Articles
Articles
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Articles |
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Şahan, Ö., & Razı, S. (under review). Do experience and text quality matter for raters’ decision-making behaviors? Manuscript submitted for publication. |
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Şahan, Ö., Çoban, M., Şahan, K., & Razı, S. (under review). Integration of video-enhanced gamification into EFL learning: A case study. Manuscript submitted for publication. |
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Çelik, Ö., & Razı, S. (under review). Foreign language aptitude examined in relation to implicit and explicit grammar instruction. Manuscript submitted for publication. |
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Tauginienė, L., Gaižauskaitė, I., Razı, S., Glendinning, I., Anohina-Naumeca, A., Kravjar, J., Sivasubramaniam, S., Marino, F., & Cosentino, M. (2019). Enhancing the taxonomies relating to academic integrity and misconduct. Journal of Academic Ethics. https://doi.org/10.1007/s10805-019-09342-4 |
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Kayacan, A., & Razı, S. (2017). Digital self-review and anonymous peer feedback in Turkish high school EFL writing. Journal of Language and Linguistics Studies, 13(2), 561-577. |
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Razı, S., & Tekin, M. (2017). Role of culture and intercultural competence in university language teacher training programmes. Asian EFL Journal, 19(2) 29-55. |
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Razı, S. (2016). Are review skills and academic writing skills related? An exploratory analysis via multi-source feedback tools. International Journal of Progressive Education, 12(1), 117-127. |
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Böcü, A. B., & Razı S. (2016). Evaluation of textbook series ‘Life’ in terms of cultural components. Journal of Language and Linguistic Studies, 12(2), 221-237. |
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Karaağaç Tuna, Ö., & Razı, S. (2016). Integrating culture into ELT classes: What, why, and how? Procedia Social and Behavioral Sciences, 232, 41-48. |
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Şahan, Ö., Çoban, M., & Razı, S. (2016). Students learn English idioms through WhatsApp: Extensive use of smartphones. Erzincan University Journal of Education Faculty, 18(2), 1230-1251. |
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Razı, S. (2015). Development of a rubric to assess academic writing incorporating plagiarism detectors. SAGE Open, 5(2), 1-13. DOI: 10.1177/2158244015590162 |
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Baytur, B., & Razı, S. (2015). Characteristics of effective EFL teachers from the perspective of Turkish learners. International Journal of Human and Behavioral Science, 1(2), 1-9. |
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Köksal, D., & Razı, S. (2015). Call for papers: Special issue. South African Journal of Education, 35(1). |
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Razı, S. (2014). Metacognitive reading strategy training of advanced level EFL freshmen in Turkey. The Reading Matrix, 14(2), 337-360. |
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Razı, S., & Çubukçu, F. (2014). Metacognition and reading: Investigating intervention and comprehension of EFL freshmen in Turkey. Procedia Social and Behavioral Sciences, 158, 288-295. |
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Şahan, Ö., Şahan, K. E., & Razı, S. (2014). Turkish language proficiency and cultural adaptation of American EFL teachers in Turkey. Procedia Social and Behavioral Sciences, 158, 304-311. |
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Tekin, M., & Razı, S. (2014). Effect of prelistening relaxation and self affirmation exercises on L2 listening comprehension test performance. The Journal of History School, 7(17), 871-888. |
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Razı, S. (2012). An integrated approach to establish validity and reliability of reading tests. ELT Research Journal, 1(1), 11-30. |
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Razı, S. (2012). Developing the inventory of cultural components to assess perception in language learning. Novitas ROYAL, 6(2), 169-186. |
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Razı, S. (2012). Learning strategy preferences by advanced learners of English. Journal of Theory and Practice in Education, 8(1), 94-119. |
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Köksal, D., & Razı, S. (2011). An investigation into ELT professionals' research culture in Turkey. Education and Science, 36,209-224. |
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Erten, İ. H., & Razı, S. (2009). The effects of cultural familiarity on reading comprehension. Reading in a Foreign Language, 21(1), 60-77. |
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Razı, S. (2008). The impact of learning multiple foreign languages on using metacognitive learning strategies. Reading Matrix, 8(1), 117-138. |
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Razı, S., & Razı, N. (2006) [Review of the book Assessing reading]. Journal of Theory and Practice in Education, 2(1), 37-41. |
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Razı, S. (2005). A fresh look at the evaluation of ordering tasks in reading comprehension: weighted marking protocol. The Reading Matrix, 5(1), 1-15. |
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