dikilitas; Derin Atay (2020). Pedagogic and instructional perspectives in language education : The context of higher education. (ekstern lenke)
• Mark Wyatt; Kenan Dikilitas (2022). International perspectives on mentoring in English language education. (ekstern lenke)
• Kenan Dikilitas; Kate Reynolds (2022). Research methods in language teaching and learning : A practical guide. (ekstern lenke)
• Asli Lidice Gokturk Saglam; Kenan Dikilitas (2019). Stories by Teacher Researchers in an Online Research Community. (ekstern lenke)
• Anne Burns; Kenan Dikilitas (2025). The Routledge Handbook of Language Teacher Action Research. (ekstern lenke)

Vitenskapelig artikkel

• Kenan Dikilitas; Vander Tavares (2026). Reframing L2 Academic Writer Identity with GenAI: The Emergence of a Technology-Mediated Self. (ekstern lenke)
• Rhian Webb; Dogan Yuksel; Kenan Dikilitas (2026). Generative AI in English-medium instruction: Perceptions, usage, and impact on academic performance and language proficiency. (ekstern lenke)
• Simon Mumford; Kenan Dikilitas (2026). The Impact of Early Academic Experiences on EAP Teachers’ Perceptions and Practice of Teaching Writing in Higher Education. (ekstern lenke)
• Simon Mumford; Kenan Dikilitas (2025). A review of the literature on language teacher researcher identity: Tensions and their resolutions. (ekstern lenke)
• Yue Zhang; Kenan Dikilitas (2025). Investing in Critical Digital Literacies Involving Generative AI: A Multiple-case Study of Second Language Novice Teachers. (ekstern lenke)
• Ali Öztüfekçi; Kenan Dikilitas (2025). A novice language teacher educator’s identity construction through Action Research. (ekstern lenke)
• Hussein Meihami; Kenan Dikilitas (2025). Teacher candidates’ narratives as imagined professional identity work: adopting funds of identity. (ekstern lenke)
• Elif Aydın Yazıcı; Kenan Dikilitas (2025). Translanguaging as a Pedagogical Investment: A Poststructural Perspective on Identity Development. (ekstern lenke)
• Erguvan Uras Eren; Kenan Dikilitas (2025). Teachers’ motivational strategies and student motivation across teaching modalities. (ekstern lenke)
• Ali Öztüfekçi; Kenan Dikilitas (2025). Pre-service English-teachers’ unpacking and negotiating their language ideologies: Learning to facilitate translanguaging. (ekstern lenke)
• Kenan Dikilitas; Rukiye Eryılmaz; Kuheli Mukherjee et al. (2025). The emergence and significance of meta-identity in the professional development of experienced teacher-researchers. (ekstern lenke)
• Volkan İnceçay; Kenan Dikilitas (2025). Exploring the role of online peer observation in the construction process of language teacher online identity. (ekstern lenke)
• Peter Musaeus; Christopher Neil Prilop; Kenan Dikilitas et al. (2025). Teacher feedback literacy in higher education: navigating enablers and constraints. (ekstern lenke)
• Turkan Istencioglu; Berit Lassesen; Annika Büchert Lindberg et al. (2025). Do well-regarded university teachers exhibit feedback literacy? Examining the validity of a competency framework. (ekstern lenke)
• Sal Consoli; Kenan Dikilitas (2021). Research Engagement in Language Education. (ekstern lenke)
• Kenan Dikilitas; Irem Comoglu (2020). Pre-service English teachers’ reflective engagement with stories of exploratory action research. (ekstern lenke)
• Ali Öztüfekçi; Kenan Dikilitas (2020). An Investigation of an Early Bilingual Child: Phonological Development at its Finest?. (ekstern lenke)
• Ayca Aslan; Ismail Hakki Erten; Kenan Dikilitas (2022). In-Service EFL teachers’ engagement in reflexive practice via video enhanced observation. (ekstern lenke)
• Kenan Dikilitas; Simon E. Mumford (2020). Preschool English teachers gaining bilingual competencies in a monolingual context. (ekstern lenke)
• Simon Mumford; Kenan Dikilitas (2019). Pre-service language teachers reflection development through online interaction in a hybrid learning course. (ekstern lenke)
• Sezgin Ballidag; Kenan Dikilitas (2021). Preparatory School Teachers' Self-Directed Online Professional Development. (ekstern lenke)
• Kenan Dikilitas; Vahid Bahrami; Nil Tugce Erbakan (2023). Bilingual education teachers and learners in a preschool context: Instructional and interactional translanguaging spaces. (ekstern lenke)
• Zeynep Nesrin Coşkun; Kenan Dikilitas (2022). Uncovering Fears, Challenges, and Motives of an Adult Learner with Dyslexia through Metaphors. (ekstern lenke)
• Nazmiye Yemez; Kenan Dikilitas (2022). Development of verbal creativity by bilingual and English as foreign language learners in kindergarten to 8th grade schools. (ekstern lenke)
• Onur Ural; Kenan Dikilitas (2022). Identity Formation and Career Prospects of Bilingual Professionals: Blending Language Skills to Create Novel Applications to Career Pursuits. (ekstern lenke)
• Yunus Emre Akbana; Kenan Dikilitas (2022). EFL Teachers' Sources of Remote Teaching Anxiety: Insights and Implications for EFL Teacher Education. (ekstern lenke)
• Ida Bruheim Jensen; Kenan Dikilitas (2023). A scoping review of action research in higher education: implications for research-based teaching. (ekstern lenke)
• Kenan Dikilitas; Ali Öztüfekçi (2024). English language teachers’ implementation of collaborative translanguaging. (ekstern lenke)
• Sezgin Ballldaǧ; Kenan Dikilitas (2024). Non-Native Parents Raising a Bilingual Child in Turkey. (ekstern lenke)
• Asli Lidice Göktürk Saglam; Kenan Dikilitas (2020). Evaluating an Online Professional Learning Community as a Context for Professional Development in Classroom-based Research. (ekstern lenke)
• Karolin Candan; Kenan Dikilitas (2020). The perception of university students and instructors towards cooperative learning. (ekstern lenke)
• Mohammad Hossein Arefian; Irem Çomoğlu; Kenan Dikilitas (2024). Understanding EFL teachers’ experiences of ChatGPT-driven collaborative reflective practice through a community of practice lens. (ekstern lenke)
• Merve Karakaya; Kenan Dikilitas (2020). Perceptions of the students and the teachers towards the use of code switching in EFL classrooms. (ekstern lenke)
• Kenan Dikilitas; Mark Wyatt (2018). Learning teacher-research-mentoring: stories from Turkey. (ekstern lenke)
• Kenan Dikilitas; Ayfer Tanis (2019). Exploring CLIL in Turkish context: Teacher and student voices. (ekstern lenke)
• Kenan Dikilitas; Carol Griffiths (2023). EMI in the Nordic and Baltic Countries. (ekstern lenke)
• Rukiye Eryilmaz; Kenan Dikilitas (2023). Identity tensions of in-service teacher educators: A narrative inquiry. (ekstern lenke)
• Damiano Rotondo; Pattamawan Jimarkon; Didrik Efjestad Fjereide et al. (2025). Experiences with an interactive boardgame that teaches elements of a basic automatic control course. (ekstern lenke)
• Eginli Ilknur; Kenan Dikilitas (2022). Examining the Interplay between English Language Teachers’ Mindset and Researcher Self-Efficacy Beliefs in the Use of Action Research. (ekstern lenke)
• Muhammet Yasar Yuzlu; Kenan Dikilitas (2024). EFL teachers learning to translanguage through loop input: implications for their identity-reconstruction. (ekstern lenke)
• Mehrdad Hosseini; Vahid Bahrami; Kenan Dikilitas (2024). From research reading and doing to research use: Tracking trajectories of becoming research-informed second language teachers. (ekstern lenke)
• Cemil Gökhan Karacan; Kenan Dikilitas (2020). Vocabulary Learning Strategies of Italian-Turkish Bilingual Students: Impact of Simultaneous and Sequential Acquisition. (ekstern lenke)
• Ferah Senaydin; Kenan Dikilitas (2019). Exploring child bilingual identity in Turkish context: a single case study. (ekstern lenke)
• Sedat Akayoglu; Muge Satar Coen; Kenan Dikilitas et al. (2020). Digital Literacy practices of Turkish pre-service EFL teachers. (ekstern lenke)
• Ferah Senaydin; Kenan Dikilitas (2019). Action research for self-evaluation of teaching. (ekstern lenke)
• Ayfer Tanis; Kenan Dikilitas (2018). Turkish EFL Instructors’ Engagement in Professional Development. (ekstern lenke)
• Mark Wyatt; Kenan Dikilitas (2019). English language teachers’ self-efficacy beliefs for grammar instruction: implications for teacher educators. (ekstern lenke)
• Mehmet Haldun Kaya; Kenan Dikilitas (2019). Constructing, Reconstructing and Developing Teacher Identity in Supportive Contexts. (ekstern lenke)
• Erhan Gülşen; Kenan Dikilitas (2023). (Re)construction of teacher identities in a soft-CLIL context. (ekstern lenke)
• Rhian Webb; Dogan Yuksel; Kenan Dikilitas (2023). Discipline-specific attitudinal differences of EMI students towards translanguaging. (ekstern lenke)
• Mark Wyatt; Kenan Dikilitas (2016). English language teachers becoming more efficacious through research engagement at their Turkish university. (ekstern lenke)
• Volkan Inceçay; Kenan Dikilitas (2022). Online peer observation: Reflections on a process-based job-embedded professional development activity through video recordings. (ekstern lenke)
• Kenan Dikilitas; Demet Yayli (2018). Teachers’ professional identity development through action research. (ekstern lenke)
• Kenan Dikilitas; Simon Mumford (2019). Teacher autonomy development through reading teacher research: agency, motivation and identity. (ekstern lenke)
• Kenan Dikilitas; Simon Mumford (2016). Supporting the writing up of teacher research: peer and mentor roles. (ekstern lenke)
• Muhammet Yasar Yuzlu; Kenan Dikilitas (2022). Translanguaging as a way to fostering EFL learners’ criticality in a hybrid course design. (ekstern lenke)
• Irem Comoglu; Kenan Dikilitas (2020). Learning To Become An English Language Teacher: Navigating The Self Through Peer Practicum. (ekstern lenke)
• Pattamawan Jimarkon Zilli; Phalangchok Wanphet; Kenan Dikilitas (2021). Pre-service Teachers’ Digital Experiences through Digital Pedagogical Practices in Norway. (ekstern lenke)
• Muhammet Yaşar Yuzlu; Kenan Dikilitas (2021). Translanguaging in the development of EFL learners’ foreign language skills in Turkish context. (ekstern lenke)
• Kenan Dikilitas; May Irene Furenes Klippen; Serap Keles (2024). A Systematic Rapid Review of Empirical Research on Students’ Use of ChatGPT in Higher Education. (ekstern lenke)
• Carol Griffiths; Kenan Dikilitas (2022). Developing Teacher and Learner Autonomy. (ekstern lenke)
• Muhammet Yasar Yuzlu; Kenan Dikilitas (2022). The impact of translanguaging-driven training on in-service EFL teachers: Complexity theory prism. (ekstern lenke)
• Kenan Dikilitas; Irem Comoglu (2022). MENTORING BEGINNING TESOL TEACHER RESEARCHERS: EXPERIENCES FROM INTERNATIONAL CONTEXTS. (ekstern lenke)
• Kenan Dikilitas; Simon Mumford (2023). Identity reconstruction through reflection and reflexivity: a new journey beyond the Ph.D. dissertation. (ekstern lenke)
• Kenan Dikilitas; Vahid Bahrami (2022). Teacher Identity (re)Construction in Collaborative Bilingual Education: The Emergence of Dyadic Identity. (ekstern lenke)
• Kenan Dikilitas; Asli Lidice Gokturk Saglam (2023). Exploring the Practical Impacts of Research Engagement on English Language Teaching: Insights from an Online Community of Practice. (ekstern lenke)
• Dogan Yuksel; Kenan Dikilitas; Rhian Webb et al. (2024). Exploring EMI students’ attitudes towards translanguaging and English language proficiency threshold across different disciplines. (ekstern lenke)
• Serhat Basar; Irem Comoglu; Kenan Dikilitas (2023). Teacher study groups as a collaborative platform for action research: an ecological perspective. (ekstern lenke)

Konferanseforedrag

• Lisa Watson; Kenan Dikilitas; Erlend Tøssebro et al. (2026). When AI Changed Everything: Rethinking Graduate Competences. (ekstern lenke)
• Serap Keles; May Irene Furenes Klippen; Kenan Dikilitas et al. (2025). Collaborative Learning and Student Engagement in Higher Education: A Systematic Scoping Review. (ekstern lenke)
• Serap Keles; Kenan Dikilitas (2025). Systematic reviews workshop for educational research. (ekstern lenke)
• Kenan Dikilitas; May Irene Furenes Klippen; Serap Keles (2024). A Systematic Review of Empirical Research on Students’ ChatGPT Use in Higher Education. (ekstern lenke)
• Asli Lidice Gokturk Saglam; Dina Tsagari; Kenan Dikilitas (2022). Developing Research Literacy of Pre-service Language Teachers in Norway. (ekstern lenke)
• Lisa Watson; Micol Pezzotta; Kenan Dikilitas (2025). From Competence Need to Fulfilment. (ekstern lenke)
• Lisa Watson; Micol Pezzotta; Kenan Dikilitas (2024). Does an Evolving Energy Industry Equal a New Education?. (ekstern lenke)
• Lisa Watson; Micol Pezzotta; Kenan Dikilitas (2025). Designing work-relevant geosciences programs. (ekstern lenke)
• Lisa Watson; Micol Pezzotta; Kenan Dikilitas (2023). From identifying workforce needs to co-creating courses. (ekstern lenke)

Vitenskapelig litteraturgjennomgang

• May Irene Furenes Klippen; Serap Keles; Kenan Dikilitas et al. (2025). Collaborative Learning and Student Engagement in Higher Education: A Systematic Scoping Review and Evidence-Gap Map. (ekstern lenke)
• Irem Çomoglu; Serhat Basar; Ali Oztufekci et al. (2025). A Systematic Review of Research Engagement in TESOL Teacher Preparation: Pathways for Research-based Teacher Education. (ekstern lenke)

Lærebok

• Kenan Dikilitas; Timothy James Marshall; Masoumeh Shahverdi (2025). A Practical Guide to Understanding and Implementing Challenge-Based Learning. (ekstern lenke)

Forelesning

• Micol Pezzotta; Lisa Jean Watson; Kenan Dikilitas (2023). Role of stakeholders in co-creating higher education of the future. (ekstern lenke)
• Lisa Watson; Micol Pezzotta; Kenan Dikilitas (2023). Defining Future Subsurface Education Needs in Collaboration with the Energy Industry​: SUBSET: SUBSurface Education for the Energy Transition ​. (ekstern lenke)

Innledning

• Kenan Dikilitas; Kate Mastruserio Reynolds (2022). Introduction to research methods in language teaching and learning. (ekstern lenke)

Forskningsrapport

• Kenan Dikilitas; Xavier Rambla (2022). Handbook for leaders in higher education: Developing and designing institutional policies for digitally enhanced (hybrid/blended) teaching and learning. (ekstern lenke)

Vitenskapelig monografi

• Kate Reynolds; Kenan Dikilitas; Steven Close (2021). Introduction to TESOL : Becoming a language teaching professional. (ekstern lenke)
• Hugo Santiago Sanchez; Kenan Dikilitas (2019). Developing Academic Writing Literacy While Responding to Tutor Written Feedback. (ekstern lenke)
• Anne Burns; Kenan Dikilitas; Richard Smith et al. (2017). Developing Insights into Teacher-research. (ekstern lenke)
• Barkhuizen Gary; Anne Burns; Kenan Dikilitas et al. (2018). Empowering Teacher-researchers, Empowering learners. (ekstern lenke)
• Kenan Dikilitas; Judith Hanks (2018). Developing Language Teachers with Exploratory Practice: Innovations and Explorations in Language Education. (ekstern lenke)
• Kenan Dikilitas; Yesim Kesli Dollar; Enisa Mede (2018). English Language Teachers’ Perceptions of Involvement in High-Stakes Testing in Turkey. (ekstern lenke)
• Yasemin Kirkgoz; Kenan Dikilitas (2018). Key Issues in English for Specific Purposes in Higher Education. (ekstern lenke)
• Kenan Dikilitas; Ali Bostancioglu (2019). Inquiry and research skills for language teachers. (ekstern lenke)
• Kenan Dikilitas; Carol Griffiths (2017). Developing Language Teacher Autonomy through Action Research. (ekstern lenke)

Medieintervju

• Leif Tore Sædberg; May Irene Furenes Klippen; Serap Keles et al. (2024). Forskere ønsker klare retningslinjer for bruk av ChatGPT i høyere utdanning. (ekstern lenke)

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