Citations received

Selected Citations Received
No	2020 citations received from	Cited
1	Alagözlü, N. (2020). Instructional tips to develop vocabulary in L2. In N. Alagözlü & V. Kiymazarslan (Eds.), Current perspectives on vocabulary learning and teaching (pp. 180-197). Cambridge Scholars Publishing.	Razı, 2010
2	Altaç, E. (2020). Edebi bir metin türü olan tiyatronun yabancı dil olarak Türkçe öğretiminde kullanımı ve dört beceriye katkısı. Unpublished master’s thesis, Hacettepe University, Turkey.	Razı, 2007
3	Altaç, E. (2020). Edebi bir metin türü olan tiyatronun yabancı dil olarak Türkçe öğretiminde kullanımı ve dört beceriye katkısı. Unpublished master’s thesis, Hacettepe University, Turkey.	Razı & Razı, 2014
4	Altunkaya, H., & Ayrancı, B. (2020). The use of Edmodo in academic writing education. Journal of Language and Linguistic Studies, 16(1), 89-103. https://doi.org/10.17263/jlls.712659	Razı, 2015
5	Altunkaya, H., & Uyan, Ö. (2020). Dinleme üstbiliş stratejisi öğretiminin yabancı dil olarak Türkçe öğrenenenlerin dinlediğini anlama becerisine etkisi. Cumhuriyet International Journal of Education, 9(1), 68-87. 87. http://dx.doi.org/10.30703/cije.536924	Razı, 2012b
6	Anburaj, G., & Sunitha, V. (2020). Schema in English classrooms- A review. International Journal of Advanced Science and Technology, 29(7), 4894-4907. http://sersc.org/journals/index.php/IJAST/article/view/23538	Erten & Razı, 2009
7	Aprianto, E., & FHeriyawati, D. (2020). The implementation of multiple media in improving reading comprehension skills in the university students. Journal of Physics: Conference Series, 1464(2020) 1-7. https://doi.org/10.1088/1742-6596/1464/1/012014	Razı, 2004a
8	Arshad, A., Shakir, A., & Ahmad, M. (2020). A review on the principles of a reading comprehension test construction to assess the test takers at different levels. Hamdard Islamicus: Quarterly Journal of the Hamdard National Foundation, 43(1), 123-138.	Erten & Razı, 2009
9	Batechko, N., Durdas, A., Kishchak, T., & Mykhailichenko, M. (2020). The role of scientific libraries in ensuring principles of academic integrity. Continuing Professional Education: Theory and Practice (Series: Pedagogical Sciences), 2(63), 42-49. Doi: 10.28925/1609-8595.2020.2.6	Tauginienė et al., 2019
10	Baz Bolluk, D., & Bağcı, H. (2020). Türkçeyi yabancı dil olarak öğrenenlerin kullandıkları dil öğrenme stratejileri. Mersin Eğitim Fakültesi Dergisi, 16(2), 448-463. https://doi.org/10.17860/mersinefd.705769	Razı, 2012b
11	Butt, A., Quraishi, U., Kazi, A., & Khanam, A. (2020). An experimental study on the development of learner autonomy among English as a foreign language learners at tertiary level. International Journal of Innovation, Creativity and Change, 12(1), 64-81.	Erten & Razı, 2009
12	Cebrian-Robles, V., Raposo-Rivasi M., & Ruiz-Rey, F. (2020). Conocimiento de los etudiantes universitarios sobre herramientas antiplagio y medidas preventivas. Pixel-BIT Revista de Medios y Educación, 57, 129-149.	Kayacan & Razı, 2015
13	Coovadia, H., & Ackermann, C. (2020). Integrating digital pedagogies into a typical student learning lifecycle and its effect on exam performance. Accounting Education. https://doi.org/10.1080/09639284.2020.1811993	Köksal & Salim, 2015
14	Duyen, P. T. (2020). A study on difficulties and solutions to improve reading skill for first-year English majors students at HMTU [Diploma thesis]. Hải Phòng University.	Erten & Razı, 2003
15	Erdem, C., & Avcı, F. (2020). Use of information and communication technologies in ensuring parental involvement in pre-school education: the case of Whatsapp application. Başkent University Journal of Education, 7(2), 439,452.	Şahan, Çoban, & Razı, 2016
16	Espiñeira-Bellón, E.M., Mosteiro-García, M.J., Muñoz-Cantero, J.M., & Porto-Castro, A.M. (2020). La honestidad académica como criterio de evaluación de los trabajos del alumnado universitario. Relieve(Revista ELectrónica de Investigación y EValuación Educativa), 26(1), 1-19. http://doi.org/10.7203/relieve.26.1.17097	Razı, 2015
17	Gillanders, R., Karazi, S., & O’Riordan, F. (2020). Loss aversion as a motivator for engagement with peer assessment. Innovations in Education and Teaching International, 57(4), 424-433. https://doi.org/10.1080/14703297.2020.1726203	Razı, 2015
18	Hamiddin, & Saukah, A. (2020). Investigating metacognitive knowledge in reading comprehension: the case of Indonesian undergraduate students. Indonesian Journal of Applied Linguistics, 9(3), 608-615. https://doi.org/10.17509/ijal.v9i3.23211	Razı & Çubukçu, 2014
19	Irwan, K., Jabu, B., & Abduh, A. (2020, September 14-15). The competence profile of the EFL teachers at Islamic boarding school. The Second International Conference on English Education [Conference presentation]. Alauddin State Islamic University Makassar, Indonesia.	Baytur & Razı, 2015
20	Jamshidan, F., & Salehi, H. (2020). Innovative social media for foreign language learning: a review of social media types and their effects. Journal of Critical Studies in Language and Literature, 1(1), 34-46. https://dx.doi.org/10.2525/jcsll.v.1n.1.2020 P.34	Şahan, Çoban, &Razı, 2016
21	Kaplan, K., (2020). Ortaokul Türkçe derslerinde karikatür okuryazarlığı becerisinin geliştirilmesi: Bir eylem araştırması [Unpublished doctoral dissertation]. Uşak University.	Razı, 2007
22	Katsumata, Y. (2020). The development and empirical substantiation of Japanese pedagogical materials based on Kabuki. [Unpublished doctoral dissertation]. University of Victoria.	Erten & Razı, 2009
23	Kenzhabekovna, S. N., Victor, A., & Mahsutalikyzy, A. I. (2020). Motivating students to write and excel through process blogging. Unpublished. https://doi.org/10.13140/RG.2.2.17294.18248	Kayacan & Razı, 2017
24	Kitoo, S. M. (2020). Residential members’ differential use of blackboard tools: a case study. [Unpublished doctoral dissertation]. Liberty University, Lynchburg.	Razı, 2015
25	Klassen, K. (2020). The effect of cultural familiarity on reading comprehension: an approximate replication of Erten and Razi (2009). Reading Psychology, 41(3), 205-228.	Erten & Razı, 2009
26	Klassen, K. (2020). The effect of cultural familiarity on reading comprehension: an approximate replication of Erten and Razi (2009). Reading Psychology, 41(3), 205-228.	Razı, 2005
27	Kurniawan, H. (2020). Global materials versus local materials for students’ reading comprehension: a library research. Journal of English Language Teaching Innovations and Materials (JELTIM), 2(1), 49-62. http://dx.doi.org/10.26418/jeltim.v2i1.32831	Erten & Razı, 2009
28	Labtic, I. G. C., & Teo, A. (2020). The presentation of sources of culture in English textbooks in Thai context. English Language Teaching, 13(5), 15-24. https://doi.org/10.5539/elt.v13n5p15	Böcü & Razı, 2016
29	Landa-Blanco, M., Santos-Midence, C., & Blanco, A. L. (2020). Academic integrity: Attitudes and practices of students of a public university in Honduras. Academia Journal, 20-21, 202-217.	Tauginienė et al., 2018
30	Maghsoudi, M. (2020). Comparing representations of 'self" and "other" in Iranian and Indian English school books: a critical discourse analysis. Iranian Journal of Comparative Education, 3(1), 533- 559. Doi: 10.22034/IJCE.2020.223747.1111	Böcü & Razı, 2016
31	Mohd Noh, M. F., & Mohd Matore, M. E. E. (2020). Rating performance among raters of different experience through multi-facet rasch measurement (MFRM) model. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi (Journal of Measurement and Evaluation in Education and Psycology), 11(2), 147-162.	Şahan & Razı, 2020
32	Nafissi, Z., Karimi, F., & Vosoughi, M. (2020). Mapping different culturally oriented texts over EFL learners’ reading indices via project-based learning. Journal of English Language Teaching and Learning, 12(25), 343-381.	Erten & Razı, 2009
33	Namaziandost, E., Shafiee, S., & Esfahani, F. R. (2020). The impact of cultural familiarity on vocabulary learning through reading among Iranian upper-intermediate male and female EFL learners. Iranian Journal of Learning and Memory, 3(9), 58-64. https://doi.org/10.22034/IEPA.2020.237879.1183	Erten & Razı, 2009
34	Owens, K. J. (2020). Going digital with peer review: using action research to explore the effect of digital peer review on student writing composition and student attitude in a rural primary school [Unpublished doctoral dissertation]. University of South Carolina.	Kayacan & Razı, 2017
35	Owens, K. J. (2020). Going digital with peer review: using action research to explore the effect of digital peer review on student writing composition and student attitude in a rural primary school [Unpublished doctoral dissertation]. University of South Carolina.	Razı, 2016
36	Selvarasu, E., Farzana, S., Mohammad, N. Mohammad, A. R., Pareli, M. K., & Al Shabibi, N. (2020). The impact of culturally familiar supplementary reader on L3 students of Ibra College of Technology: A pilot study. Oman Journal of ELT, 5(1), 43-52.	Erten & Razı, 2009
37	Setiadi, R. M. A. (2020). Cultural contents of a junior high school English textbook. [Unpublished master’s thesis]. Universitas Pendidikan Indonesia.	Böcü & Razı, 2016
38	Sheridan, R., & Condon, B. (2020). Letting students choose: how culture influences text selection in EFL reading courses. The Journal of Asia TEFL, 17(2), 523-539. http://dx.doi.org/10.18823/asiatefl.2020.17.2.14.523	Erten & Razı, 2009
39	Sun, B., Zhu, Y., Yao, Z., Xiao, R., Xiao, Y., & Wei, Y. (2020). Tagging reading comprehension materials with document extraction attention networks. IEEE Transactions on Learning Technologies, 1-13. Doi: 10.1109/TLT.2020.2990724	Erten & Razı, 2009
40	Syam, A. F., Basri, M., & Sahril. (2020). Intercultural communicative competence development of Indonesian higher education students. Asian EFL Journal, 27(2), 101-119.	Razı & Tekin, 2017
41	Şan, İ., Kıymaz, Ö., & Kış, A. (2020). Effect of traditional methods in teaching English on academic achievement: a meta-analysis study. International Journal of Curriculum and Instruction, 12(special issue), 144-158.	Razı, 2010
42	Şen, M. (2020). Pre-service English teachers’ perceived levels of and perceptions on intercultural communicative competence. [Unpublished master’s thesis]. Hacettepe University.	Tuna & Razı, 2016
43	Tamin, İ. B., Büyükahıska, D. (2020). Reading strategy instruction on metacognitive awareness: The case of Turkish high school students. The Reading Matrix, 20(2), 82-97.	Razı, 2010
44	Thirunavukarasu, I., & Harun, R. N. S. R. (2020). The impact of cultural schemata in reading comprehension: A pilot study in a multi-cultural setting. ESLA, 1(2), 42-61.	Erten & Razı, 2009
45	Tsetsos, S., & Prentzas, J. (2020). A survey on recent learning approaches in school education using Edmodo. Open educational resources (OER) pedagogy and practices (pp. 91-111). IGI Global.	Kayacan & Razı, 2017
46	Vrbanec, T., & Meštrović, A. (2020). Corpus-based paraphrase detection experiments and review. Information, 11(241), 1-24. https://doi.org/10.3390/info11050241	Foltýnek et al., 2020
47	Yarahmadzehi, N. & Goodarzi, M. (2020). Investigating the role of formative mobile based assessment in vocabulary learning of pre-intermediate EFL learners in comparison with paper based assessment. Turkish Online Journal of Distance Education-TOJDE, 21(1), 181-196.	Şahan, Çoban, & Razı, 2016
48	Zahran, F. A. (2020). Internalization perspective: incorporating intercultural awareness in language teaching. International Journal of Social Sciences Perspectives, 6(2), 68-77.	Razı, 2012a
No	2019 citations received from	Cited
1	Ahmed, S. E. H. (2019). Türk kültürünün İstanbul’daki Sudanlı öğrenciler üzerindeki etkisi. Unpublished master’s thesis, Yıldız Technical University, Turkey.	Şahan, Şahan, & Razı, 2014
2	Ak, E. (2019). The effect of screen reading on primary school students’ reading skills and attitudes towards reading speed. Unpublished master’s thesis, Zonguldak Bülent Ecevit University, Turkey.	Razı, 2008b
3	Al-Daybi, N. H. S. (2019). Difficulties faced by the students in learning English literature at graduate level, Faculty of Arts, Thamar University, Yemen. Unpublished doctoral dissertation, Thamar University, Yemen.	Erten & Razı, 2009
4	Al-Dosari, H., Mekheimer, M. A. A. (2019). Effects of using culture-laden texts on culture-specific translation skills in Arab students. The Coastal Review, 4(6), 1-10.	Erten & Razı, 2003
5	Al-Dosari, H., Mekheimer, M. A. A. (2019). Effects of using culture-laden texts on culture-specific translation skills in Arab students. The Coastal Review, 4(6), 1-10.	Razı, 2004a
6	Aminullah, F., Sada, C., & Sudarsono, S. (2019). Local culture-based reading materials for EFL context. Proceedings International Conference on Teaching and Education (ICoTE), 2(2), 193-197.	Erten & Razı, 2009
7	Awang, N. A., & Salim, H. (2019). The use of reading strategies among Malaysian ESL undergraduates when reading print and hypertext. Trends in Social Sciences, 1(2), 1-5.	Razı & Çubukçu, 2014
8	Balyalı Yılmaz, S. (2019). Turkish adult EFL learners’ motivation, participation and performance in collaborative strategic reading classes. Unpublihed master’s thesis, Hacettepe University, Turkey.	Razı, 2014
9	Bernhardt, E. B., & Leffell, C. M. (2019). Contemporary perspectives on L2 upper-register text processing. In J. W. Schwieter & A. Benati (Eds.), The Cambridge handbook of language learning (pp. 320-340). Cambridge: Cambridge University Press.	Erten & Razı, 2009
10	Cao, C., & Meng Q. (2019). Mapping the paths from language proficiency to adaptation for Chinese students in a non-English speaking country: An integrative model of mediation. Current Psychology, 38, 1564-1575.	Şahan, Şahan, & Razı, 2014
11	Chau, N. N. B., Liu, S., & Lopez, K. (2019). Effect of cultural familiarity on reading comprehension performance: A case-study of Vietnamese and Chilean EFL learners. Tạp chí khoa học Ngôn ngữ và Văn hóa, 3(1), 1-13.	Erten & Razı, 2009
12	Chvalova, K., & Stranovska, E. (2019). Teaching reading comprehension in a creative way. In B. Lewandowska-Tomaszczyk (Ed.), Contacts and contrasts in educational contexts and translation (pp. 85-103). Cham: Springer.	Erten & Razı, 2009
13	Costalas, G. (2019). The meaning Saudi International undergraduate students give to plagiarism at one private college in the United States. Unpublished PhD dissertation, Wilkes University, Pennsylvania.	Razı, 2015
14	Çam Aktaş, B,. & Can, Y. (2019). The effect of “Whatsapp” usage on the attitudes of students towards English self-efficacy and English courses in foreign language education outside the school. iejee (International Electronic Journal of Elementary Education), 11(3), 247-256.	Şahan, Çoban, & Razı, 2016
15	Çevik, H., Orakcı, Ş., Aktan, O., & Toraman, Ç. (2019). Examination of middle school students’ reading anxiety in terms of various variables. Eğitimde Kuram ve Uygulama, 15(1), 1-16. doi: 10.17244/eku.398683	Razı, 2007
16	Dengler, R. (2019). “Language education and global citizenship” (2) – Intercultural barriers in “international” English course books. The Laos experience. Retrieved from http://www.thelaosexperience.com/2019/09/20/language-education-and-global-citizenship-2-intercultural-barriers-in-international-english-course-books-by-r-dengler/	Böcü & Razı, 2016
17	Dobbersteinová, J, Hudecová, S., & Stožická, Z. (2019). Sprievodca svetom vedeckého publikovania: Učebný text pre kurz Publikačný poradca. Bratislava: Centrum vedecko-technických informácií SR.	Tauginiene et al., 2018
18	Doğan, N. (2019). Collaborative social learning: Using Edmodo as a social platform to teach EFL writing for preparatory school students. Unpublished master’s thesis, Pamukkale University, Turkey.	Razı, 2016
19	Elizabeth, A. P. P., & Alejandro, P. T. H. (2019). Trabajo de investigación previo a la obtención del título de licenciatura en Ciencias de la Educación mención Plurilingüe. Universidad Central del Ecuador, Ecuador.	Razı, 2012a
20	Fikray, F. M., & Habil, H. (2019). The significance of schemata and cultural familiarity in second language reading: A systematic review. International Journal of Recent Technology and Engineering, 8(1C2), 618-624.	Erten & Razı, 2009
21	Ghuma, M. A. (2019). Content validity of national exams of English reading in Libya. Libyan Bulletin for Studies, 7, 59-78.	Erten & Razı, 2009
22	Garwe, E. C. (2019). Quality assurance agencies: creating a conductive environment for academic integrity. South African Journal of Science, 115(11/12), 1-7. https://doi.org/10.17159/sajs.2019/6231	Tauginienė et al., 2019
23	Gavora, P., Vaculíková, J., Kalenda, J., Kálmán, O., Gombos, P., Świgost, M., & Bontová, A. (2019). Comparing metacognitive reading strategies among university students from Poland, Hungary, Slovakia and the Czech Republic. Journal of Further and Higher Education, 1-15. DOI: 10.1080/0309877X.2019.1614545	Razı, 2008a
24	Gavora, P., Vaculíková, J., Kalenda, J., Kálmán, O., Gombos, P., Świgost, M., & Bontová, A. (2019). Comparing metacognitive reading strategies among university students from Poland, Hungary, Slovakia and the Czech Republic. Journal of Further and Higher Education, 1-15. DOI: 10.1080/0309877X.2019.1614545	Razı, 2010
25	Gürlüyer, M. (2019). Examining students’ perceptions and achievements in terms of the utilization of Whatsapp in learning EFL vocabulary. Kafdağı, 4(2), 173-193.	Şahan, Çoban, & Razı, 2016
26	Hismanoglu, M. (2019). A study on the qualities of effective EFL teachers from the perspective of preparatory program Turkish EFL students. International Journal of Curriculum and Instruction, 11(1), 101-124.	Baytur & Razı, 2015
27	Johnson, L. B., Kim, H., Mapacpac, J. D., & Yanza, E. R. S. (2019). Namaste. Kumusta ka?: Examining the role of lay theories of culture and familiarity on Filipino college students’ evaluations of Indian international students. Unpublished BA thesis, De La Salle University, the Philippines.	Erten & Razı, 2009
28	Kandemir, H. (2019). The relationship between the reading habits and attitudes and metacognitive comprehension awareness, reading comprehension and reading attitudes. Unpublished master’s thesis, Zonguldak Bülent Ecevit University, Turkey.	Razı, 2010
29	Kandemir, H. (2019). The relationship between the reading habits and attitudes and metacognitive comprehension awareness, reading comprehension and reading attitudes. Unpublished master’s thesis, Zonguldak Bülent Ecevit University, Turkey.	Razı & Çubukçu, 2014
30	Kartal, G. (2019). What’s up with WhatsApp? A critical analysis of mobile instant messaging research in language learning. International Journal of Contemporary Educational Research, 6(2), 325-365.	Şahan, Çoban, & Razı, 2016
31	Kendik-Gut, J. (2019). Influence of background knowledge and language proficiency on comprehension of domain-specific texts by university students. Theory and Practice of Second Language Acquisition, 5(2), 59-74.	Erten & Razı, 2009
32	Kılınç, A. N. (2019). An investigation of perceived professional needs of Turkish English language teachers. Unpublished master’s thesis, Bilkent University, Turkey.	Baytur & Razı, 2015
33	Labtic, I. G., & Teo, A. (2019). Presentation of cultural information in a series of English textbooks. The New English Teacher, 13(2), 36-50.	Böcü & Razı, 2016
34	Liu, C. Y., & Chen, H. H. J. (2019). Academic spoken vocabulary in TED talks: Implications for academic listening. English Teaching & Learning, 1-16. https://doi.org/10.1007/s42321-019-00033-2	Erten & Razı, 2009
35	Liu, J., Yi, X., & Su, X. (2019). Influencing factors and strategies of Uyghur-Han intercultural communication at colleges and universities. In Proceeding of the 2019 9th International conference on social science and education research (SEER 2019, pp. 1492-1496). DOI: 10.25236/sser.2019.299	Razı, 2016
36	Mahabeer, P., & Pirtheepal, T. (2019). Assessment, plagiarism and its effect on academic integrity: Experiences of academics at a university in South Africa. South African Journal of Science, 115(12), 1-8.	Razı, 2015
37	Mahdavi, A. (2019). Le rôle de la connaissance du vocabulaire, de la conscience syntaxique et de la conscience métacognitive dans la compréhension en lecture de textes de nature académique en français langue tierce chez des étudiants iraniens à l’Université Laval. Unpublished doctoral dissertation, Universite Laval, Canada.	Erten & Razı, 2009
38	Makram, M. (2019). Reading and self-regulated learning: Pedagogical underpinnings. GRIN Verlag.	Razı & Çubukçu, 2014
39	Manel, B., & Soumaya, C. (2019). Developing EFL students’ reading strategies through the implementation of meta-cognitive activities. Unpublished master’s thesis, University of Mohamed Boudiaf - M’Sila, Algeria.	Razı, 2004
40	Manik, R. M. S. (2019). The effectiveness of comic strip as media to improve the students’ reading comprehension of narrative texts of MTs Ar-Rahman Langkat. In The second annual international conference on language and literature, KnE (pp. 933-947). DOI 10.18502/kss.v3i19.4918	Razı, 2004a
41	Mendoza, M. C. E. (2019). Peer feedback and its effect on speaking using Bubbly. Unpublished master’s thesis, Universidad Casa Grande, Ecuador.	Kayacan & Razı, 2017
42	Mohamed, H. A. A. (2019). Reading as an interactive process: Collaborative and psycholinguistic interaction for reading literature in the EFL classroom. European Journal of Research, 3, 51-71.	Erten & Razı, 2009
43	Mufidah, F. M. A. (2019). The implementation of metacognitive strategies in reading narrative texts for the tenth graders of senior high school. RETAIN, 7(2), 122-129.	Razı, 2014
44	Muhammad, J., & Varol, A. (2019). Difficulty of learning English language by Turkish nationalities and learning Turkish language by foreign students in Turkey: A case study of Elazig Metropolis. Turkish Journal of Science & Technology, 14(2), 89-89.	Şahan, Şahan, & Razı, 2014
45	Najadat, H. B., & Azmi, M. N. L. (2019). The impact of content familiarity on reading comprehension among male and female students. International Journal of Linguistics, Literature and Translation, 2(6), 91-97.	Erten & Razı, 2009
46	Önal, S. (2019). A comparative study on the perceptions of instructors and students in the preparatory schools of a state and a private university regarding the integration of target culture into the teaching of English language. Unpublished master’s thesis, Middle East Technical University, Turkey.	Tuna & Razı, 2016
47	Özaslan, A. (2019). Çeşitli metin biçimleri ve farklı bilişsel düzeylere yönelik sorularla yapılandırılımış okuma eğitiminin okuduğunu anlamaya etkisi. Unpublished master’s thesis, Pamukkale University, Turkey.	Razı, 2008b
48	Özdeniz, S. (2019). Developing text-oriented materials related to grammar in teaching Turkish as a foreign language (A1 level): Reading skill example. Unpublished master’s thesis, Hacettepe University, Turkey.	Razı & Razı, 2014
49	Padilla, P. E. A., & Tigasi, H. A. P. (2019). Los documentos de activación –déclencheurs- en el libro Alter Ego B1 y el nivel de conocimiento cultural francófono de los estudiantes de los séptimos semestres de la Carrera Plurilingüe de la Universidad Central del Ecuador, periodo académico septiembre 2018- febrero 2019 [The warming-up documents in the French text Alter Ego B1 and the francophone cultural knowledge of students in seventh semester of the Plurilingual Major of the Universidad Central del Ecuador, during the semester September 2018-February 2019]. Unpublished research report, Universidad Central Del Ecuador, Ecuador.	Razı, 2012a
50	Periasany, J., Bee, M. S. H., & Ja’afar, H. (2019). Culturize and nativize: looking into the role of cultural familiarity to improve ESL reading comprehension. Journal of Education and Social Sciences, 13(1), 116-122.	Razı, 2011
51	Petterson, R. (2019). Cognition. Tullinge, Sweden: Institute for Infology.	Erten & Razı, 2009
52	Ponte, M. D. C. (2019). A quantitative and qualitative analysis of cultural vocabulary in second baccalaureate EFL textbooks. Unpublished doctoral dissertation, Universidad de la Rioja, Spain.	Böcü & Razı, 2016
53	Por, F. P., Chau, K. T., Chew, B. L., & Leong, Y. K. (2019). Think e-reader: pedagogy-led open educational resources for metacognitive comprehension skills. In European Proceedings of Social and Behavioural Sciences (pp. 419-430). https://doi.org/ 10.15405/epsbs.2020.03.03.50	Razı & Çubukçu, 2014
54	Rehman, M., & Umar, H. (2019). Source culture and target culture in English language teaching: A study of intercultural pragmatics and students’ learning outcomes. Pakistan Journal of Education, 36(1), 119-138.	Erten & Razı, 2009
55	Sayım, A. Ç. (2019). Okuma becerilerinin geliştirilmesine yönelik yapılan lisansüstü tezlerin incelenmesi. Unpublished master’s thesis, Aksaray University, Turkey.	Razı, 2008b
56	Sheridan, R., Tanaka, K. M., & Hogg, N. (2019). Foreign language, local culture: How familiar contexts impact learning engagement. TESL-EJ, 23(1), 1-27.	Erten & Razı, 2009
57	Sheridan, R., Tanaka, K. M., Tang, D. (2019). The benefits and use of culturally familiar materials in Japanese university EFL classrooms. Osaka JALT Journal, 6, 5-33.	Erten & Razı, 2009
58	Sivabalan, K., & Ali, Z. (2019). A systematic review on mobile instant messaging as a collaborative tool for language learning. International Journal of Language Education and Applied Linguistics, 9(1), 99-109.	Şahan, Çoban, & Razı, 2016
59	Sumarno, W. K. (2019). Effects of edmodo-assisted process writing with the problematized scaffolding on the quality of students’ writing. Lingua Cultura, 13(1), 31-37. https://doi.org/10.21512/lc.v13i1.5028	Kayacan & Razı, 2017
60	Tiara, E. (2019). Effectiveness of test design between of cloze test and multiple choice test for reading comprehension. Journal of Education, Linguistics, Literature and Language Teaching, 2(2), 53-68.	Razı, 2005
61	Türkyılmaz Sinclair, S. (2019). A case study exploring the intercultural levels of native English and native Turkish language instructors at universities in Turkey and the U.S.A respectively. Unpublished master’s thesis, İhsan Doğramacı Bilkent University, Turkey.	Şahan, Şahan, & Razı, 2014
62	Ulu, H. & Ulusoy, M. (2019). The development of metacognitive awareness of reading strategies through WebQuest based teaching. Pegem Eğitim ve Öğretim Dergisi, 9(3), 765-818, http://dx.doi.org/10.14527/pegegog.2019.025	Razı, 2010
63	Ulum, Ö. G., & Köksal, D. (2019). Ideology and hegemony of English foreign language textbooks. Springer. https://doi.org/10.1007/978-3-030-35809-9	Böcü & Razı, 2016
64	Wuttisrisiriporn, N., & Usaha, S. (2019). The development of a localized ELT textbook evaluation checklist: A case study from Thailand. THAITESOL Journal, 32(2), 46-64.	Böcü & Razı, 2016
65	Yilmaz, C., & Guzel, S. (2019). Empowering the use of reading strategies and literacy through e-book novels: An extensive reading of the Great Gatsby. Akdeniz Eğitim Araştırmaları Dergisi, 13(27), 653-663.	Razı, 2014
66	Yılmaz, G. (2019). Öğretmenlik uygulamasınsa dönüt konusunda öğretmen adaylarının görüşleri. Unpublished master’s thesis, Gazi University, Turkey.	Kayacan & Razı, 2017
67	Zulkifli, N. Z. M., Mohamad, W. M. R. W., Surat, S. & Badusah, J. (2019). Aspek budaya Melayu dalam pengajaran dan pembelajaran Bahasa Melayu sebagai Bahasa Asing. PENDETA Journal of Malay Language, Education and Literature, 10, 121-133.	Razı, 2012a
No	2018 citations received from	Cited
1	Adhiyanti, A. P., Marhaeni, A. A. I. N., & Kusuma, I. P. I. (2018). The effect of anonymous peer assessment on writing ability of the eleventh grade students as SMK PGRI 1 Singaraja. Journal of Psychology and Instruction, 2(1), 1-8.	Razı, 2016
2	Afanasyeva, V. (2018). The representation of Estonian culture in the I Love English textbook series. Unpublished master’s thesis, University of Tartu, Estonia.	Karaağaç Tuna & Razı, 2016
3	Algheetah, M. (2018). Cultural and intercultural views in ELT coursebooks used in Libya. Unpublished master’s thesis, Istanbul University – Cerrahpaşa, Turkey.	Böcü & Razı, 2016
4	Alqasham, F. H. (2018). Exploring Saudi EFL learners’ agency toward the use of WhatsApp for English learning at Qassim University. International Journal of Linguistics, 8(6), 10-43. https://doi.org/10.5296/ijl.v10i6.13857	Şahan, Çoban, & Razı, 2016
5	Alqasham, F. H. A. (2018). Virtual social network-mediated English language learning in a Saudi tertiary EFL context: Innovation and agency. Unpublished doctoral dissertation, Massey University, Palmerston North, New Zealand.	Şahan, Çoban, & Razı, 2016
6	Alsancak Sırakaya, D., & Seferoğlu, S. S. (2018). Türkiye’nin mobil öğrenme karnesi: İmkanlar, fırsatlar ve sorunlarla ilgili bir inceleme. B. Akkoyunlu, A. İşman ve H. F. Odabaşı (Eds.), Eğitim teknolojileri okumaları (pp. 492-513). Adapazarı: TOJET ve Sakarya Üniversitesi. Retrieved from http:// yunus.hacettepe.edu.tr/~sadi/yayin/Kitap_ETO2018_Bolum34_492-513_MobilOgrenme.pdf	Şahan, Çoban, & Razı, 2016
7	Arslan, N., & Kartal, E. (2018). A qualitative analysis of articles on the subject of assessment and evaluation in foreign language teaching in Turkey. RumeliDE, 12, 309-322.	Böcü & Razı, 2016
8	Aydınlı, J., & Ortaçtepe, D. (2018). A country in focus: Selected research in applied linguistics and English language teaching in Turkey: 2010-2016. Language Teaching, 51(2), 210-245.	Razı, 2012c
9	Aydınlı, J., & Ortaçtepe, D. (2018). A country in focus: Selected research in applied linguistics and English language teaching in Turkey: 2010-2016. Language Teaching, 51(2), 210-245.	Köksal & Razı, 2011
10	Baltacı, H. Ş., & Tanış, S. (2018). The place of culture in EFL classes: Perceptions and challenges of pre-service and in-service English teachers. International Journal of Languages’ Education and Teaching, 6(2), 260-272.	Böcü & Razı, 2016
11	Baltacı, H. Ş., & Tanış, S. (2018). The place of culture in EFL classes: Perceptions and challenges of pre-service and in-service English teachers. International Journal of Languages’ Education and Teaching, 6(2), 260-272.	Karaağaç Tuna & Razı, 2016
12	Cesur, K. (2018). Dictionary of linking words: A guide to translation studies. Çanakkale: Paradigma Akademi.	Razı, 2004b
13	Cesur, K. (2018). Dictionary of linking words: A guide to translation studies. Çanakkale: Paradigma Akademi.	Razı, 2010
14	Chang, C., Cunningham, K. J., Satar, H. M., & Strobl, C. (2018). Electronic feedback on second language writing: A retrospective and prospective essay on multimodality. Writing & Pedagogy, 9(3), 405-428. https://doi.org/10.1558/wap.32515	Razı, 2016
15	Chválová, K., & Stranovská, E. (2018). Differentiated approach to teaching foreign languages based on individual psychological variables. In R. Kvapil (Ed.), Foreign languages in changing times VIII reviewed conference proceedings from an international scientific conference (pp. 299-315). Vydavateľstvo EKONÓM.	Erten & Razı, 2019
16	Coşkun, Ö. (2018). Assessing development of learners’ target culture awareness in Turkish ELT classrooms. Unpublished master’s thesis, Hacettepe University, Turkey.	Böcü & Razı, 2016
17	Coşkun, Ö. (2018). Assessing development of learners’ target culture awareness in Turkish ELT classrooms. Unpublished master’s thesis, Hacettepe University, Turkey.	Şahan, Şahan, & Razı, 2014
18	Çankaya, P. (2018). Exploring the opinions of lecturers and preparatory students about culture in their language classrooms. Humanitas, 6(11), 33-51. https://doi.org/10.20304/humanitas.332179	Razı, 2012a
19	Çankaya, P. (2018). Exploring the opinions of lecturers and preparatory students about culture in their language classrooms. Humanitas, 6(11), 33-51. https://doi.org/10.20304/humanitas.332179	Erten & Razı, 2009
20	Dargew, T., Teka, M., & Alemu, M. (2018). የራስመር መማር ብልሃቶች [Self-regulated learning strategies]. EJLCC, 3(2), 1-23.	Razı, 2014
21	Delic, H., Becirovic, S., & Brdarevic Celjo, A. (2018). Effects of grade level and gender on foreign language learning process in Bosnian high schools. International Journal of Educational Policy Research and Review, 5(6), 83-89.	Razı, 2008a
22	Dragoescu Urlica, A.-A., & Arslan, H. (2018). Language learning strategies of Romanian and Turkish students – a comparative study – part II. Research Journal of Agricultural Science, 50(4), 1-5.	Razı, 2012b
23	Friesen, D., & Haigh, C. A. (2018). How and why strategy instruction can improve second language reading comprehension: A review. Reading Matrix, 18(1), 1-18.	Razı, 2014
24	Ganji, M., Yarahmadzehi, N., & Sasani, N. (2018). English major students’ awareness of metacognitive reading strategies: gender and academic level in focus. Issue in Language Teaching (ILT), 7(2), 91-119.	Razı, 2008a
25	Gerfanova, El., Ayapova, T., & Shayakhmetova, D. (2018). Investigating the cultural component in EFL textbooks: Texts and illustrations. Pocion, 34(86), 306-314.	Böcü & Razı, 2016
26	Ghasemi, H., & Khabiri, M. (2018). The comparative effect of antonym in-text glosses and description in-text glosses on EFL learners’ reading comprehension. The Journal of English Language Pedagogy and Practice, 11(23), 45-66.	Razı, 2004a
27	Gözpınar, H. (2018). A qualitative exploration of students’ experiences with acquiring culture during foreign language instruction. Advanced Education, 9, 114-125.	Karaağaç-Tuna & Razı, 2016
28	Hadjer, B. (2018). Using students’ schemata to get access to effective reading of literary texts: The case of undergraduate students at Abd Al Hamid Ibn Badis University of Mostaganem. Unpublished doctoral dissertation. Abdelhamid Ibn Badis University of Mostaganem, Algeria.	Erten & Razı, 2009
29	Hartina, S. S., Vianty, M., & Inderawati, R. (2018). Correlation between students’ metacognitive strategy use in writing process and essay writing performance. The Journal of English Literacy Education, 5(2), 158-167.	Razı, 2010
30	Hassanirokh, F., & Yeganehpour, P. (2018). The effect of comic strips on EFL learners’ reading motivation. Kastamonu Education Journal, 26(2), 281-286.	Razı, 2005
31	Kandemir, A., & Akar, H. (2018). English language teacher education programme in Turkey: A qualitative meta-synthesis study. In EJER congress 2018 conference proceedings (pp. 1143-1145). Ankara: Anı Yayıncılık.	Karaağaç-Tuna & Razı, 2016
32	Khair, N., Parkes, E., & Deacon, J. (2018). Influence of cultural dimensions and brand country of origin on consumption behaviour: A case of Jordanian consumers. In British Academy of Management conference 2018: Driving productivity in uncertain and challenging times, Bristol, United Kingdom. Retrieved from https://pure.southwales.ac.uk/en/publications/influence-of-cultural-dimensions-and-brand-country-of-origin-image-on-consumption-behaviour-a-case-of-jordanian-consumers(f39e4fb1-b65f-448d-afaf-1783c71acef5)/export.html	Razı, 2012a
33	Kobayashi, M. (2018). The effect of anonymity on online peer assessment: Quality of feedback and students' attitudes. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, et al. (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 1879-1884). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/184421/	Razı, 2016
34	Kurnaz, H. (2018). Bilgilendirici metinlerde okuduğunu anlamayı etkileyen faktörler. Unpublished doctoral dissertation, İnönü University, Turkey.	Razı, 2008b
35	Kurnaz, H. (2018). Bilgilendirici metinlerde okuduğunu anlamayı etkileyen faktörler. Unpublished doctoral dissertation, İnönü University, Turkey.	Razı, 2010
36	Külekçi, G. (2018). Identifying the perceptions of prospective English language teachers on characteristics of effective teachers: who is the ideal teacher?. Novatis-ROYAL (Research on Youth and Language), 12(1), 1-15.	Baytur & Razı, 2015
37	Mayangsari, L., Nurkamto, J., & Supriyadi, S. (2018). Cultural categories in English textbook “when English rings a bell”: Content analysis. S. Hikmah (Ed.), Proceedings AISELT 2018, teachers’ professional development: 21^st century teaching skills, (pp. 295-307). Banten, Indonesia: University of Sultan Ageng Tirtayasa.	Karaağaç Tuna & Razı, 2016
38	Mayangsari, L., Nurkamto, J., & Supriyadi, S. (2018). Cultural content: An analysis of EFL textbokk in Indonesia. International Journal of Research Publications, 8(11), 192-199.	Razı, 2012a
39	Mayangsari, L., Nurkamto, J., & Supriyadi, S. (2018). Cultural content: An analysis of EFL textbokk in Indonesia. International Journal of Research Publications, 8(11), 192-199.	Karaağaç Tuna & Razı, 2016
40	Mills, D. J., Bolliger, D. U., & McKim, C. (2018). Modification and revalidation of M-learning acceptance model. CALL-EJ, 19(1), 60-74.	Şahan, Çoban, & Razı, 2016
41	Newman, A. C. (2018). “Let there be light!”: Teaching about religion, the nexus with character education, and implications for upper elementary/middle school students. Unpublished doctoral dissertation, the George Washington University, Washington, DC.	Erten &Razı, 2009
42	Niculescu, B.-O., & Obilisteanu, G. (2018). Developing the cadets’ communication competence from an intercultural perspective. Land Forces Academy Review, 23(2), 136-142.	Karaağaç Tuna & Razı, 2016
43	Nurmukhamedov, U, & Plonsky, L. (2018). Reflective and effective teaching of vocabulary. Leiden, Netherlands: Koninklijke Brill.	Erten & Razı, 2009
44	Seidi, N. (2018). The effect of ambiguity tolerance and gender on Iranian EFL learners reading comprehension. Journal of Applied Linguistics and Language Research, 5(4), 130-139.	Erten & Razı, 2009
45	Sheridan, R., Tanaka, K. M., & Kobayashi, J. (2018). Culture and constructivism: A new approach to student-centered English language education in Japan. Kinki University Center for Liberal Arts and Foreign Language Education Journal, 9(2), 33-56.	Erten & Razı, 2009
46	Tawalbeh, T. I. (2018). Instructors’ perceptions of English for academic purposes textbooks at university level. Higher Education Studies, 8(4), 153-161.	Böcü & Razı, 2016
47	Ulum, Ö. G. (2018). Ideological and hegemonic practices in globally and locally written EFL textbooks. Unpublished doctoral thesis. Çanakkale Onsekiz Mart University.	Böcü & Razı, 2016
48	Yenikent, S. (2018). Understanding the effects of topic factors and threat exposure on motivation to participate in knowledge artefacts: The case of Wikipedia. Unpublished doctoral dissertation, University of Tübingen, Germany.	Erten & Razı, 2009
49	Yiğitoğlu, N., & Keşli Dollar, Y. (2018). Incorporating action research into in-service teacher education (INSET) programs. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 47(2), 694-709.	Köksal & Razı, 2011
No	2017 citations received from	Cited
1	Akdağ Çimen, B. (2017). Turkish EFL lecturers’ perceptions regarding the essentials in a high-quality foreign language education. International Journal of Social Sciences and Education Research, 3(5), 1606-1615.	Baytur & Razı, 2015
2	Alico, J. C. (2017). Reading performance of science, technology, engineering and mathematics (STEM) students: Comparing STEM-Related and STEM-unrelated texts. International Journal for Innovation Education and Research, 5(3), 47-58.	Erten & Razı, 2009
3	Austria, M. M., & Bisco, C. (2017). Effectiveness of trans-smart program to the pupils’ reading interest. Paper presented at IETC 2017 – International educational technology conference and ITEC 2017 – International teacher education conference, August 16-18, Harvard University, Cambridge, MA.	Razı, 2004a
4	Ayeni, J. O., & Adeyemo, D. A. (2017). Effects of metacognitive strategy and achievement motivation training on dissertation efficacy among doctoral students in Southwestern Nigerian universities. Sky Journal of Educational Research, 5(1), 1-11.	Razı, 2014
5	Azizi, M., Nemati, A., & Estahbanati, N. (2017). Meta-cognitive awareness of writing strategy use among Iranian EFL learners and its impact on their writing performance. International Journal of English Language & Translation Studies, 5(1), 42-51.	Razı, 2010
6	Baki, Y. (2017). The effect of anxiety and attitudes of secondary school students towards reading on their reading habits: A structural equation modelling. Education and Science, 42, 371-395.	Razı, 2008b
7	Basilio, D. G. S. (2017). Imagens recíprocas de estudantes universitários portugueses e turcos: para uma mediação intercultural entre Portugal e Turquia (Reciprocal images of Portuguese and Turkish university students: for an intercultural mediation between Portugal and Turkey). Unpublished doctoral dissertation, University of Aveiro, Portugal.	Razı, 2012a
8	Bedle, S. (2017). Reading strategies in an EFL context: a mixed methods research synthesis [Unpublished master’s thesis]. University of Glasgow.	Razı & Çubukçu, 2014
9	Boyraz, S., & Altınsoy, E. (2017). Metacognitive awareness of reading strategies in EFL context. International Journal of Language Academy, 5(5), 159-167.	Razı, 2008a
10	Bretag, T. (2017, October). Good practice note: Addressing contract cheating to safeguard academic integrity. Melbourne: Australian Government Tertiary Education Quality and Standards Agency.	Razı
11	Cao, C., & Meng, Q. (2017). Mapping the paths from language proficieny to adaptation for Chinese students in a non-English speaking country. Current Psychology.	Şahan, Şahan, & Razı, 2014
12	Chrysler-Fox, P. D. (2017a). Set up for failure? The impact of assignment complexity on plagiarism by South African postgraduate students. In J. Nel (Ed.), The 29^th SAIMS annual conference proceedings (pp. 84-108). Bloemfontein, South Africa: University of the Free State.	Razı, 2015
13	Chrysler-Fox, P. D. (2017b). Who will perpetrate plagiarism? Predictors of student plagiarism. In J. Nel (Ed.), The 29^th SAIMS annual conference proceedings (pp. 653-673). Bloemfontein, South Africa: University of the Free State.	Razı, 2015
14	Çakıcı, D. (2017). An overview of metacognitive strategies in reading comprehension skill. The Journal of Academic Social Sciences Studies, 57, 67-82.	Razı, 2010
15	Demirezen, M. (2017). Yabancı dil olarak Türkçenin anlamlandırılmasında kelime ve dil öğrenme stratejilerinin kullanımı. Unpulihed doctoral dissertation, Hacettepe University, Turkey.	Razı, 2012b
16	Ekmekçi, E. (2017). Enhancing students’ ability to comprehend intercultural concepts in EFL classes. Erzincan Journal of Faculty of Education, 19(2), 55-73.	Tuna & Razı, 2016
17	Evans, T. (2017). Performance vs. authenticity: A qualitative study of a Muslim primary school in Superdiverse London. UCL, London.	Erten & Razı, 2009
18	Gorjian, B., & Aghvami, F. (2017). The comparative study of EFL teachers and learners’ perceptions on the importance of teaching culture. Journal of Applied Linguistics and Language Learning, 3(3), 71-78.	Razı, 2012a
19	Hamid, R., Amin, B., Qalby, N. (2017). Improving the students’ reading comprehension through three minute pause strategy. Exposure Journal, 6(1), 97-117.	Razı, 2004b
20	Han, T., & Aybirdi, N. (2017). Turkish EFL students’ perspectives regarding responsibilities in reducing foreign language classroom anxiety. In D. Köksal (Ed.), Researching ELT: Classroom methodology and beyond (pp. 115-126). Frankfurt: Peter Lang. https://www.peterlang.com/view/title/18831
21	Hussain, S. S. (2017). Teaching writing to second language learners: Bench-marking strategies for classroom. Arab World English Journal, 8(2), 208-227.	Razı, 2016
22	İşcan, A., Karagöz, B., & Bozoğlu, N. (2017). An analysis on reading texts in teaching Turkish to foreigners. International Journal of Languages Education and Teaching, 5(3), 37-51.	Razı, 2007
23	Karakaş, A., Toksöz, S., & Toksöz, İ. (2017). Problems faced by pre-service English language teachers in writing research papers. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20(38), 561-588.	Köksal & Razı, 2011
24	Kafipour, R., & Jahansooz, N. (2017). Effect of content schema, vocabulary knowledge, and reading comprehension on translation performance. Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, 3(1), 22-39.	Razı, 2004a
25	Mahmoudi, S., & Mahmoudi, A. (2017). Can topic familiarity override language proficiency in reading comprehension? Journal of Language Teaching and Research, 8(3), 496-506.	Erten & Razı, 2009
26	Maliki, S., Lamkhanter, F., & Housni, H. (2017). The relevance of culture to the reading comprehension process: The case of Moroccan students reading EFL texts. In V. Potocan, P. Kalinic & A. Vuletic (Eds.), Economic and social development, 26^th International scientific conference on economic and social development (pp. 88-99). Zagreb: Varazdin Development and Entrepreneurship Agency.	Erten & Razı, 2009
27	Marisol, C. V. A. (2017). Cultural elements in the teaching of French as a foreign language in the sixth, seventh and eighth semester of the Plurilingual Career of the Universidad Central del Ecuador, during the semester March-August, 2017. Unpublished master’s thesis, Central University of Ecuador, Ecuador.	Razı, 2012a
28	Memari, M., & Gholamshahi, A. (2017). To what extent various cultures put effect on second language learning. In M. Mohammadi (Ed.), Proceedings of the Fifteenth International Conference of Teaching English Language and Literature Society of Iran (TELLSI) (pp. 99-108). Publications of Islamic Azad University, Roudehen Branch.	Razı, 2003
29	Michalekova, L. (2017). A review of research into metacognitive strategies in the process of education. 12. Študentská Vedecká A Umelecká Konferencia, Sekcia Anglického Jazyka A Anglofónnych Kultúr (pp. 26-34). Prešov University, Slovekia. https://www.pulib.sk/web/kniznica/elpub/dokument/Olostiak9/subor/Michalekova.pdf	Razı & Çubukçu, 2014
30	Morales, H. S. (2017). Effects of scaffolded intensive reading on students’ reading comprehension performance. Revista, 17(1), 1-29.	Erten & Razı, 2009
31	Mutlu, A. K., & Özkan, Y. (2017). Pre-service English language teachers’ views of the effective teacher and teaching. Mediterranean Journal of Humanities, 7(1), 213-231.	Baytur & Razı, 2015
32	Naskar, G., & Jha, S. (2017). The role of cultural schemata in critical reading. International Education & Research Journal, 3(5), 174-175.	Erten & Razı, 2009
33	Nurmukhamedov, U. (2017). Lexical coverage of TED talks: Implications for vocabulary instruction. TESOL Journal, 8(4), 768-790.	Erten & Razı, 2009
34	Oğuzhan, E. (2017). İngilizce hazırlık öğrencilerinin entelektüel gelişimlerinin dil öğrenme stratejileri üzerindeki etkisi. Unpublished master’s thesis, Afyon Kocatepe University, Turkey.	Razı, 2012b
35	Padermprach, N. (2017). The problems of English language education at the upper secondary level in Thailand: The perceptions of Thai EFL teachers and students in Bangkok. Unpublished doctoral dissertation, University of Warwick, UK.	Baytur & Razı, 2015
36	Pardede, P. (2017). Current studies on the use of Edmodo in EFL learning: A review. Journal of English Teaching, 3(3), 244-258.	Kayacan & Razı, 2017
37	Pashayi, N., & Mahmoudi, A. (2017). Effects of cultural knowledge and language proficiency on listening comprehension of Iranian EFL learners. Journal of Applied Linguistics and Language Research, 4(5), 219-234.	Erten & Razı, 2009
38	Pritchard, R. J., & Morrow, D. (2017). Comparison of online and face-to-face peer review of writing. Computers and Composition, 46, 87-103.	Razı, 2016
39	Rezaei Ghahroudi, M., & Sheikhzadeh, E. (2017). Selecting reading texts for university Iranian EFL students. Journal of Advances in English Language Teaching, 5(3), 25-30.	Erten & Razı, 2009
40	Rodriguez, L., Lee, S., & Sar, S. (2017). Schema complexity and valence elicited by country logos for tourism. Journal of Visual Literacy, 35(3), 187-200.	Erten & Razı, 2009
41	Sahrom, S. R. (2017). The use of social media for teaching and learning in recent years. International Journal of Social Media and Interactive Learning Environments, 5(3), 252-268.	Şahan, Çoban, & Razı, 2016
42	Sarıkaya, A. (2017). Türkçe öğretmen adaylarının üst bilişsel okuma stratejileri ve öğrenme stratejileri. Unpublished master’s thesis, Abant İzzet Baysal University, Turkey.	Razı, 2010
43	Seddiki, Y. (2017). The role of schematic knowledge in developing EFL students’ written discourse. Retrieved from https://dspace.univ-ouargla.dz/jspui/bitstream/123456789/15770/1/T2826F.pdf	Erten & Razı, 2009
44	Shahian, L., Pishghadam, R., & Khajavy, G. H. (2017). Flow and reading comprehension: Testing the mediating role of emotioncy. Issues in Educational Research, 27(3), 527-549.	Erten & Razı, 2009
45	Shahini, G., & Meymandi, S. (2017). Cultural components and subcomponents in two Persian and English language teaching textbooks: A comparative study. Journal of Teaching Language Skills, 36(3), 85-117.	Razı, 2012a
46	Sheridan, R., Tanaka, K. M., & Hogg, N. (2017). English through culturally familiar contexts: A pilot study in Japan. Language Education in Asia, 7(2), 88-99.	Erten & Razı, 2009
47	Sobhani, F., & Babashamsi, P. (2017). The effect of regulative metacognitive strategies on reading performance of Iranian pre-intermediate learners. Bulletin de la Société Royale des Sciences de Liege, 86, 220-233.	Erten & Razı, 2009
48	Stec, M. (2017). Multimodality of cultural content in ELT materials for young learners. Theory and Practice of Second Language Acquisition, 3(1), 101-124.	Razı, 2012a
49	Tabak, G. (2017). Türkçenin yabancı dil olarak öğretiminde dijital öykü kullanımı. Erciyes University, Turkey.	Razı, 2008b
50	Tabak, G. (2017). Türkçenin yabancı dil olarak öğretiminde dijital öykü kullanımı. Erciyes University, Turkey.	Razı & Razı, 2014
51	Varışoğlu, M. C. (2017). Language learning strategies were used by students studying Turkish in Lithuania. Journal of Turkish ResearchInstitute, 59, 533-546.	Razı, 2012b
52	Waemusa, Z. (2017). Anonymous online peer reviews in writing classes: a literature overview. Journal of Liberal Arts, 9(1), 90-113.	Razı, 2016
53	Yadetta, B., Mereba, T., Negash, A. (2017). The effect of reading strategy training on students’ academic reading Achievement: Grade nine students in Firi Gemta Gera and Yukiro High Schools, Ethiopia, in focus. Ethiopian Journal of Social Sciences and Language Studies, 4(2), 27-48.	Erten & Razı, 2003
54	Yaman, İ. (2017). The role of culture in English language teaching. In N. Cerrahoğlu, M. Reidler, K. Demirel & M. Y. Eryaman (Eds.), 9^th International congress of educational research full text book (1344-1348). Ordu: Educational Research Association.	Böcü & Razı, 2016
55	Yenikent, S., Holtz, P., & Kimmerle, J. (2017). The impact of topic characteristics and threat on willingness to engage with Wikipedia articles: Insgiths from laboratory experiments. Frontiers in Psychology, 8, 1960.	Erten & Razı, 2009
56	Yıldız Bıçakçı, M., & Aral, N. (2017). Dil gelişimi. In N. Aral & T. Duman (Eds). Eğitim psikolojisi (pp. 132-153). Ankara: Pegem Akademi.	Razı, 2012a
57	Yunus, M., & Taslim. (2017). English lecturers’ perceptions of task-based reading at ABA Universitas Muslim Indonesia. Asian EFL Journal, 98, 4-15.	Erten & Razı, 2009
58	Zare-Ee, A., & Hejazi, S. Y. (2017). Graduate and undergraduate Iranian students’ views on English as the medium of instruction. Paper presented at the 15th International TELLSI Conference: Applied Linguistics in the 3rd Millennium: Reflection Towards Criticality & Reflection, Tehran, Iran.	Razı, 2004a
59	Zare-Ee, A., & Hejazi, S. Y. (2017). The frequency of discourse markers in undergraduate academic writing. Paper presented at the 15th International TELLSI Conference: Applied Linguistics in the 3rd Millennium: Reflection Towards Criticality & Reflection, Tehran, Iran.	Razı, 2004a
No	2016 citations received from	Cited
1	Al-Qahtani, A. A., & Lin, M. (2016). The impact of creative circlers on EFL learners’ reading comprehension. Theory and Practice in Language Studies, 6(8), 1519-1530.	Razı, & Çubukçu, 2014
2	Altunkaya, H. (2016). Yabancı dil olarak Türkçe öğrenenlere yönelik okuduğunu anlama başarı testinin geliştirilmesi (Development of achievement test for comprehension of what was read for those learning Turkish as foreign language). Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 11(3), 113-138.	Erten & Razı, 2009
3	Amiri, F., Othman, M., & Jahedi, M. (2016). Voicing up in competition: Oral development of two Malaysian ESL learners. Asian Social Sciences, 12(2), 90-100	Razı, 2012b
4	Asif, M., Ghani, M., & Querishi, S. (2016). Effect of nativized stories on the reading comprehension of Pakistani ESL learners at intermediate level. Science International, 28(3), 3149-3155.	Erten & Razı, 2009
5	Apsari, Y., & Yana (2016). Teachers’ techniques and problems in teaching reading. P2M STKIP Siliwangi, 2(2), 217-233.	Razı, 2004a
6	Basílioa, D., Araújo e Sá, M. H., & Simões, A. R. (2016). Crossing the bridge: foreign language students’ reciprocal images in (inter)cultural mediation between Portugal and Turkey. Language and Intercultural Communication, 16(1), 22-43.	Razı, 2012a
7	Boggu, A. T., & Sundarsingh, J. (2016). The impact of experiential learning on language learning strategies. International Journal of English Language Teaching, 4(10), 24-41.	Razı, 2012b
8	Çelik, Ö., & Kocaman, O. (2016). Barriers experienced by middle school students in the process of learning English. International Journal of Educational Studies, 3(1), 31-46.	Baytur & Razı, 2015
9	Chen, B., Kitaoka, N., & Takeda, K. (2016). Impact of acoustic similarity on efficiency of verbal information transmission via subtle prosodic cues. EURASIP Journal on Audio, Speech, and Music Processing, 19, 1-13.	Erten & Razı, 2009
10	Chiang, H. H. (2016). A study of interactions among ambiguity tolerance, classroom work styles, and English proficiency. English Language Teaching, 9(6), 61-75.	Erten & Razı, 2009
11	Davis, A. S., & Wright-Harp, W. W., Lucker, J., Payne, J., & Campbell, A. (2016). Cultural familiarity of figurative expressions from three music genres and African American adults. Contemporary Issues in Communication Science and Disorders, 43, 238-254.	Erten & Razı, 2009
12	Ebuta, C. N., & Obiekezie, E. O. (2016). The influence of students’ schema for reading on reading comprehension performance of SS 3 students in Cross River State. Global Journal of Educational Research, 15(2), 151-157.	Razı, 2004a
13	Ekiz, T., & Şire Kaya, E. (2016). Integrating native culture into reading skill in Turkish ELT prep classes. International Journal of Language Academy, 4(3), 146-163.	Erten & Razı, 2009
14	Emisari. (2016). Metacognitive reading strategy training for high school students at Sman 1 Metro. Unpublished master’s thesis, Lampung University, Indonesia.	Razı & Çubukçu, 2014
15	Erman, S. G. (2016). “Things take time here”: a phenomenology based ethnography on the social and professional adjustment challenges and strategies of two American Fulbright teaching assistants in Turkey. [Unpublished master’s thesis]. Middle East Technical University.	Şahan, Şahan, & Razı, 2014
16	Farhad, G., & Zahra, B. (2016). Cultural knowledge and reading comprehension among Iranian students. Iranian Journal of Sociology of Education, 1(1), 1-21.	Erten & Razı, 2009
17	Fernández, M. Á. B. (2016). El efecto del apoyo del diccionario en CD rom en la pronunciación de nuevas palabras en Inglés. Unpublished doctoral dissertation, Universidad de Sevilla, Spain.	Erten & Razı, 2003
18	Fleming, J., Catapano, S., Thompson, C. M., & Carrillo, S. R. (2016). More mirrors in the classroom: Using urban children’s literature to increase literacy. Lanham, MD: Rowman & Littlefield.	Erten & Razı, 2009
19	Hara, A., & Tappe, H. (2016). Inference generation and text comprehension in bilingual children: A case study. Literator – Journal of Literary Criticism, Comparative Linguistics and Literary Studies, 37(2), 1-12.	Erten & Razı, 2009
20	Hashemi, A., & Mobini, F. (2016). The impact of content-based pre-reading activities on Iranian high school EFL learners’ reading comprehension. Journal of Language Teaching and Research, 7(1), 137-145.	Razı, 2010
21	Hashemi, A., & Mobini, F. (2016). The impact of content-based pre-reading activities on Iranian high school EFL learners’ reading comprehension. Journal of Language Teaching and Research, 7(1), 137-145.	Erten & Razı, 2003
22	Kurnaz, Y. (2016). Cultural familiarity in vocabulary learning through literary texts: Short story reading. Journal of Narrative and Language Studies, 4(7), 40-49.	Erten & Razı, 2009
23	Loignin, A., Thomas, J., Woehr, D., Loughry, M., Ohland, M., & Ferguson, D. (2016). Facilitating peer evaluation in team contexts: The impact of frame-of-reference rater training. Academy of Management Learning & Education, 15(4).	Razı, 2016
24	Macit, İ., & Demir, M. K. (2016). İlkokul dördüncü sınıf öğrencilerinin kağıttan okuma becerileri ile ekran okuma tercih düzeyleri arasındaki ilişkinin incelenmesi. Trakya Üniversitesi Sosyal Bilimler Dergisi, 18(1), 331-346.	Razı, 2008b
25	Majidi, N., & Aydinlu, N. A. (2016). The effects of contextual visual aids on high school students’ reading comprehension. Theory and Practice in Language Studies, 6(9), 1827-1835.	Erten & Razı, 2009
26	Merç., A. (2016). Research anxiety among Turkish graduate ELT students. Current Issues in Education, 19(1), 1-15.	Köksal & Razı, 2011
27	Mwelwa, J. M. (2016). The didactics of an English-Bemba anthology of oral traditional narratives in the Zambian grade ten literature class. Unpublished doctoral dissertation, University of South Africa.	Erten & Razı, 2009
28	Ölmez, F. (2016). Exploring the interaction of L2 reading comprehension with text- and learner-related factors. Procedia Social and Behavioral Sciences, 232, 719-727.	Erten & Razı, 2009
29	Özmen, K. S., Cephe, P. T., & Kınık, B. (2016). Trends in doctoral research on English language teaching in Turkey. Educational Sciences: Theory & Practice, 16(5), 1737-1759.	Razı, 2010
30	Rerkwanchai, K., & & Getkham, K. (2016). A study of Thai graduate students’ use of cognitive and metacognitive reading strategies in reading comprehension tests. In K. Sena (Ed.), ICLC 2015 proceedings, the 7^th international conference on language and communication, Advancing research in language, communication and culture: Towards a sustainable Asia (pp. 75-114). Bangkok: Graduate School of Language and Communication.	Razı, 2014
31	Schweitzer, A. E. (2016). Vocabulary decoding and contextual inferencing processes of young learners during reading – A think-aloud case study. Unpublished doctoral dissertation, The University of Leeds, the UK.	Razı, 2014
32	Shoari, E., Assadi Aidinlou, N. (2016). The effect of cultural/social awareness on making appropriate discourse interpretation of Iranian EFL learners. Journal of Arts & Language Studies, 1(1), 1-5.	Erten & Razı, 2009
33	Siagian, S. W., & Katemba, C. V. (2016). Comparative study between think aloud and visual imagery in enhancing students’ reading comprehension. Journal of English Language Pedagogy, Literature and Culture, 1(1), 1-16.	Erten & Razı, 2009
34	Talib, N. (2016). Masalah plagiarisme dan amalan penggunaan Turnitin dalam kalangan pelajar Siswazah Universiti Kebangsaan Malaysia. ASEAN Journal of Teaching & Learning in Higher Education, 8(2), 1-15.	Razı, 2016
35	Thirakunkovit, S. (2016). An evaluation of a post-entry test: An item analysis using classical test theory (CIT). Purdue University, Indiana.	Razı, 2005
36	Tosuncuoğlu, İ. (2016). Teaching grammar in situational context. Kastamonu Education Journal, 24(4), 2099-2104.	Köksal & Razı, 2011
37	Ulum, Ö. G. (2016). To culture or not to culture, that is the question! ELT Research Journal, 5(3), 218-233.	Razı, 2012a
No	2015 citations received from	Cited
1	Ahmad, S. M. S. (2015). Metacognitive awareness of reading strategies among French language students: Is there a different between genders? International Journal of Arts& Sciences, 8(2), 13-28.	Razı, 2008a
2	Akaydın, Ş., & Çeçen, M. A. (2015). A content analysis on articles related to reading skills. Education and Science, 40(178), 183-198.	Razı, 2008b
3	Apsari, Y., & Yana. (2015). Teachers’ techniques and problems in teaching reading.P2M STKIP Siliwangi, 2(2), 217-233.	Razı, 2004a
3	Barut, A. (2015). Yabancı dil olarak Türkçe öğrenen üniversite öğrencilerinin kullandıkları dil öğrenme stratejileri üzerine bir değerlendirme. Unpublished master’s thesis, Bilkent University, Turkey.	Razı, 2012b
4	Bruno, G. I. (2015). English as a third language: Reading strategy questionnaire. The Word, 24(2), 18-20.	Razı, 2008a
5	Bülbül, F. (2015). Yabancı dil olarak Türkçe öğretiminde kavram haritalarının okuduğunu anlama becerisine etkisi. Mustafa Kemal University Journal of Graduate School of Social Sciences, 12(31), 187-201.	Razı, 2008b
6	Ceylan, E., & Harputlu, L. (2015). Metacognition in reading comprehension. The Literacy Trek, 1(1), 28-36.	Razı & Çubukçu, 2014
7	Chen, B., Kitaoka, N., & Takeda, K. (2015). Relationship between speaker/listener similarity and information transmission quality in speech communication. In Asia-Pacific Signal and Information Processing Association Annual Summit and Conference (APSIPA), (pp. 1190-1193). Hong Kong: Asia-Pacific Signal and Information Processing Association.	Erten & Razı, 2009
8	Chen, Y. C. (2015). Bringing purpose to learning English: Theme-based learning experience for EFL college students in a content-based ESP classroom. The Word, 24(2), 1-3.	Razı, 2008a
9	El Aissati, A., & Stokmans, M. (2015). Factors affecting the recreation of a story from a text: A cross-cultural experiment. In M. Boogaard, B. van den Bogaerde, S. Bacchini, M. Curcic, N. de Jong, E. le Pichon, & L. Raiser (Eds.), Artikelen va de 8e Anéla conferentie toegepaste taalwentenschap (pp. 3-26). Delft, Netherlands: Anéla.	Erten & Razı, 2009
10	Fathi, F., & Shoari, E. (2015). The effect of title familiarity on improving Iranian young EFL learners’ performance on listening comprehension. International Journal of Language Learning and Applied Linguistics World, 9(1), 191-203.	Erten & Razı, 2009
11	Gillis-Furutaka A. (2015). The multiple uses of the L1 when students read EFL graded readers. Kyoto Sangyo University Teaching Profession Research Bulletin, 10(3), 23-47.	Erten & Razı, 2009
12	Gözüküçük, M. (2015). Anadili Türkçe olmayan ilkokul öğrencilerine ilkokuma yazma öğretiminde karşılaşılan sorunlar ve çözüm önerileri. Unpublished PhD dissertation, Pamukkale University, Turkey.	Razı & Razı, 2012
13	Greene, W. (2015). The fundamentals of academic vocabulary: Essential concepts for middle school students and their teachers. Perspectives on Language and Literacy, 41(3), 29-33.	Erten & Razı, 2009
14	Ibrahim, I. S. (2015). Preparatory students’ lexical inferencing behavior in relation to levels of topic familiarity and its contribution to target words retention: Grade 12 students in focus. Unpublished doctoral dissertation, Addis Ababa University, Ethiopia.	Erten & Razı, 2009
15	Kamita, H. (2015). An investigation of the relationship between Japanese university students’ English syntactic awareness and their use of cognitive and metacognitive strategies. Unpublished doctoral dissertation, University of Southern Queensland, Australia.	Razı, 2008a
16	Kamita, H. (2015). An investigation of the relationship between Japanese university students’ English syntactic awareness and their use of cognitive and metacognitive strategies. Unpublished doctoral dissertation, University of Southern Queensland, Australia.	Erten & Razı, 2009
17	Klapwijk, N. M. (2015). EMC² = Comprehension: A reading strategy instruction framework for all teachers. South African Journal of Education, 35(1), 1-9.	Erten & Razı, 2009
18	Mahdi, S. A. (2015). The effectiveness of using meta cognitive strategies on tenth graders’ reading comprehension and attitudes. Unpublished master’s thesis, Al-Azhar University, Egypt.	Razı, 2004b
19	Mahdi, S. A. (2015). The effectiveness of using meta cognitive strategies on tenth graders’ reading comprehension and attitudes. Unpublished master’s thesis, Al-Azhar University, Egypt.	Razı & Çubukçu, 2014
20	Maryono, G. D. (2015). Analyzing students’ reading strategies in reading a culturally unfamiliar text: A case study. Unpublished BA thesis, Sampoerna University, Indonesia.	Erten & Razı, 2009
21	Mehrabi, M., & Radi, N. (2015). Target language and reading comprehension: The study of different proficiency levels. Iranian EFL Journal, 11(3), 518-535.	Razı, 2004a
22	Mehrabi, M., & Radi, N. (2015). Target language and reading comprehension: The study of different proficiency levels. Iranian EFL Journal, 11(3), 518-535.	Erten & Razı, 2009
23	Morton, B. C. (2015). To culture or not to culture: Practices implemented by language immersion teachers to teach culture in language immersion classrooms. Unpublished doctoral dissertation, Louisiana State University.	Razı, 2012a
24	Navaee, M. S., & Asadi, M. (2015). The effect of brainstorming on reading comprehension of Iranian EFL learners. ICT & Innovations in Education – International Electronic Journal, 3(2), 26-34.	Razı, 2010
25	Navaee, M. S., & Asadi, M. (2015). The effect of brainstorming on reading comprehension of Iranian EFL learners. ICT & Innovations in Education – International Electronic Journal, 3(2), 26-34.	Erten & Razı, 2009
26	Rabadi, R. I. (2015). Adult L2 learners need a reading comprehension test: Is it a C-test or a cloze test? International Journal of Linguistics, 7(5), 68-85.	Razı, 2005
27	Tanaka, K. M. (2015). Teaching literature in translation in the EFL classroom. In P. Clements, A. Krause, & H. Brown (Eds.), JALT2014 conference proceedings (pp. 386-394). Tokyo: JALT.	Erten & Razı, 2009
28	Umaroh, L. (2015). Improving reading comprehension through activating students’ schemata. LiTE, 11(1), 13-26.	Razı, 2004a
29	Whitaker, M. (2015). Updating syllabi, reimagining assignments, and embracing error: Strategies for retaining marginalized students in philosophy. Practices in Pedagogy, 1, 3-16.	Erten & Razı, 2009
No	2014 citations received from	Cited
1	Al-Noursi, O. (2014). To read or not to read? In R. Al-Mahrooqi & A. Roscoe (Eds), Focusing on EFL reading: Theory and practice (pp. 241-256). Newcastle upon Tyne: Cambridge Scholar Publishing.	Erten & Razı, 2009
2	Amalia, G. T. (2014). The effect of coursebook review horay (CRH) in reading comprehension for the seventh grade students at SMP Muhammadiyah 4 GIRI. Unpublished master’s thesis, Universitas Muhammadiyah Gresik, Indonesia.	Razı, 2005
3	Ashraf, H., Zeraatkar, F., & Hadipanah, M. (2014). The impact of reading short stories on junior secondary EFL learners’ reading skills in Birjand. International Journal of Language Learning and Applied Linguistics World, 6(1), 359-370.	Razı, 2004a
4	Asmalı, M. (2014). The relationship between the big five personality traits and language learning strategies. Balikesir University the Journal of Social Sciences Institute, 17(32), 1-18.	Razı, 2012b
5	Assi, R. (2014). Cultural nativization of short narrative texts and its impact of EFL learners’ reading comprehension. ROSHD FLT, 28(2), 55-64.	Razı, 2004a
6	Assi, R. (2014). Cultural nativization of short narrative texts and its impact of EFL learners’ reading comprehension. ROSHD FLT, 28(2), 55-64.	Erten & Razı, 2009
7	Assi, R. (2014). Cultural nativization of short narrative texts and its impact of EFL learners’ reading comprehension. ROSHD FLT, 28(2), 55-64.	Erten & Razı, 2003
8	Bennett, K. (2014). Conclusion: Combating the centripetal pull in academic writing. In K. Bennett (Ed.), The semiperiphery of academic writing: Discourses, communities and practices (pp. 240-246). London: Palgrave Macmillan.	Köksal & Razı, 2011
9	Boggu, A. T., & Sundarsingh, J. (2014). Language learning strategies among less proficient learners in Oman. IOSR Journal of Humanities and Social Sciences, 19(9), 46-53.	Razı, 2012b
10	Chang, B. L. (2014). Enhancing EFL students’ listening comprehension of TV news via video-based instruction with pre-listening activities. Unpublished master’s thesis, The King’s University, Taiwan.	Erten & Razı, 2009
11	Coşkun, İ., Gür, T., & Aykutlu, H. (2014). Hafif düzey zihin engelli bireylerin okuduğunu anlama düeyinin belirlenmesi ve yorumlanması amacıyla metin sonrası çizilen resimlerin incelenmesi (Mild mentally disabled individuals reading comprehension and interpretation level determination investigation of the text post drawn pictures). Uluslararası Avrasya Sosyal Bilimler Dergisi, 5(5), 17-42.	Razı, 2008b
12	Davoudi, M., & Ramezani, H. (2014). The effects of cultural familiarity on reading comprehension of Iranian EFL learners. International Journal on Studies in English Language and Literature, 2(8), 58-71.	Razı, 2004a
13	Davoudi, M., & Ramezani, H. (2014). The effects of cultural familiarity on reading comprehension of Iranian EFL learners. International Journal on Studies in English Language and Literature, 2(8), 58-71.	Erten & Razı, 2009
14	Eker, C. (2014). The effect of teaching practice conducted by using metacognition strategies on students’ reading comprehension skills. International Journal Online of Educational Sciences, 6(2), 269-280.	Razı, 2010
15	Erarslan, A., & Höl, D. (2014). A study on learning strategies of Turkish EFL learners at a state university. Journal of Second and Multiple Language Acquisition, 2(2), 1-10.	Razı, 2012b
16	Esmaeili, F. (2014). Reading strategies in Iranian EFL learners. Elixir International Journal, 67, 21658-21664.	Erten & Razı, 2009
17	Ferris, D. R., & Hedgcock, J. S. (2014). Teaching L2 composition: Purpose, process, and practice. New York: Routledge.	Erten & Razı, 2009
18	Ganjabi, M. (2014). The effect of cultural familiarity on the Iranian language learners’ performance and use of cognitive and metacognitive strategies in reading comprehension. International Journal of Language Learning and Applied Linguistics World, 5(4), 79-90.	Erten & Razı, 2009
19	Ghorbandordineja, F., & Bayat, Z. (2014). The effect of cross-cultural background knowledge instruction on Iranian EFL learners’ reading comprehension ability. Theory and Practice in Language Studies, 4(11), 2373-2383.	Erten & Razı, 2009
20	Huang, Y. P. (2014). Applying modified extensive reading to college-level EFL students: A study on attitudes, reading habits, and reading performances. Unpublished doctoral dissertation, Tamkang University, Taiwan.	Erten & Razı, 2009
21	Hurst, N. R. (2014). The representation of culture in Portuguese produced English language teaching coursebooks (1981-2006). Unpublished doctoral dissertation, University of Porto, Portugal.	Erten & Razı, 2009
22	Jalilehvand, M. (2014). Impact of prior knowledge, rhetorical patterns, and gender differences on reading comprehension of Iranian EFL students. Unpublished doctoral dissertation, University of Malaya, Malaysia.	Erten & Razı, 2009
23	Jalilehvand, M. (2014). Impact of prior knowledge, rhetorical patterns, and gender differences on reading comprehension of Iranian EFL students. Unpublished doctoral dissertation, University of Malaya, Malaysia.	Razı, 2004a
24	Jalilehvand, M., & Samuel, M. (2014). Content familiarity and gender-neutral texts in foreign language reading comprehension. The Malaysian Online Journal of Educational Science, 2(3), 1-21.	Erten & Razı, 2009
25	Kana, F. (2012). Metacognitive awareness of reading strategies levels of secondary school students. Erzincan University Journal of Education Faculty, 16(1), 100-120.	Razı, 2007
26	Kana, F., & Keskin, D. (2014). In A. Şahin (Ed.), Yabancı dil olarak Türkçe öğretimi: Kuramlar, yaklaşımlar, etkinlikler [Teaching Turkish as a foreign language: Theories, approaches, activities] (pp. 417-440). Ankara: Pegem Akademi.	Razı & Razı, 2012
27	Khoshsima, H., & Pourjan, F. (2014). A comparative study on the effects of cloze tests and open-ended questions on reading comprehension of Iranian intermediate EFL learners. International Journal on Studies in English Language and Literature, 2(7), 17-27.	Razı, 2005
28	Liontou, J. (2014a). Automatic text processing, cultural familiarity & reading comprehension performance: The case of the KPG English language exams. Paper presented at the 4^th Postgraduate Student Conference: Assessing and analyzing discourses, 26 June, Athens, Greece.	Erten & Razı, 2009
29	Liontou, J. (2014b). Cultural familiarity and reading comprehension performance: The test-takers’ perspective. Paper presented at the 5^th ALTE International Conference, 10-11 April, Paris.	Erten & Razı, 2009
30	Manurung, M. L. F. (2014). Improving elementary school students' English vocabulary mastery through the teaching of local cultural content materials. Unpublished master’s thesis, Widya Mandala Catholic University, Indonesia.	Erten & Razı, 2009
31	Martinez, A. C. L. (2014). Analysis of the effect of content familiarity and gender on English as a foreign language reading comprehension by Spanish university students. Porta Linguarum, 21, 69-84.	Erten & Razı, 2009
32	Maxey, K. A. (2014). A literacy-based approach to second language reading: Using reading journals in collegiate beginning-level German instruction. Unpublished doctoral dissertation, the University of Texas at Austin, the USA.	Erten & Razı, 2009
33	Moghaddam, R. K. (2014). The effect of text headings on high school female students’ reading comprehension. Unpublished master’s thesis, Eastern Mediterranean University, North Cyprus.	Erten & Razı, 2003
34	Rokhsari, S. (2014). The effect of localization on reading comprehension of expository and narrative texts in EFL reading context. International Journal of Academic Studies and Applied Research, 1(1), 13-27.	Razı, 2010
35	Rokhsari, S. (2014). The effect of localization on reading comprehension of expository and narrative texts in EFL reading context. International Journal of Academic Studies and Applied Research, 1(1), 13-27.	Razı, 2004a
36	Rokhsari, S. (2014). The effect of localization on reading comprehension of expository and narrative texts in EFL reading context. International Journal of Academic Studies and Applied Research, 1(1), 13-27.	Erten & Razı, 2009
37	Sadeghi, M. (2014). The impact of cultural orientation on EFL learners’ reading comprehension and achievement motivation. Journal of Teaching English Language Studies, 2(4), 36-49.	Erten & Razı, 2009
38	Sadeghi, M., Nikoopour, J., & Aghvami, F. (2014). The impact of cultural orientation on EFL learners’ reading comprehension and achievement motivation. ELT Voices India, 4(4), 83-104.	Erten & Razı, 2009
39	Sani, M. R., & Ziaei, F. (2014). On the impact of acquaintance of the culture of the text on boosted vocabulary learning of the Persian foreign language learners: A sociological testing research. Indian Journal of Fundamental and Applied Science, 4(4), 990-1002.	Erten & Razı, 2009
40	Uztosun, M. S. (2014). The impact of language learning experience on language learner strategy use in Turkish EFL context. International Journal of New Trends in Education and Their Implications, 5(1), 157-168.	Razı, 2012b
41	Vahdany, F., Divsar, H., & Arzaghi, M. (2014). Cultural nativization versus cultural preview on the reading comprehension of intermediate learners. Modern Journal of Language Teaching Methods, 4(4), 23-29.	Razı, 2003
42	Yüksel, I., & Kahraman, M. (2014). ACTFL standards in action: English language teachers’ views on integrating target culture into the language instruction. International Journal of Education and Research, 2(3), 1-12.	Razı, 2012a
No	2013 citations received from	Cited
1	Ahmad, I. S., Al-Shboul, M. M., Nordin, M. S., Rahman, Z. A., Burhan, M., & Madarsha, K. B. (2013). The potential sources of foreign language reading anxiety in a Jordanian EFL context: A theoretical framework. English Language Teaching, 6(11), 89-110.	Razı, 2004a
2	Ahmad, S. (2013). The use of culturally-familiar literature in the EFL classroom. Unpublished master’s thesis, American University of Sharjah, United Arab Emirates.	Erten & Razı, 2009
3	Akalın, S. (2013). The role of content background knowledge on translation. Journal of Education Faculty, 15(1), 215-230.	Erten & Razı, 2009
4	Al-Dosari, H., & Mekheimer, M. A. A. (2013). Effects of using culture-laden texts on culture-specific translation skills in Arab students. The Coastal Review: An Online Peer-Reviewed Journal, 4(1), 1-10.	Razı, 2004a
5	Al-Dosari, H., & Mekheimer, M. A. A. (2013). Effects of using culture-laden texts on culture-specific translation skills in Arab students. The Coastal Review: An Online Peer-Reviewed Journal, 4(1), 1-10.	Erten & Razı, 2003
6	Badal, B. (2013). Investigating English home language and L2 learner’s ability to access pragmatic and contextual aspects of a literary text. Unpublished master’s thesis, Stellenbosch University, South Africa.	Erten & Razı, 2009
7	Başaran, M. (2013). Reading fluency as an indicator of reading comprehension. Educational Sciences: Theory & Practice, 13(4), 2277-2290.	Razı, 2008b
8	Bidakaew, S. (2013). Grammatical errors and the role of schema in written business communication. In S. Phoocharoensil (Ed.), The 2^nd LITU international graduate conference: English language research: Professional use and pedagogy (pp. 35-43). Bangkok, Thailand: Thammasat University.	Erten & Razı, 2009
9	Boadhar, H. (2013). The effect of familiarity with cultural background of the texts on incidental vocabulary acquisition of the Iranian intermediate EFL learners. Iranian EFL Journal, 9(3), 200-221.	Erten & Razı, 2009
10	Chen, C. H. (2013). Metacognitive reading strategies used by college students and their FL reading attitudes. Unpublished masters’ thesis, Southern Taiwan University of Science and Technology.	Razı, 2008a
11	Demiral, H. (2013). Cultural components used by learners of Turkish as a foreign language for reading comprehension. Anthropologist, 16(3), 561-573.	Erten & Razı, 2009
12	Demiryay, N., & Öztürk, A. O. (2013). Ein Lehr- und Übungsbuch zur Lesekompetenz in Fremdsprachenunterricht Salim Razı, “Okuma becerisi öğretimi ve değerlendirilmesi” [Book review Salim Razı, “Teaching and assessing reading”]. Diyalog, 1, 104-107.	Razı, 2008b
13	Dewi, F. U. (2013). Learning strategies profiles in reading skills of junior high school. JP3, 1(13), 126-132.	Razı, 2008a
14	Emara, S. A. E. G. (2013). Gharib Al-Qur’an: False accusation and reality. International Journal of Linguistics, 5(2), 87-97.	Erten & Razı, 2009
15	Epçaçan, C. (2013). The effect of Socrat seminar technique based education on the reading comprehension skills of students and their attitude towards reading. Siirt Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1, 1-16.	Razı, 2008b
16	Farida, N., & Sinha, B. S. (2013). Introducing literature critically and creatively to Bangladeshi university students. Journal of NELTA, 18(1-2), 41-52.	Razı, 2004a
17	Festman, J. (2013). The complexity-cost factor in bilingualism. Behavioral and Brain Sciences, 36(4), 355-356.	Erten & Razı, 2009
18	Formento, C. L. (2013). Logros y dificultades en la comprensión lectora de cuentos tradicionales en el aula de inglés como lengua extranjera. Unpublished master’s thesis, Universidad Nacional de Rosario, Argentina.	Erten & Razı, 2009
19	Ibrahim, M. S. (2013). The effect of cultural background knowledge on learning English language. International Journal of Science Culture and Sport, 1(4), 22-32.	Razı, 2004b
20	Jafari, S. S., & Aghaei, H. (2013). The effects of culture of Muslim students on their reading comprehension. Linguistics and Literature Studies, 1(3), 150-156.	Razı, 2005
21	Jafari, S. S., & Aghaei, H. (2013). The effects of culture of Muslim students on their reading comprehension. Linguistics and Literature Studies, 1(3), 150-156.	Erten & Razı, 2009
22	Karaca, C. (2013). A study on reading comprehension questions for mixed level classes. [Unpublished master’s thesis]. Maltepe University.
23	Knight, J. A. (2013). Background knowledge, curriculum, and socioeconomic status: What do second-grade readers know about topics in core reading programs? Unpublished doctoral dissertation, Michigan State University, the USA.	Erten & Razı, 2009
24	Kowsary, M. A. (2013). The effect of teacher’s reading aloud on Iranian EFL learners’ reading comprehension. Unpublished master’s thesis, Halim Sabzevari University, Iran.	Erten & Razı, 2009
25	Kuhi, D., Asl, M. H., & Yavari, M. (2013). The relationship between awareness raising activities and students’ proficiency in reading comprehension of culturally-bound materials. Mediterranean Journal of Social Sciences, 4(3), 515-522.	Erten & Razı, 2009
26	Kurnaz, H. (2013). Ortaokul Türkçe dersi öğrenci çalışma kitaplarındaki tema değerlendirme soruları üzerine bir araştırma. Unpublished master’s thesis, İnönü University, Turkey.	Razı, 2008b
27	Manoli, P. (2013). The contribution of strategy instruction to the improvement of elementary students’ reading performance. Unpublished doctoral dissertation, University of Thessaly, Greece.	Erten & Razı, 2009
28	Mantysaari, M. (2013). Ambiguity tolerance as an instrument of learner profiling: A Q methodological study of how upper secondary school students’ perceptions of EFL reading reconstruct a learner variable. Unpublished master’s thesis, University of Jyvaskyla, Finland.	Erten & Razı, 2009
29	McCracken, L. A. (2013). Children’s multicultural fiction titles and their presence in public middle school libraries in Fairfax county, Virginia. Unpublished masters’ thesis, University of North Carolina, the USA.M	Erten & Razı, 2009
30	Munoz, A. V. (2013). Procesos de integracion textual en la lectura de instrucciones. Unpublished doctoral dissertation, University of La Laguna, Spain.	Erten & Razı, 2009
31	Naeimi, M., Foo, H., & Choo, T. (2013). The study of the effectiveness of indirect vocabulary learning strategy on the Iranian undergraduate students’ reading comprehension. Language in India, 13(3), 407-430.	Razı, 2008a
32	Nizar, M. (2013). Increasing students’ reading comprehension by using top down processing strategy. Unpublished thesis, State Institute of Islamic Studies, Brunei.	Erten & Razı, 2009
33	Nourizade, F. (2013). Schema theory: A rational premise for the relationship between reading comprehension and cultural familiarity. Unpublished research report, Shahid Rajaee Teacher Training University, Iran.	Erten & Razı, 2009
34	Özer Özkan, Y., & Doğan, B. (2013). Identifying the variables affecting the estimation of primary eighth grade students’ reading skills. The Journal of Academic Social Sciences Studies, 6(4), 667-680.	Razı, 2008b
35	Radzi, A. H. M., & Aziz, N. H. A. (2013). Of a village Bomoh and the lottery: Content schema influence on second language reading. Advances in Language and Literary Studies, 4(1), 42-50.	Erten & Razı, 2009
36	Rokni, S. J. A., & Hajilari, A. (2013). Does cultural knowledge matter? Investigating the effect of cultural knowledge on reading comprehension on Iranian EFL learners. Language in India, 13(9), 87-100.	Erten & Razı, 2009
37	Roozkhoon, M., & Samani, E. R. (2013). The effect of using anticipation guide strategy on Iranian learners’ comprehension of culturally unfamiliar texts. Mediterranean Journal of Social Sciences, 4(6), 127-140.	Erten & Razı, 2009
38	Şahin, Ç., & Arcagök, S. (2013). Elementary school teachers’ approaches towards educational research. Journal of Computer and Educational Research, 1(2), 1-20.	Köksal & Razı, 2011
39	Taraban, R., Suar, D., & Oliver, K. (2013). Information literacy of U.S. and Indian engineering students. SpringerPlus, 2(244), 1-12.	Razı, 2010
40	Tariq, A. R., Bilal, H. A., Elahi, I., Iqbal, M. Z., & Hina, S. (2013). Familiar settings and culture in the texts make English language learning an easy task: A case of intermediate students. American Based Research Journal, 2(9), 31-36.	Razı, 2004a
41	Tariq, A. R., Bilal, H. A., Elahi, I., Iqbal, M. Z., & Hina, S. (2013). Familiar settings and culture in the texts make English language learning an easy task: A case of intermediate students. American Based Research Journal, 2(9), 31-36.	Erten & Razı, 2009
42	Tavakoli, M., Shirinbakhsh, S., & Rezazadeh, M. (2013). Effect of cultural adaptation on EFL reading comprehension: The role of narrative nativization and foreign language attitude. World Applied Sciences Journal, 21(11), 1587-1596.	Erten & Razı, 2009
43	Tavakoli, M., Shirinbakhsh, S., & Rezazadeh, M. (2013). Effect of cultural adaptation on EFL reading comprehension: The role of narrative nativization and foreign language attitude. World Applied Sciences Journal, 21(11), 1587-1596.	Razı, 2004a
44	Tavakoli, M., Shirinbakhsh, S., & Rezazadeh, M. (2013). Effect of cultural adaptation on EFL reading comprehension: The role of narrative nativization and foreign language attitude. World Applied Sciences Journal, 21(11), 1587-1596.	Erten & Razı, 2003
45	Touran, A., & Vafa, G. (2013). The effect of teacher-directed Internet-based extensive reading materials on intermediate students’ reading self-efficacy. Social Sciences & Humanities, 21(3), 1213-1229.	Razı, 2008a
46	Yamagata, J. (2013). Guessing vocabulary in second language reading comprehension: Vocabulary knowledge, native language background knowledge and the influence of the topic familiarity. Unpublished doctoral dissertation, Kanda University, Japan.	Erten & Razı, 2009
47	Yılmaz, C. (2013). Literature instruction through reader-response approach: Does it foster reading comprehension? The International Journal of Language Learning and Applied Linguistics World, 3(4), 50-58.	Razı, 2010
48	Zarei, A. A., & Naamaei, F. (2013). Pre-task activities: In L2 reading comprehension and vocabulary learning. Saarbrücken, Germany: LAP Lambert Academic Publishing.	Erten & Razı, 2009
49	Zeraatkar, F., & Hadipanah, M. (2013). The effects of short story on junior high school EFL learners’ reading skills in Birjand. International Journal of Foreign Language Teaching in the Islamic World, 1(1), 1-9.	Erten & Razı, 2009
No	2012 citations received from	Cited
1	Ahmadi, A., & Mansoordehghan, S. (2012). Comprehending a non-text: A study of gender-based differences in EFL reading comprehension. Journal of Language Teaching and Research, 3(4), 761-770.	Erten & Razı, 2009
2	Akkaya, N. (2012). The relationship between teachers candidates’ critical thinking skills and their use of reading strategies. Procedia – Social and Behavioral Sciences, 47, 797-801.	Razı, 2010
3	Arslan, H., Georgeta, R., Yavuz, A., & Dragoescu, A. A. (2012). Comparative study of language learning strategies of Romanian and Turkish students. European Scientific Journal, 8(28), 136-154.	Razı, 2012b
4	Babacan, T. (2012). Sınıf öğretmeni adaylarının üstbilişsel okuma stratejileri ile çoklu eka alanları arasındaki ilişkinin incelenmesi. Unpublished master’s thesis, Cumhuriyet University, Turkey.	Razı, 2008a
5	Babacan, T. (2012). Sınıf öğretmeni adaylarının üstbilişsel okuma stratejileri ile çoklu eka alanları arasındaki ilişkinin incelenmesi. Unpublished master’s thesis, Cumhuriyet University, Turkey.	Razı, 2010
6	Aydın, B., & Kuru Gönen, İ. (2012). Listening to students: Modification of a reading program based on the sources of foreign language reading anxiety. Turkish Online Journal of Qualitative Inquiry, 3(1), 20-35.	Erten & Razı, 2009
7	Demir, Y. (2012). The effect of background knowledge and cultural nativization on reading comprehension and vocabulary inference. Journal of Educational Studies in the World, 2(4), 188-198.	Erten & Razı, 2009
8	Demir, Y. (2012). The effect of background knowledge and cultural nativization on reading comprehension and vocabulary inference. Journal of Educational Studies in the World, 2(4), 188-198.	Razı, 2004a
9	Gürkan, S. (2012). The effects of cultural familiarity and reading activities on L2 reading comprehension. Procedia Social and Behavioral Sciences, 55, 1196-1206.	Razı, 2005
10	Gürkan, S. (2012). The effects of cultural familiarity and reading activities on L2 reading comprehension. Procedia Social and Behavioral Sciences, 55, 1196-1206.	Erten & Razı, 2009
11	Kasımi, Y. (2012). Cognitive and metacognitive strategies employed by Iranian and Turkish EFL readers. ELT Research Journal, 1(3), 159-174.	Erten & Razı, 2003
12	Kasımi, Y. (2012). Cognitive and metacognitive strategies employed by Iranian and Turkish EFL readers. ELT Research Journal, 1(3), 159-174.	Razı, 2008b
13	Kasımi, Y. (2012). Cognitive and metacognitive strategies employed by Iranian and Turkish EFL readers. ELT Research Journal, 1(3), 159-174.	Razı, 2008a
14	Kasımi, Y. (2012). Cognitive and metacognitive strategies employed by Iranian and Turkish EFL readers. ELT Research Journal, 1(3), 159-174.	Razı, 2010
15	Lebkatem, W. (2012). Incidental vocabulary acquisition through newspaper reading: The impact of content familiarity. Unpublished master’s thesis, Price Songkla University, Thailand.	Erten & Razı, 2009
16	Li, C. H., & Lai, S. F. (2012). The functions of cultural schemata in the Chinese reading comprehension and reading time of college students in Taiwan. Journal of International Education Research, 8(2), 105-112.	Erten & Razı, 2009
17	Margana (2012). Promoting schematic knowledge to English teachers of secondary school levels. In Appling, C. R. M. (Ed.), Research in teacher education: What, how, and why? (pp. 406-416). Salatiga, Indonesia: Widya Sari Press & Satya Wacana Christian University.	Erten & Razı, 2009
18	Rokhsari, S. (2012). The effect of text nativization and schema-based pre-reading activities on reading comprehension of EFL students. Journal of Academic and Applied Studies, 2(5), 45-75.	Razı, 2004a
19	Rokhsari, S. (2012). The effect of text nativization and schema-based pre-reading activities on reading comprehension of EFL students. Journal of Academic and Applied Studies, 2(5), 45-75.	Erten & Razı, 2009
20	Rokhsari, S. (2012). The effect of text nativization and schema-based pre-reading activities on reading comprehension of EFL students. Journal of Academic and Applied Studies, 2(5), 45-75.	Razı, 2010
21	Sarıçoban, A., & Hasdemir, E. (2012). Assessment in English as a foreign language in primary schools in Turkey. H. U. Journal of Education [special issue], 2, 134-145.	Razı, 2005
22	Shapiro, S. (2012). Citizens vs. aliens: How institutional polices construct linguistic minority students. In Y. Kanno, & L. Harklau (Eds.), Linguistic minority students go to college: Preparation, access, and persistence. New York: Taylor & Francis.	Erten & Razı, 2009
23	Shie, J. S. (2012). Intercultural pragmatics and journalistic English teaching: The case of headlines. English Teaching & Learning, 36(4), 37.	Erten & Razı, 2009
24	Tavakoli, M., Shirinbakhsh, S., & Rezazadeh, M. (2012). The effect of cultural adaptation on EFL comprehension: The role of narrative nativization and foreign language attitude. 3L: Language, Linguistics, Literature, 18(4), 145-157.	Erten & Razı, 2009
25	Tavakoli, M., Shirinbakhsh, S., & Rezazadeh, M. (2012). The effect of cultural adaptation on EFL comprehension: The role of narrative nativization and foreign language attitude. 3L: Language, Linguistics, Literature, 18(4), 145-157.	Erten & Razı, 2003
26	Tavakoli, M., Shirinbakhsh, S., & Rezazadeh, M. (2012). The effect of cultural adaptation on EFL comprehension: The role of narrative nativization and foreign language attitude. 3L: Language, Linguistics, Literature, 18(4), 145-157.	Razı, 2004a
27	Trang, N. T. (2012). Adapting reading tasks in the textbook Tieng Anh 12 for mixed-level students at Van Noi high school in Dong Anh, Ha Noi. Unpublished master’s thesis University of Languages and International Studies, Vietnam.	Erten & Razı, 2009
28	Uysal, H. H. (2012). Cross-cultural pragmatics of reading: The case of American and Turkish students reacting to a Turkish text. Reading Matrix, 12(1), 12-29.	Razı, 2004a
No	2011 citations received from	Cited
1	Ahmadi, A. R. (2011). Comprehension of a non-text: The effect of the title and ambiguity tolerance. Journal of Pan-Pacific Association of Applied Linguistics, 15(1), 163-176.Ahmadi_2011	Erten & Razı, 2009
2	Almburg, A. T. (2011). Hispanic parents’ and teachers’ perceptions of literacy: Finding common ground. Unpublished doctoral dissertation, Northern Illinois University, the U.S.A.	Erten & Razı, 2009
3	Alsheikh, N. O. (2011). Three readers, three languages, three texts: The strategic reading of multilingual and multiliterate readers. The Reading Matrix, 11(1), 34-53.	Razı, 2008a
4	Bektaş-Çetinkaya, Y. (2011). Foreign language reading anxiety: A Turkish case. The Journal of Language Teaching and Learning, 1(2), 44-56.	Erten & Razı, 2009
5	Dilci, T., & Babacan, T. (2011). The correlation between multiple intelligences and metacognitive reading strategies of primary school teacher candidates. Inönü University Journal of the Faculty of Education, 12(3), 47-64.	Razı, 2008a
6	Garcia, M. (2011). Using children’s literature in the college-level world language classroom. In D. Schwarzer, M. Petron & C. Luke (Eds.) (2011). Research informing practice – Practice informing research: Innovative teaching methodologies for world language teachers. Charlotte, NC: Informing Age Publishing.	Erten & Razı, 2009
7	Hill, C. (2011). What can teachers do to improve reading comprehension? An examination of second language reading research and implications for English language teaching practices. The Arbutus Review, 2(1), 62-74.	Erten & Razı, 2009
8	Kezmoh Dutton, C. (2011). The effect of cultural schema on secondary English learner. Unpublished master’s thesis, California State University San Marcos, the USA.	Erten & Razı, 2009
9	Palupiningsih, A. (2011). Testing reading comprehension using cloze tests and cloze-elide tests among the year-10^th students of SMAN 1 Depok in the academic year of 2010/2011. Unpublished master’s thesis, State University of Yogyakarta, Indonesia.	Razı, 2005
10	Prichard, C., & Matsumoto, Y. (2011). The effect of lexical coverage and dictionary use on L2 reading comprehension. The Reading Matrix, 11(3), 207-225.	Erten & Razı, 2009
11	Rashidi, N., & Soureshjani, K. H. (2011). The effect of teaching culturally-based texts on the Persian English as a foreign language (EFL) learners’ motivation and reading performance. Journal of Languages and Culture, 2(8), 141-147.	Erten & Razı, 2009
12	Zhang, L. (2011). Effects of metacognitive strategy training on Chinese EFL students’ academic reading comprehension. Unpublished doctoral dissertation, Suranaree University of Technology, Thailand.	Razı, 2005
No	2010 citations received from	Cited
1	Anzai, S. (2010). Teaching culture through reading: Suggestions for intermediate and advances courses. Proceedings of the 25^th Annual Conference, 8-9 May, Southeastern Association of Teachers of Japanese, Duke University, Durham, North Carolina.	Erten & Razı, 2009
2	Bouazid, T., & Le Roux, C. S. (2010). Constraints experienced by EFL literature students: A case study from and Algerian university. Per Linguam: A Journal of Language Learning, 26(2), 33-49.	Erten & Razı, 2009
3	Brown, D. (2010). An improper assumption? The treatment of proper nouns in text coverage counts. Reading in a Foreign Language, 22(2), 355-361.	Erten & Razı, 2009
4	Cheon, J. (2010). Advanced reading through extensive reading for adult learners in Korea: A teaching portfolio. Unpublished master’s thesis, University of Oregon.	Erten & Razı, 2009
5	Chomphuchart, N. (2010). Reading strategies and factors affecting the use of such strategies of Thai EFL English majors enrolled in public and private universities in the Bangkok metropolitan area. Unpublished doctoral dissertation, University of the Thai Chamber of Commerce, Thailand.	Erten & Razı, 2009
6	Dalby, T. (2010). Schema theory: Getting into them minds of your learners. TESOL Review, 2, 5-28.	Razı, 2004a
7	Downs, D. (2010). Teaching first-year writers to use texts: scholarly readings in writing -about- writing in first-year comp. Reader: Essays in reader-oriented theory, criticism, and pedagogy, 54, 19-51.	Erten & Razı, 2009
8	Eideh, S. A. A. M. I. (2010). The effect of schema and cultural content on EFL reading comprehension among Hebron College students. Unpublished master’s thesis, Hebron University, Palestinian Territory.	Erten & Razı, 2009
9	Eideh, S. A. A. M. I. (2010). The effect of schema and cultural content on EFL reading comprehension among Hebron College students. Unpublished master’s thesis, Hebron University, Palestinian Territory.	Razı, 2004a
10	Gifford, H., DeLegge, M., & Epperson, L. A. (2010). Education methods and techniques for training home parenteral nutrition patients. Nutrition in Clinical Practice, 25(5), 443-450.	Erten & Razı, 2009
11	Kasımi, Y. (2010). Cognitive and metacognitive strategies employed by Iranian and Turkish EFL learners. Unpublished doctoral dissertation, Hacettepe University, Turkey.	Erten & Razı, 2009
12	Kasımi, Y. (2010). Cognitive and metacognitive strategies employed by Iranian and Turkish EFL learners. Unpublished doctoral dissertation, Hacettepe University, Turkey.	Razı, 2004b
13	Kasımi, Y. (2010). Cognitive and metacognitive strategies employed by Iranian and Turkish EFL learners. Unpublished doctoral dissertation, Hacettepe University, Turkey.	Razı, 2008b
14	Kasımi, Y. (2010). Cognitive and metacognitive strategies employed by Iranian and Turkish EFL learners. Unpublished doctoral dissertation, Hacettepe University, Turkey.	Razı, 2008a
15	Kasımi, Y. (2010). Cognitive and metacognitive strategies employed by Iranian and Turkish EFL learners. Unpublished doctoral dissertation, Hacettepe University, Turkey.	Razı, 2010
16	Kaya, E. (2010). The role of reading skills on reading comprehension ability of Turkish EFL students. Unpublished master’s thesis, Çukurova University, Turkey.	Erten & Razı, 2009
17	Kianiparsa, P., & Vali, S. (2010). What is the best method to assess EFL learners’ reading comprehension? ELTWeekly, 2(76), 8-24.	Razı, 2005
18	Kummin, S., & Rahman, S. (2010). The relationship between the use of metacognitive strategies and achievement in English. Procedia Social and Behavioral Science, 7(C), 145-150.	Razı, 2008a
No	2009 citations received from	Cited
1	Elliott, D. (2009). Culture and reading skills – Can (Should) we teach both? Lives of Teachers.	Erten & Razı, 2009
2	Erten, İ. H., & Zehir Topkaya, E. (2009). Understanding tolerance of ambiguity of EFL learners in reading classes at tertiary level. Novitas-ROYAL, 3(1), 29-44.	Erten & Razı, 2009
3	Gencer, Ö. (2009). Kitap incelemesi Salim Razı, “Okuma becerisi öğretimi ve değerlendirilmesi” [Book review Salim Razı, “Teaching and assessing reading”]. The Journal of International Social Research, 2(8), 469-471.	Razı, 2008b
4	GRIN Verlag. (2009). Teaching metacognitive reading strategies to second language learners in a classroom setting. Norderstedt Germany: Druck und Bindung.	Razı, 2008a
5	Gümüş, P. (2009). The effect of the timing of pre-reading activities on students’ reading comprehension. Unpublished master’s thesis, Bilkent University, Turkey.	Razı, 2004a
6	Thienpermpool, P. (2009). A new vocabulary-based readability index for Thai university students. Unpublished doctoral dissertation, Suranaree University of Technology, Thailand.	Razı, 2005
No	2008 citations received from	Cited
1	Demir, A. (2008). The influence of task-based reading activities on EFL learners’ attitude and learning outcomes from the students’ perspective. Unpublished master’s thesis, Çukurova University, Turkey.	Razı, 2005
2	Jalilifar, A. R., & Assi, R. (2008). The role of cultural nativization in comprehension of short stories in EFL reading. The International Journal of Language Society and Culture, 26, 62-79.	Erten & Razı, 2003
3	Jalilifar, A. R., & Assi, R. (2008). The role of cultural nativization in comprehension of short stories in EFL reading. The International Journal of Language Society and Culture, 26, 62-79.	Razı, 2003
4	Jalilifar, A. R., & Assi, R. (2008). The role of cultural nativization in comprehension of short stories in EFL reading. The International Journal of Language Society and Culture, 26, 62-79.	Razı, 2004a
5	Kızıler, F. (2008). Postmodernist bir yaklaşımla yabancı dil öğretiminde yazının yeri [The place of writing in teaching foreign languages thorough a postmodernist approach]. Akademik İncelemeler, 3(2), 27-42.	Erten & Razı, 2007
6	Zhou, L. (2008). Effects of reading tasks on Chinese EFL students’ reading comprehension. Unpublished doctoral dissertation, Suranaree University of Technology, Thailand.	Razı, 2005
No	2007 citations received from	Cited
1	Barona, M. S., & Barona, A. (2007). Assessing multicultural preschool children. In B. Bracken & R. Nagle (Eds.), Psychoeducational assessment of preschool children (4th ed.). New York, NY: Routledge.	Razı, 2004a
2	Doolittle, C. R. (2007). Investigating students’ responses to vernacular English usages in children’s and young adult literature. Unpublished doctoral dissertation, University of Kansas, the U.S.A.	Razı, 2004a
3	Toprak, E. L., & Öncel, E. S. (2007). The problems related with the reading classes with a special reference to Düziçi ÇEAŞ Anatolian High School. Journal of Language and Linguistic Studies, 3(1), 46-57.	Razı, 2004a
4	Zacharoula, P. (2007). Metapragmatic capacities and reading comprehension at primary school age. Unpublished doctoral dissertation. Aristotle University Thessaloniki, Greece.	Razı, 2004a
No	2006 citations received from	Cited
1	Chiu, Y. C. J. (2006). Exploring student and teacher interactions for critical thinking in face-to-face and online environment in an EFL course in Taiwan. Unpublished doctoral dissertation, Australian Catholic University, Australia.	Razı, 2004a
No	2005 citations received from	Cited
1	Karakaş, M. (2005). The effects of pre-reading activities on ELT trainee teachers' comprehension of short stories. Journal of Theory and Practice in Education, 1(2), 25-35.	Erten & Razı, 2003
No	No date citations received from	Cited
1	Payas, T. (n.d.). Schema theory and learning ESL/EFL. Dhofar University, Oman.	Erten & Razı, 2009