Necmi Aksit

SELECTED PUBLICATIONS & SCHOLARLY OUTPUT
Peer-Reviewed Journal Articles
 

•   Heron, M., Dippold, D., Aksit, N., Aksit, T., Doubleday, J., & McKeown, K. (2024). Tutors’ beliefs about language and roles: Practice as language policy in EMI context. Teaching in Higher Education, 29(1), 251-265. https://doi.org/10.1080/13562517.2021.1973410
 
•   Aksit, T. & Aksit, N. (2022). Establishing an institutional EAP teacher development scheme based on BALEAP’s Competency Framework: A critical review of the competencies.  https://doi.org/10.1016/j.jeap.2022.101175
 
•   O’Dwyer, J., Aksit, N. & Sands, M. (2010). Expanding educational access in Eastern Turkey: A new initiative. International Journal of Educational Development, 30(2), 193-203.

•   Aksit, N. (2007). Educational reform in Turkey. International Journal of Educational Development, 27(2), 129-137.
  

Book Chapters

Aksit, T. & Aksit, N. (2021). Pedagogical approaches in EGAP coupled with CBI in an EMI Context. In C. MacDiarmid, & J.J. MacDonald. Pedagogies in English for academic purposes: Teaching and learning in international contexts (pp. 107-122). Bloomsbury.
 
Aksit, N. & Aksit, T. (2020). Knowledge generation in EAP. In T. Aksit & H. Mengü (Eds.) The Future of EAP: Standards, provision, and practices. Newcastle Tyne: Cambridge Scholars Publishing Ltd.
 
Aksit, N. (2008). Turkey 2010: Transforming education to meet challenges. In K. Mutua and C.S. Sunal (Eds.), Undertaking educational challenges in the 21st century: Research on Education in Africa, the Caribbean, and the Middle East. Volume V (pp. 149-168). Greenwich, CT: Information Age Publishing.
 
Aksit, N. & Sands,  M. K. (2006). Issues and challenges facing education in Turkey. In J. Earnest & D. Treagust (Eds.), Education reform in societies in transition: International perspectives (pp. 13-28). Rotterdam: Sense Publishers.
 
Aksit, N. & Sands,  M. K. (2006). Turkey: Paradigm change in education. In K. Mutua and C. S. Sunal (Eds.), Crosscurrents & Cross-cutting Themes: Research on education in Africa,   the Caribbean, and the Middle East. Volume III (pp 253-271). Greenwich, CT: Information Age Publishing.
 

Sponsored Research Report

Dippold, D., Heron, M., Aksit, T., Aksit, N, Doubleday, J., and McKeown, K. (2020). Oral Skills Development in Presessional EAP Classes and Student Transition to Academic Disciplines: An Investigation in Anglophone and Non-Anglophone EMI settings. London, UK: British Council. (Teaching English ELT Research Papers). Sponsored Project: Oral skills development in pre sessional EAP classes and student transition to academic disciplines: An investigation in Anglophone and non-Anglophone EMI (English medium instruction) settings”. British Council Grant (This is a collaborative study with the main participant being University of Surrey University (UK) and other collaborators from University of Southampton (UK), and Zayed University (UAE).
 
 

Other Book Chapters

Aksit, N. (2012). Creating cosmopolitan citizenship communities through Model United Nations Simulations. In P. Cunningham & N. Fretwell (Eds.), Creating communities: Local, National, Global (pp. 250-258). London: CiCe.
 
Aksit, N. (2010). Citizenship education in the social studies curriculum in Turkey. In P. Cunningham & N. Fretwell (Eds.), Lifelong learning and active citizenship (pp. 501-512), London: CiCe.
 
Aksit, N. (2009). Human rights and citizenship education in the primary school curriculum in Turkey. In A. Ross (Ed.), Human rights and citizenship education (pp. 133-140). London: CiCe.
 
Aksit, N., Hartsmar, N. & Moraeus, L. (2008). NGOs and higher education: Working together for   citizenship education and the development of identities. Ross, A. (Series Ed). CiCe Guidelines. Institute for Policy Studies in Education, London Metropolitan University.

Aksit, T., Aksit, N., & Atasalar, J. (2008). Values that social studies textbooks value: Initial outcomes. In A. Ross & P. Cunningham (Eds.) Reflecting on Identities: Research, Practice and Innovation (pp. 695-704). London: CiCe.
 
Aksit, N. (2006). Teaching European and global citizenship across the curriculum: Content-based Language. In A. Ross (Ed.). Citizenship education: Europe and the world (pp. 531-534). London: CiCe.
 
Aksit, N. (2005). Creating new pathways: Citizenship education in Turkey. In A. Ross (Ed.) Teaching citizenship (435-442). London: CiCe. 
 

Conference Papers
 

Aksit, N. & Aksit, T. (2021). The four-quadrant pedagogical model of teaching EAP in an EMI context. BALEAP Conference: Exploring Pedagogical Approaches in EAP Teaching, University of Glasgow, 6-10 April.
 
Kuhn, K., Van dermijnsbrugge, E., Doig, N. & Aksit, N. (2021). (Simulive) New dimensions in school and university collaborations to share good practice. IB Asia-Pacific Virtual Conference. Unlocking the next paradigm.
 
Aksit, N., & Aksit, T. (June, 2018). Knowledge generation in EAP. 15th International BUSEL ELT Conference on the Future of EAP: Provision, Standards, and Practices, Bilkent University, Ankara.
 
Aksit, T., & Aksit, N. (2017).  Organizational change for enhancing EAP learning. BALEAP Conference, Bristol, UK. 
 
Aksit, N. (2012). Creating cosmopolitan citizenship communities through Model United Nations Simulations. Presented at the fourteenth Conference of the Children’s Identity and Citizenship in Europe Academic Network on Creating communities: Local, national, Global. London: CiCe, York, England, May 2012.
 
Aksit, N. (2010). Citizenship education in the social studies curriculum in Turkey; Presented at the Twelfth Conference of the Children’s Identity and Citizenship in Europe Academic Network on Lifelong learning and active citizenship, Barcelona, Spain, May 2010.
 
Aksit, N. (2009). Human rights and citizenship education in the primary school curriculum in Turkey. Presented at the eleventh Conference of the Children’s Identity and Citizenship in Europe Academic Network on Human rights and citizenship education, Malmo, Sweden, May 2009.
 
Aksit, T., Aksit, N., & Atasalar, J. (2008). Values that social studies textbooks value: Initial outcomes. Presented at the tenth Conference of the Children’s Identify and Citizenship in Europe Academic Network on Reflecting on Identities: Research, Practice and Innovation, Istanbul, Turkey, May 2008. 
 
Aksit, N. (2007). Multilevel coding: Inquiry into quality of teacher work life. Presented at the American Educational Research Association Annual Conference on World of Educational Quality, Chicago, April 2007. 
 
Aksit, N. (2007). Transparency and organizational behavior. Presented at Istanbul University Conference for Future Journalists & Communication Specialists in Europe: Transparency in Public Communication, July 7, 2007.  
 
Aksit, N., & Aksit, T. (2006). Factors affecting teacher retention. Presented at the Phi Delta Kappa     International’s Summit on Public Education in Washington, D.C., October 19 – 21, 2006.
 
Aksit, N. (2006). Teaching European and global citizenship across the curriculum: Content-based language instruction. Presented at the eight Conference of the Children’s Identity and Citizenship in Europe Thematic Network on Citizenship Education: Europe and the World, Riga, Latvia, May 2006.
 
Aksit, N. (2006). Alumni perceptions on student-centered teaching. Presented at Bilkent University and Iowa State University Alumni Conference, June 2006, Ankara.
 
Aksit, N. (2006). Motivation through content-based language strands. Presented at the 1st İDV Özel Bilkent Okulu on Motivation and Momentum: A partnership of inspiration”, Saturday 29 April 2006.
 
Aksit, N. (2005). Creating new pathways: Citizenship education in Turkey.
Presented at the seventh Conference of the Children’s Identity and
Citizenship in Europe Thematic Network on Teaching Citizenship,
Ljubljana, Slovenia, May 2005.
 
 

Thesis Advising

2025
•         Scott, Anthony James (2025). AI adoption of EFL instructors in a Turkish tertiary bridging program: A mixed methods study.
•         Özden, Kibele Başak (2025). Approaches to teaching creative writing in L2 at the tertiary level: A critical interpretive synthesis.
2024
•         Moldur, Meryem (2024). Guidelines for EFL writing instruction in the age of AI: An interpretive meta-synthesis.
•         Çayır, Sevgi (2024). The use and value of assessment for learning (AfL) strategies as perceived by EFL instructors at a public university in Türkiye.
•         Özsözen, Okan Sami (2024). The role of speaking-focused tasks in developing intercultural communicative competence: A qualitative content analysis of high school EFL textbooks.
•         Yıldız, Zeynep (2024). A qualitative analysis of writing tasks in EFL high school textbooks: Exploring intercultural communicative competence.
•         Şahin, Nihan (2024). Self-regulating capacity in vocabulary learning among trilingual learners in higher education context.
•         Tuncer, Harika (2024). The role of andragogy in professional development as perceived by EFL instructors in higher education context.
•         Oruç, İremnur (2024). Language learning strategies of first-year students in an English medium higher education context.
•         Loomis, Robert Mc Namara (2024). Critical thinking dispositions of first-year students in an English medium higher education context.
2022
•         Demirkaya, Öznur (2022). Investigating tasks in the EFL textbooks in the Turkish Anatolian high school context.
•         Angell, Philip (2022). Potential relationships among language-complexity variables, home-language variables and range of reading ability: Evidence from PIRLS 2016 and PISA 2018. (co-advisor)
2021
•         Arslan, Fundagül (2021). Guidelines for developing writing instruction framework within the context of English for Academic Purposes (EAP) as informed by Academic Literacies: A critical interpretive meta-synthesis.
•         Ündeğer, Berkay (2021). Guidelines for developing critical media literacy instructional framework: A critical interpretive meta-study.
•         Emir, Deniz (2021). Approach to critical thinking in the Turkish Language and Literature curriculum: A content analysis.
•         Gönül, Hatice (2021). Service learning in high school context: An interpretive synthesis.
2019
•         Derici, Elif (2019). A survey on the use of vocabulary learning strategies of high school students.
•         Hamamcılar, İrem (2019). Teaching A Portrait of the Artist as a Young Man: An interpretive synthesis to inform critical literacy instruction in International Baccalaureate Diploma Programme context.
2018
•          Erentuğ, Merve (2018). Gender issue and conflicts in Brontë’s Jane Eyre: An interpretive synthesis for informing critical literacy instruction.
•
2017

• Acar, İmren (2017). Understanding faculty development: A qualitative typology of services and purposes.

• Eteke, Ceren (2016). Language learning strategies in bilingual context.
• Uzun, Nurgül (2016). Community service learning in international context: A cross-case analysis.

• Bakır, Yonca (2015). Using critical lenses to teach To Kill a Mockingbird: An interpretive synthesis.
• Ander, Tuğba (2015). Exploring communicative language teaching in Grade 9 New Bridge to Success.

• Orallı, Sinem (2014). Using Scoop.It and Curatorial Learning Cycle for establishing a learning environment within the context of teaching King Lear.
• Doğan, Naime (2014). Teaching the Adventures of Huckleberry Finn: A meta-ethnographic study.
• Kondakçı, Nermin (2014). A comparative analysis of national and international English language curricula for high schools in Turkey.

• Aydın, Nagihan (2013). A qualitative meta-analysis on approaches to teaching Shakespeare.
• Uçaner, Nihan (2013). Exploring learning objectives in Grade 9 New Bridge to Success.

• Kattsir, Elan (2012). 6th grade students’ perceptions of the use of blogs in an English class.

• Crawford, Jane W. (2011). The use of comprehension skills & language strategy use at an IB PYP school in Turkey.

• Türkmen, Melek (1999). Guidelines for establishing criteria for the assessment of translation tests at YADIM.

• Gencer, Müge (1999). The relationship between progress tests and the end of course assessment test at foundation level at Bilkent University School of English Language (BUSEL).