Zeynep Arkan | Language Education | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Zeynep Arkan

Marmara University | Turkey

Zeynep Arkan
Affiliation Marmara University
Country Turkey
Scopus ID 60736025900
Documents 2
Citations 8
h-index 1
Subject Area Language Education
Event Top Teachers Awards
ORCID 0000-0003-0534-186X
Google Scholar DC-a_kIAAAAJ

Zeynep Arkan is an associate professor at Marmara University, Atatürk Faculty of Education, Department of Foreign Languages Education, Arabic Language Education Main Division. Her research addresses Arabic language teaching, translation studies, and language education policy, with a Scopus record of 2 documents, 8 citations, and an h-index of 1 [1]. She is affiliated with Top Teachers Awards in the Innovative Research Award category [4].

Abstract

This article documents the academic profile of Zeynep Arkan in relation to the Innovative Research Award category of Top Teachers Awards. Her indexed record includes work on CEFR-based listening activities in Arabic textbooks and on literacy skills and digital well-being, published in international refereed journals [6][5]. The profile summarises bibliometric indicators, research contributions, and award suitability in a neutral scholarly register [1].

Keywords

  • Arabic language teaching
  • Language education
  • Translation studies
  • CEFR
  • Digital well-being
  • Innovative Research Award

Introduction

Zeynep Arkan is an associate professor at Marmara University, Atatürk Faculty of Education, Department of Foreign Languages Education, Arabic Language Education Main Division, a position held from 3 April 2026 [1]. She previously served as associate professor at Istanbul Technical University and at Ankara Hacı Bayram Veli University, and as assistant professor from 16 November 2020 [2]. Her doctoral thesis at Gazi University examined the work Te’allem el Arabiyye in terms of Arabic teaching and education techniques, supervised by Prof. Dr. Ahmet Bostancı [1].

Her master’s thesis at Sakarya University analysed the San Diego State University Foundation example in the professional development of Arabic teachers under Prof. Dr. Musa Yıldız [1]. She completed her bachelor’s degree in Arabic Language and Literature at Selçuk University in 1993 [2]. Her Scopus subject area is Language Education, with 2 documents, 8 citations, and an h-index of 1 [1].

Research Profile

The Scopus author record lists an affiliation with Marmara University and a subject area of Language Education, with 2 documents and 8 citations yielding an h-index of 1 [1]. Google Scholar reports a broader record of 55 documents, 132 citations, and an h-index of 6 [3]. ORCID records the researcher identifier 0000-0003-0534-186X [2]. These indicators are presented descriptively rather than evaluatively [3].

Supervision activity includes master’s theses completed in 2023, 2024, and 2025 at Ankara Hacı Bayram Veli University on topics such as Orientalist discourse and translation, United Nations translation practices, cultural transfer in Arabic subtitling, and idiom translation strategies [2]. She has contributed to national projects including the Arabic Teachers Professional Development Certificate Program (2019–2020) and the Social Inclusion Education Program Development Project (2020–2021) [1].

Research Contributions

Research contributions centre on Arabic language teaching, curriculum and textbook evaluation, and translation theory. A 2026 study evaluated listening activities in Arabic language teaching textbooks used in Turkey in light of CEFR criteria, published in the Asian-Pacific Journal of Second and Foreign Language Education [6]. A 2025 systematic review in BMC Psychology examined the relationship between school-age students’ literacy skills and digital well-being [5].

Further work addresses translation strategies and culture-specific items, including a study of Zekeriyyâ Tâmir’s story el-Aʿdâʾ in Turkish translation [7]. Authored books include TEOG Yerleştirme Sistemi: Güçlükler ve Öneriler (SETA, 2017), co-authored with Z. Çelik, N. Boz, and D. Toklucu [8]. Book chapters cover translation theories including Chesterman’s norm theory, Koller’s equivalence theory, Venuti’s domestication and foreignization, Toury’s target-oriented theory, Newmark’s semantic and communicative translation, Even-Zohar’s polysystem theory, and Popovič’s shift of expression model [2].

Publications

Zeynep Arkan’s publications include a 2026 CEFR-based evaluation of listening activities in Arabic textbooks in the Asian-Pacific Journal of Second and Foreign Language Education [6], and a 2025 systematic review on literacy skills and digital well-being in BMC Psychology [5]. She also published on translation shifts in Zekeriyyâ Tâmir’s el-Aʿdâʾ [7] and co-authored the SETA report TEOG Yerleştirme Sistemi [8].

Additional articles appear in Lisani İlimler Dergisi, Uluslararası Toplumsal Bilimler Dergisi, Söylem Filoloji Dergisi, the European Journal of Literature, Language and Linguistics Studies, and Education Quarterly Reviews, among others [1].

Research Impact

Scopus metrics record 8 citations across 2 documents, giving an h-index of 1 in the Language Education subject area [1]. Google Scholar metrics indicate 132 citations across 55 documents with an h-index of 6, reflecting a wider citation footprint that includes book chapters and national journal articles [3]. The difference between databases reflects indexing coverage rather than differences in scholarly output [2]. Dissemination activity includes papers presented at international scientific meetings, such as the International Conference on Arabic Studies & Islamic Civilization (2020), the AELTE 2023 Conference, and the ISLARA International Islamic Researches Congress (2022) [1]. Contributions to edited volumes on translation theory further extend the reach of this work [2].

Award Suitability

The Innovative Research Award category of Top Teachers Awards recognises research contributions in education [4]. Zeynep Arkan’s record includes international refereed articles on CEFR-based textbook evaluation and on literacy and digital well-being, alongside systematic supervision of master’s theses and participation in national education projects [6][5]. Prior recognition includes a Best Presenter Award from Kolej Universiti Islam Antarabangsa Selangor, Malaysia (2020), an Egyptian Government language education scholarship (2012–2013), and an IIUM education scholarship (1996–1999) [1]. On this basis the profile is consistent with the award’s emphasis on innovative and internationally visible research in language education, presented here in neutral descriptive terms without evaluative claims [4].

Conclusion

Zeynep Arkan’s profile combines Arabic language teaching, translation studies, and language education research with a documented Scopus record and broader Google Scholar visibility [1][3]. Her indexed publications, thesis supervision, and project participation form a coherent basis for consideration in the Innovative Research Award category [4]. All indicators are reported as recorded in the cited sources [2].

References

  1. Elsevier. (n.d.). Scopus author details: Zeynep Arkan, Author ID 60736025900. Scopus.
    https://www.scopus.com/authid/detail.uri?authorId=60736025900
  2. ORCID. (n.d.). Zeynep Arkan, ORCID iD 0000-0003-0534-186X. ORCID Registry.
    https://orcid.org/0000-0003-0534-186X
  3. Google Scholar. (n.d.). Zeynep Arkan: Citations, documents, and h-index. Google Scholar.
    https://scholar.google.com/citations?user=DC-a_kIAAAAJ&hl=en&oi=sra
  4. Top Teachers Awards. (n.d.). Innovative Research Award: Award criteria and nomination information. Top Teachers Awards.
    https://topteachers.net/
  5. Arkan, Z., & Bal, M. (2025). The relationship between school-age students’ literacy skills and digital well-being: A systematic review. BMC Psychology, 13(1), Article 1240.
    https://doi.org/10.1186/s40359-025-03573-4
  6. Arkan, Z. (2026). Evaluation of listening activities in Arabic language teaching textbooks used in Turkey in light of the CEFR criteria. Asian-Pacific Journal of Second and Foreign Language Education, 11(1), Article 10.
    https://doi.org/10.1186/s40862-025-00366-5
  7. Güzeler, F. B., & Arkan, Z. (2022). Zekeriyyâ Tâmir’in el-Aʿdâʾ adlı öyküsünün Türkçe çevirisinde deyiş kaydırmaları. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 24(4), 1241–1252.
    https://doi.org/10.32709/akusosbil.1032706
  8. Çelik, Z., Boz, N., Arkan, Z., & Toklucu, D. (2017). TEOG yerleştirme sistemi: Güçlükler ve öneriler. SETA Yayınları.
    https://avesis.aybu.edu.tr/yayin/f330e5b0-45ad-4a96-9ae1-8987ff1d3a7c/teog-yerlestirme-sistemi-guclukler-ve-oneriler

Nesrin Sıs | Language Education | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Nesrin Sıs — Researcher, İnönü University, Turkey

Nesrin Sıs
Affiliation İnönü University
Country Turkey
Google Scholar fIdCG64AAAAJ
Documents 96
Citations 231
h-index 9
Subject Area Language Education
Event Top Teachers Awards
Scopus ID 57222958973
ORCID 0000-0002-2743-3397

Nesrin Sıs is a Professor in the Department of Turkish Language Teaching at İnönü University, Malatya, Turkey, whose academic work focuses on Turkish language education, linguistics, vocabulary studies, writing skills, reading comprehension, Turkish dialects, and second-language acquisition [1]. The present article documents the researcher’s profile, scholarly contributions, publication record, research impact, and suitability for recognition through the Top Teachers Awards, an event associated with the Innovative Research Award [2].

Abstract

This article presents a scholarly overview of Professor Nesrin Sıs, a language education researcher at İnönü University, Turkey, whose work addresses Turkish grammar, vocabulary development, reading comprehension, writing skills, Turkish dialects, and the teaching of Turkish as a foreign language [1]. The profile reports 96 documents, 231 citations, and an h-index of 9 in Google Scholar, together with a Scopus author identifier and ORCID record [2]. The article evaluates the researcher’s sustained contributions and considers the appropriateness of recognition through the Innovative Research Award associated with the Top Teachers Awards [3].

Keywords

  • Language education, Turkish language teaching, Vocabulary development, Reading comprehension, Writing skills, Turkish dialects, Second-language acquisition

Introduction

Nesrin Sıs is a Professor in the Department of Turkish Language Teaching, Faculty of Education, İnönü University, Malatya, Turkey, where she has served since 2017 and previously held the positions of Associate Professor and Assistant Professor [1]. Her academic training includes a Ph.D. in Turkmen Turkish Novel and language studies, an M.A. in Turkmen Turkish, and a B.A. in Turkish Language and Literature Teaching from İnönü University [2]. Her research spans Turkish grammar, language education, children’s literature, vocabulary, dialectology, and applied linguistics, with publications appearing in national and international venues [3].

Research Profile

The researcher’s scholarly profile is indexed in Google Scholar under the identifier fIdCG64AAAAJ, with 96 documents, 231 citations, and an h-index of 9, while the Scopus record lists 1 document and 3 citations under author ID 57222958973 [1]. The ORCID record 0000-0002-2743-3397 provides an additional persistent identifier for research outputs and professional activities [2]. Her subject area is language education, with emphasis on Turkish language teaching, grammar instruction, and literacy development [3].

Research Contributions

Professor Nesrin Sıs has published extensively in Turkish language education, linguistics, vocabulary studies, writing skills, reading comprehension, Turkish dialects, and second-language acquisition, including 39 refereed journal publication entries and 32 refereed conference papers and presentations [1]. Her journal research covers Turkish grammar, foreign-language teaching, creative writing, listening skills, children’s literature, vocabulary development, language structure, and cultural studies [2]. Notable contributions include research on hierarchical vocabulary activities and writing anxiety, digital storytelling for visually impaired students, and reading engagement and comprehension [3]. She has also contributed to academic books, book chapters, international conferences, editorial activities, and research projects supported by İnönü University and the Turkish Language Association [4].

Publications

Representative publications include Türk and Nesrin Sıs (2026) on mobile technology-supported functional grammar applications and reading comprehension in SAGE Open [5], Bahşi and Nesrin Sıs (2023) on digital storytelling and listening skills among visually impaired students in RumeliDE [6], and Bahşi and Sıs (2021) on Turkish suffixation in teaching Turkish to foreigners in the International Journal of Language Academy [7]. A further 2021 study by Bahşi and Sıs developed an attitude scale for writing authorship and writing skills courses in the Journal of History School [8].

Research Impact

The researcher’s citation record indicates measurable scholarly reach in language education and Turkish linguistics, with 231 citations, 96 documents, and an h-index of 9 in Google Scholar and 3 citations from 1 document in Scopus [1]. The impact of this work is evident in peer-reviewed journals indexed through DOI-bearing records, including SAGE Open and RumeliDE [5][6]. Her research on vocabulary activities, writing anxiety, and reading engagement has contributed to teaching practice and curriculum discussions in Turkish language education [3].

Award Suitability

The Top Teachers Awards, associated with the Innovative Research Award, recognize educators and researchers whose work demonstrates originality, sustained productivity, and practical significance [2]. Professor Nesrin Sıs’s record of 96 documents, 231 citations, an h-index of 9, and her extensive contributions to Turkish language teaching, linguistic research, literacy education, and cultural heritage align with the award’s emphasis on innovation and educational impact [1]. Her editorial roles, project participation, and publications in DOI-indexed journals further support her suitability for recognition [4].

Conclusion

Professor Nesrin Sıs represents a sustained scholarly presence in Turkish language education and linguistics, with a documented publication record, measurable citation impact, and active engagement in editorial, project, and professional activities [1]. Her contributions to grammar instruction, vocabulary development, reading and writing skills, and Turkish dialects support the case for recognition through the Innovative Research Award and the Top Teachers Awards [2]. The evidence presented in this article indicates a researcher whose work is consistent with the award’s criteria for innovation and educational significance [3].

References

  1. Elsevier. (n.d.). Scopus author details: Nesrin Sıs, Author ID 57222958973. Scopus.
    https://www.scopus.com/authid/detail.uri?authorId=57222958973
  2. Google Scholar. (n.d.). Nesrin Sıs: Citations, documents, and h-index. Google Scholar.
    https://scholar.google.com/citations?user=fIdCG64AAAAJ&hl=en&oi=sra
  3. ORCID. (n.d.). Nesrin Sıs: ORCID record 0000-0002-2743-3397. ORCID.
    https://orcid.org/0000-0002-2743-3397
  4. Top Teachers Awards. (n.d.). Innovative Research Award and Top Teachers Awards. Top Teachers.
    https://topteachers.net/
  5. Türk, E., & Sıs, N. (2026). The effect of mobile technology-supported functional grammar applications on academic achievement and reading comprehension skills. SAGE Open.
    https://doi.org/10.1177/21582440261494417
  6. Bahşi, N., & Sıs, N. (2023). Dijital hikâye anlatımının görme yetersizliği bulunan öğrencilerin dinleme becerisine etkisi. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (32), 212–227.
    https://doi.org/10.29000/rumelide.1253141
  7. Bahşi, N., & Sıs, N. (2021). Yabancılara Türkçe öğretimi ders kitaplarında Türkçenin sondan eklemeli dil yapısının kullanımı üzerine bir değerlendirme (Yedi İklim Türkçe Seti örneği). International Journal of Language Academy, 9(4), 112–122.
    https://doi.org/10.29228/ijla.52762
  8. Bahşi, N., & Sıs, N. (2021). Yazarlık ve yazma becerileri dersine yönelik tutum ölçeği geliştirilmesi: Geçerlilik ve güvenirlik çalışması. Journal of History School, 14(52), 2009–2027.
    https://doi.org/10.29228/joh.49118

Sabahattin Yeşilçınar | Language Education | Best Researcher Award

Published on by Top Teachers

Best Researcher Award

Sabahattin Yeşilçınar
Department of Foreign Languages Education, Faculty of Education, Muş Alparslan University, Turkey

Sabahattin Yeşilçınar
Affiliation Muş Alparslan University
Country Turkey
Scopus ID 57210946864
Documents 12
Citations 144
h-index 6
Subject Area Language Education
Event Top Teachers Awards
ORCID 0000-0001-6457-0211
Google Scholar qq78puMAAAAJ

Sabahattin Yeşilçınar is an Associate Professor in English Language Teaching at Muş Alparslan University, Turkey. He received his PhD in English Education from Gazi University. His research spans language assessment, teacher education, multilingual education, educational technology, AI in language learning, and positive psychology in second language acquisition. He has published extensively in SSCI, SCI, Scopus, and other internationally indexed journals, supervised graduate theses, coordinated international projects, and served in academic leadership positions. His work bridges research and classroom practice through innovative, evidence-based approaches to English language teaching. [1]

Abstract

This article presents the research and scholarly contributions of Sabahattin Yeşilçınar, Associate Professor at Muş Alparslan University, in the field of English language teaching and applied linguistics. His work integrates language assessment, teacher education, educational technology, artificial intelligence, and positive psychology to advance equitable and innovative language education. With publications in high-impact journals, international collaborations, and leadership in academic projects, Dr. Yeşilçınar demonstrates a sustained commitment to improving teaching quality, learner outcomes, and assessment practices. This profile highlights his qualifications for the Best Researcher Award in recognition of his impactful and interdisciplinary contributions to language education research. [2]

Keywords

English Language Teaching, Applied Linguistics, Language Assessment, Teacher Education, Artificial Intelligence in Education, Educational Technology, Positive Psychology in SLA, Translanguaging, CALL, World Englishes, Multilingual Education.

Introduction

The field of English language teaching has undergone significant transformation, driven by advances in technology, evolving pedagogical approaches, and a deeper understanding of learner psychology. Sabahattin Yeşilçınar’s research agenda reflects these developments, addressing core areas such as language assessment, teacher professional development, AI-assisted learning, and the role of positive emotions in second language acquisition. His work is characterized by a strong empirical foundation, often employing mixed-methods designs to capture the complexities of language learning and teaching. As an active researcher and academic leader, Dr. Yeşilçınar has contributed to both theoretical knowledge and practical applications, with a particular focus on the Turkish educational context while maintaining international relevance. [3] This article provides a comprehensive overview of his research profile, contributions, and impact, underscoring his suitability for the Top Teachers Awards’ Best Researcher Award.

Research Profile

Sabahattin Yeşilçınar is affiliated with Muş Alparslan University, Faculty of Education, Department of Foreign Languages Education. He holds a PhD in English Education from Gazi University. His academic career includes extensive teaching, supervision of graduate theses, and coordination of international research projects. He has served in editorial roles and is an active member of professional organizations such as TESOL. His research interests are broad, covering English Language Teaching (ELT), Applied Linguistics, Language Assessment, Teacher Education, Artificial Intelligence in Education, Educational Technology, Positive Psychology in SLA, Translanguaging, CALL, and World Englishes. He has collaborated with internationally recognized scholars, including Jean-Marc Dewaele, on projects related to language assessment, teacher education, and positive psychology. [4] His Scopus profile indicates 12 documents, 144 citations, and an h-index of 6, while Google Scholar reports 472 citations, an h-index of 10, and an i10-index of 10, reflecting the growing recognition of his work.

Research Contributions

Sabahattin Yeşilçınar’s research contributions are substantial and multifaceted. He has published 18 international journal articles and 2 national articles, in addition to 11 ISBN-indexed book chapters/translations and 1 edited academic volume. He has coordinated an international project, “Play & Learn English!: Gamifying Language Teaching and Designing Game-Based Language Activities,” which exemplifies his commitment to innovative pedagogy. His work on reflective practices in micro-teaching [5], the flipped classroom [6], and the sources of foreign language enjoyment and anxiety [7] have been widely cited. He has also investigated the effectiveness of online text-to-speech tools in improving pronunciation [8] and the role of teacher research in continuing professional development [9]. These studies demonstrate his ability to address both theoretical and practical issues in language education, often incorporating technology and learner-centered perspectives.

Publications

Sabahattin Yeşilçınar has published extensively in international journals. His work includes reflective practices in micro-teaching [1], flipped classroom effects on speaking skills [2], cultural dimensions of enjoyment and anxiety in language learning [3], text-to-speech tools for pronunciation training [4], and the role of teacher research in professional development [5]. These publications appear in SSCI, SCI, and Scopus-indexed journals, demonstrating his broad impact on language education research.

The following selected publications represent the scope and impact of Dr. Sabahattin Yeşilçınar’s scholarly output:

  • Reflective practices in micro teaching from the perspective of preservice teachers: Teacher feedback, peer feedback and self-reflection – N. Erdemir, S. Yeşilçınar. Reflective Practice, 22(6), 766-781, 2021.[4]
  • Using the flipped classroom to enhance adult EFL learners’ speaking skills – S. Yeşilçınar. Pasaa, 58(1), 206-234, 2019.[5]
  • Are enjoyment and anxiety specific to culture? An investigation into the sources of Turkish EFL learners’ foreign language enjoyment and anxiety – S. Yeşilçınar, N. Erdemir. Innovation in Language Learning and Teaching, 17(2), 453-468, 2023.[3]
  • An Investigation of the Effectiveness of Online Text-to-Speech Tools in Improving EFL Teacher Trainees’ Pronunciation – G.Y. Eksi, S. Yesilçinar. English Language Teaching, 9(2), 205-214, 2016. [6]
  • Continuing professional development process: English language teachers’ views on the role of teacher research – S. Yeşilçınar, A. Çakır. Journal of Language and Linguistic Studies, 14(2), 61-75, 2018.[7]

Research Impact

The impact of Sabahattin Yeşilçınar’s research is evidenced by citation metrics, collaboration networks, and practical applications. His work has been cited 144 times in Scopus-indexed publications and 472 times according to Google Scholar, with an h-index of 10. He has collaborated with researchers from Turkey and internationally, including prominent scholars such as Jean-Marc Dewaele, on projects related to language assessment, teacher education, educational technology, AI-assisted language learning, multilingualism, and positive psychology. His research has informed teacher training programs, curriculum development, and assessment practices, particularly in the Turkish context. The international recognition of his work is reflected in his editorial appointments and memberships in professional organizations. His contributions to the field have been acknowledged through invitations to speak at conferences and to participate in collaborative research initiatives. [10]

Award Suitability

Sabahattin Yeşilçınar’s profile aligns exceptionally well with the criteria for the Best Researcher Award. His sustained record of high-quality publications, leadership in international projects, and significant citation impact demonstrate research excellence. He has contributed to the advancement of knowledge in language education through innovative methodologies, interdisciplinary approaches, and a focus on practical outcomes. His work addresses key challenges in English language teaching, including assessment, technology integration, teacher development, and learner psychology. Furthermore, his collaborative spirit and commitment to mentoring the next generation of researchers underscore his role as a leader in the academic community. The breadth and depth of his contributions, combined with their tangible impact on teaching and learning, make him a distinguished candidate for this recognition. [11]

Conclusion

This article has provided a comprehensive overview of Sabahattin Yeşilçınar’s research career, highlighting his significant contributions to English language teaching and applied linguistics. His work exemplifies a commitment to evidence-based practice, innovation, and scholarly rigor. Through his publications, projects, and collaborations, he has advanced the understanding of language assessment, teacher education, educational technology, and the affective dimensions of language learning. His profile demonstrates a sustained and impactful research trajectory, making him a highly suitable recipient of the Best Researcher Award. His ongoing efforts continue to shape the field and inspire future research and practice. [12]

References

  1. Muş Alparslan University. (n.d.). Academic Staff: Dr. Sabahattin Yeşilçınar. Muş Alparslan University. https://www.alparslan.edu.tr/en/
  2. Scopus. (n.d.). Author details: Yeşilçınar, Sabahattin, Author ID 57210946864. Scopus. https://www.scopus.com/pages/authors/57210946864
  3. Yeşilçınar, S., & Erdemir, N. (2023). Are enjoyment and anxiety specific to culture? An investigation into the sources of Turkish EFL learners’ foreign language enjoyment and anxiety. Innovation in Language Learning and Teaching, 17(2), 453-468. https://doi.org/10.1080/17501229.2022.2063295
  4. Erdemir, N., & Yeşilçınar, S. (2021). Reflective practices in micro teaching from the perspective of preservice teachers: Teacher feedback, peer feedback and self-reflection. Reflective Practice, 22(6), 766-781. https://doi.org/10.1080/14623943.2021.1968818
  5. Yeşilçınar, S. (2019). Using the flipped classroom to enhance adult EFL learners’ speaking skills. Pasaa, 58(1), 206-234. https://digital.car.chula.ac.th/pasaa/vol58/iss1/8/
  6. Eksi, G.Y., & Yesilçinar, S. (2016). An Investigation of the Effectiveness of Online Text-to-Speech Tools in Improving EFL Teacher Trainees’ Pronunciation. English Language Teaching, 9(2), 205-214. https://eric.ed.gov/?id=EJ1095577
  7. Yeşilçınar, S., & Çakır, A. (2018). Continuing professional development process: English language teachers’ views on the role of teacher research. Journal of Language and Linguistic Studies, 14(2), 61-75. https://izlik.org/JA95UB89SX
  8. Google Scholar. (n.d.). Sabahattin Yeşilçınar – Google Scholar Citations. Google Scholar. https://scholar.google.com/citations?user=qq78puMAAAAJ&hl=en&oi=sra
  9. ORCID. (n.d.). Sabahattin Yeşilçınar – ORCID Profile. ORCID. https://orcid.org/0000-0001-6457-0211
  10. Top Teachers Awards. (n.d.). Best Researcher Award. Top Teachers. https://topteachers.net/
  11. Yeşilçınar, S., & Erdemir, N. (2023). [Dataset] Sources of foreign language enjoyment and anxiety among Turkish EFL learners. Mendeley Data.
  12. Yeşilçınar, S. (2024). Gamifying language teaching: Design and implementation of game-based activities. International Journal of Educational Technology, 11(1), 45-62.