{"id":36,"date":"2016-01-22T16:32:49","date_gmt":"2016-01-22T14:32:49","guid":{"rendered":"http:\/\/blog.metu.edu.tr\/hisik\/?page_id=36"},"modified":"2025-10-11T22:32:58","modified_gmt":"2025-10-11T19:32:58","slug":"projects","status":"publish","type":"page","link":"https:\/\/blog.metu.edu.tr\/hisik\/projects\/","title":{"rendered":"RESEARCH PROJECTS"},"content":{"rendered":"

ONGOING PROJECTS<\/strong><\/span><\/p>\n

2025-… TDK Ulusal T\u00fcrkiye Derlemi Projesi<\/strong>\/\/ Turkish Language Association, National Turkish Corpus Project<\/p>\n

Personal role: Academic Coordinator\/Consultant for the Spoken sub-Corpora; Project Team: DISCORE members<\/p>\n

A TDK post about the collaboration:\u00a0https:\/\/www.instagram.com\/p\/DF8BxtmCwwd\/\u00a0<\/a><\/p>\n

——————–<\/p>\n

2025-…. English Medium Instruction Corpus \u00a0(EMIC) Project<\/strong><\/p>\n

The English-Medium Instruction Corpus (EMIC) is a multimodal and interdisciplinary spoken academic corpus being developed at Middle East Technical University (METU) by the METU EMI Research <\/a> Network<\/a>.<\/p>\n

Personal Role: Project Manager<\/p>\n

EMIC offers an extensive and principled collection of naturally occurring EMI classroom interactions across a wide range of disciplines, instructional formats. Spanning data collected between 2021 and 2025, EMIC currently includes transcriptions of over 90 hours of video-recorded EMI classroom interactions. The speech event types represented in EMIC include lectures, seminars, and active learning environments such as labs and studios, capturing the diversity of instructional discourse and pedagogical practices in real-time. The corpus currently includes data from more than 30 departments across six major academic disciplines: (Arts and Humanities, Design and Architecture, Educational and Applied Sciences, Engineering and Technology, Natural and Life Sciences, Social Sciences and Management. These disciplinary categories were defined through a cross-referencing of course codes, instructional practices, and disciplinary discourse norms, acknowledging the complexity and intersectionality of disciplinary classifications. (see I\u015f\u0131k-G\u00fcler, Turan, \u015eim\u015fek-Tontu\u015f & K\u00f6se, 2024<\/a>)<\/p>\n

With its comprehensive scope, EMIC is comparable to other available academic corpora (e.g., BASE, MICASE, ELFA, EmiBO) and differs in its recency and unique understanding of representativeness, interactivity, and multimodality. EMIC data in its entirety is transcribed using Jeffersonian Transcription Conventions. A selected portion is currently being annotated to include gestures, spatial movement, and other non-verbal modes (see EMIGeCo<\/a>). Our approach to the transcription and annotation of the data enables not only corpus linguistic analyses but also multimodal conversation analysis (CA) of academic communication. The EMIC corpus offers researchers and educators insights into: (a) real-time EMI instructional language and pedagogical discourse, (b) disciplinary variations in EMI classroom interaction, (c) patterns of student participation and lecturer questioning, (d) turn-taking, word count, and interactional density, (e) Integration of multimodal teaching resources. Through its robust data architecture and interdisciplinary design, EMIC aims to contribute to a deeper understanding of EMI discourse and provides an empirical foundation for pedagogy, policy, and further corpus-based research in multilingual higher education.<\/p>\n

———————-<\/p>\n

PAST PROJECTS<\/strong><\/span><\/p>\n

2022- …. TUBITAK 1001<\/span> \/\/\u00a0Project code 121K227: Developing an in-service training framework for faculty members in English Medium Universities<\/span> (Grant awarded: 1.826.158,06 TL) built on a classroom discourse corpus (EMIC).<\/p>\n

Personal Role: Project Manager<\/p>\n

Research team: (i) METU, (ii) Bo\u011fazi\u00e7i (iii) Bilkent Univ. and (iv) Kadir Has Universities:<\/em><\/p>\n

Project website:\u00a0 <\/em>https:\/\/emi.metu.edu.tr\/en<\/em><\/a><\/p>\n

This study aimed to identify the key factors influencing teaching and learning processes in English-medium instruction (EMI) universities through a multi-layered approach and to develop a comprehensive in-service training framework that is responsive to the contextual needs of different disciplines. Conducted at four leading EMI institutions in T\u00fcrkiye (Middle East Technical University, Bo\u011fazi\u00e7i University, Kadir Has University, and Bilkent University), the research examined in detail the linguistic, interactional, body language and gesture-based strategies employed by faculty members teaching disciplinary program courses. To this end, multi-source data were collected through both qualitative (classroom video recordings and stimulated-recall interviews) and quantitative (surveys) methods. Effective and ineffective practices were compiled via corpus-assisted discourse analysis. The dataset used comprises 150 hours of classroom video recordings along with the outputs of surveys and stimulated-recall interviews; these were analyzed at both micro and macro levels using the analytical lens of Conversation Analysis, descriptive statistics, and thematic analysis. The findings demonstrate in detail how linguistic and multimodal interaction strategies (such as translanguaging, etc) \u00a0in EMI classrooms play a critical role in enhancing students\u2019 comprehension and participation. Furthermore, our findings reveal that providing discipline-specific, context-based support and guidance tailored to the diverse needs of students and instructors is more effective than one-size-fits-all approaches. Based on these results, an evidence-based, interaction-focused in-service training framework was developed for EMI faculty. The developed online training modules are intended to support faculty professional development and enhance the quality and effectiveness of EMI programs.<\/em><\/p>\n

———–<\/p>\n

2018-2022 \u00a0 \u00a0Turkish Corpus of Student Written Language Project\/T\u00fcrk\u00e7e S\u00f6z Varl\u0131\u011f\u0131 Projesi (TSVP)<\/span><\/p>\n

Aim: Building a ‘Turkish Nation-wide Corpus for Student Written Language’ for Grades 2 thru 12 in Turkey. (Project Lead by: The Ministry of National Education\/Turkey, (TTKB) Talim Terbiye Kurulu Ba\u015fkanl\u0131\u011f\u0131)<\/p>\n

A news article about the project: https:\/\/www.aa.com.tr\/tr\/egitim\/meb-1-milyon-ogrenciden-turkce-soz-varligi-icin-veri-toplayacak\/1886575<\/a>)<\/p>\n

Personal Role: Scientific Advisor;\u00a0Academic Coordinator for the province of Ankara\u00a0(w\/Esranur Efeo\u011flu-\u00d6zcan)<\/p>\n

———-<\/p>\n

2019-2022\u00a0 \u00a0 \u00a0Call Center Interaction Project<\/span><\/p>\n

Aim: Conversation Analysis (CA) informed investigation of Call Center operator-client interactions in Turkey.<\/p>\n

Personal Role: Project Leader<\/p>\n

Project Researchers: Merve Bozb\u0131y\u0131k (METU & Hacettepe University), Esranur Efeo\u011flu-\u00d6zcan (Gazi University & METU<\/p>\n

———-<\/p>\n

2019 \u00a0METU Project Coordinator for<\/span> “Enhancing\u00a0Academic Leadership\u00a0and Governance of Chinese and European Universities in the Context of Innovation and Internationalization (LEAD2)<\/span>. (Erasmus+ KA2 Capacity Building Project, Project Manager VUB, Prof. Chang Zhu.)<\/p>\n

Website:\u00a0http:\/\/www.lead2-project.eu\/<\/a><\/p>\n

Role: I lead the research team that focused on “Gender and Leadership”.\u00a0The sub-project we were running aimed to understand how gender and power as dynamic and interrelated concepts operate throughout the leadership experiences of women in the academia and sought to provide insight into women\u2019s experiences as academic leaders in EU and China by employing a comparative perspective.\u00a0<\/span><\/p>\n

———-<\/p>\n

2016 – 2018\u00a0 METU Project Coordinator for “Governance and Academic Leadership of Chinese and European Universities in the Context of Innovation and Internationalization (LEAD)<\/span>. (Erasmus+ KA2 Capacity Building Project, Project Manager VUB, Prof. Chang Zhu.)<\/p>\n

Description: The LEAD project is an Erasmus+ KA2 Capacity Building Project in the field of Higher Education supported by the European Commission.The\u00a0LEAD project\u00a0brings together experts and stakeholders in university governance and academic leadership from\u00a0EU and China. The European expertise and experiences will help the Chinese HEIs to strengthen their governance and leadership for innovation and internationalisation.The project is coordinated by Vrije Universiteit Brussel (VUB) and\u00a0aims to enhance the capacity of higher education institutions related to governance and academic leadership in the context of innovation and internationalisation of higher education.\u00a0 In the framework of the project, six series of workshops in the EU and China have been organised from October 2015 to October 2018.\u00a0LEAD 5th series of workshops on University Governance and Academic Leadership in the context of innovation and internationalization, took place at METU in Ankara from 1-5 May 2018. The LEAD project has provided unique training, workshops and role-model learning opportunities for university management teams, and an exchange platform between European and Chinese partners.<\/p>\n

Project website:\u00a0http:\/\/lead-project.org\/<\/p>\n

———-<\/p>\n

2015- …… \u00a0 Building a Corpus of Institutional Academic Meeting Talk in The Higher Education English Language School Setting (Kurumsal Akademik Toplant\u0131 Konusmalar\u0131 Derlemi Olusturma Projesi)<\/span>\u00a0(Project Manager: Hale I\u015f\u0131k-G\u00fcler; Researcher: Alyona Iriskulova)\u00a0METU funded Research Project No:\u00a0BAP-05-03-2016-001<\/p>\n

Description<\/em>: The study aimed to build a Corpus of Institutional Academic Meeting talk in the Turkish higher education EFL context with the preliminary aim of looking into the interactive organization structure of meetings, which to date has been a scarcely researched area. Working within the paradigm of conversational analysis, the researchers were interested in revealing how the transition from pre-meeting multiparty interaction to meeting interaction and back happens, how the meeting unfolds in terms of its participants\u2019 taking turns, and how the interactional relationships between the participants develop, or in other words how the organizational structure of meetings operate within the institutional culture. Therefore, three main areas\/parts to meeting talk have been chosen for detailed analysis: openings and closings, turn-taking patterns, and enactment of in-group\/out-groupness. For the purpose, 60 hours of institutional meeting talk (between instructors, heads of teaching units and other admin personnel) at a private university preparatory English school were recorded and transcribed paying special attention to multimodality features by the use of Transana software to construct a corpus of meeting talk.<\/p>\n

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2015- …… \u00a0The Enacment and Co-Construction of European Identity: Multiparty Conversations of Incoming and Outgoing Erasmus Students\u00a0(Avrupa Kimli\u011fi\u2019nin Gelen Ve Giden Erasmus \u00d6grenci Gruplar\u0131n\u0131n S\u00f6ylemlerinde G\u00f6zlenme Sekilleri ve Kiml\u011fin Birlikte \u0130n\u015fas\u0131)<\/span>\u00a0(Project Manager: Hale I\u015f\u0131k-G\u00fcler; Researcher: Seda Okur)\u00a0METU funded Research Project No:\u00a0BAP-07-03-2016-014<\/p>\n

Description\u00a0 (T)<\/em>:\u00a0Bu projenin amac\u0131 Erasmus deneyiminin Avrupa Kimli\u011fi olu\u015fmas\u0131 \u00fczerindeki etkilerini incelemektir. Proje, Avrupa Kimli\u011fi\u2019 nin Erasmus \u00f6\u011frencilerinin s\u00f6ylemlerinde nas\u0131l yans\u0131t\u0131ld\u0131\u011f\u0131n\u0131 ve bu s\u00f6ylemlerin Avrupa Kimli\u011fi in\u015fas\u0131na nas\u0131l katk\u0131da bulundu\u011funu ara\u015ft\u0131rmaktad\u0131r. \u00a0Bu \u00e7al\u0131\u015fman\u0131n kat\u0131l\u0131mc\u0131lar\u0131, 2015-2016 y\u0131l\u0131nda ODT\u00dc ile Avrupa\u2019daki bir \u00fcniversite aras\u0131ndaki i\u015fbirli\u011fi sonucu Erasmus hibesi ile giden ya da gelen \u00f6\u011frencilerdir. Bu \u00f6\u011frencilere ek olarak Erasmus program\u0131ndan hi\u00e7 yararlanmam\u0131\u015f olan \u00f6\u011frenciler de \u00e7al\u0131\u015fmaya dahil edilmi\u015ftir. Bu \u00f6\u011frenciler kullan\u0131larak a) Erasmus giden \u00f6\u011frenciler b) Erasmus gelen \u00f6\u011frenciler c) Erasmus hem gelen hem giden \u00f6\u011frenciler d) Erasmus program\u0131ndan yararlanmam\u0131\u015f olan \u00f6\u011frenciler olmak \u00fczere d\u00f6rt veya be\u015f ki\u015filik 4 grup olu\u015fturmu\u015f ve \u00f6\u011frencilere tart\u0131\u015fma ba\u015flat\u0131c\u0131 sorular verilerek, Avrupa kimli\u011fi ve Erasmus deneyimleri \u00fczerine tart\u0131\u015fmalar\u0131 istenmi\u015ftir. Bu g\u00f6r\u00fc\u015fmeler t\u00fcm \u00e7okkipli (Eng. multimodal) kaynaklar\u0131n kay\u0131t alt\u0131na al\u0131nabilmesi i\u00e7in farkl\u0131 a\u00e7\u0131lardan iki video kamera ile kaydedilmi\u015f ve kay\u0131tlar\u0131n tamam\u0131n\u0131n Konu\u015fma Analizi (Eng. Conversation Analysis-CA) metodu ile transkripsiyonu ve analizi Transana 3.0 \u00a0program\u0131 kullan\u0131larak yap\u0131lm\u0131\u015ft\u0131r. Bu proje sonucunda, en \u00f6nemli \u00f6\u011frenci de\u011fi\u015fim programlar\u0131ndan biri olan Erasmus program\u0131n\u0131n Avrupa Kimli\u011fi in\u015fas\u0131 \u00fczerindeki \u00fczerindeki etkileri sosyo-dilbilimsel olarak ortaya \u00e7\u0131kar\u0131lm\u0131\u015ft\u0131r.<\/p>\n

———-<\/p>\n

BAP Project:\u00a0\u0130leti\u015fimde \u0130ncelik Ve Duygu : \u0130ngilizce ve T\u00fcrk\u00e7e Geribildirim \u00d6\u011felerinin \u0130\u015flevleri \u00dczerine Derlem Tabanl\u0131 Ve Derleme Dayal\u0131 Bir Ara\u015ft\u0131rma.<\/span> (Project Manager: Hale I\u015f\u0131k-G\u00fcler)\u00a0METU funded Research Project No:\u00a0BAP-05-03-2011-001<\/p>\n

Description<\/em> (T): Arastirmada Turk\u00e7e ve Ingilizcedeki geribildirim ogelerinin konu\u015fmalardaki kullanimlarini ve duygusal anlamlarini derlem tabanl\u0131 ve derleme dayali bir yontemle ele alip islemleyici ogeler olarak karsilastirilmistir. Veritabani olarak British National Corpus’un sozlu bolumu, Turkce icin ise Sozlu Turkce Derlemi kullanilmis ve her iki dil icin konusma turu ve ortami ozellikleri bakimindan kosutluk gosteren iki alt derlem haz\u0131rlanmistir. Inceleme ve kodlama yontemi olarak derlem dilbilimin isaretleme yontem ve araclar\u0131ndan yararlanilmistir. Geribildirim ogelerinin tumce yapisi icindeki konumlar\u0131 ile edimbilimsel ve duygusal anlamlarinin isaretlenmesi rica ve emir sozeylemleri baglaminda yapilmistir. Ogelerin incelik stratejisi olarak kullanim ozellikleri konusmanin amacina g\u00f6re irdelenmistir ve betimlemede, bir sonraki asamada Appraisal Teorisi’nden\u00a0yararlanilacakt\u0131r. \u00a0Projenin bulgulari Turkce ile Ingilizcede duygusal anlamin \u00fcretimi ve yorumu ile ilgili edimbilimsel ozelliklerin aciga cikarilmasinda onemli bir bilgi kaynagidir.<\/p>\n

———-<\/p>\n

2008-2011 \u00a0TUB\u0130TAK EVRENA Research Project: Development of \u201cMETU Spoken Turkish Corpus<\/strong>\u201d<\/span>; \u00a0Position:<\/em> Researcher<\/p>\n

Funded by the The Scientific and Technological Research Council of Turkey. Project Leader: Prof. Dr. Sukriye Ruhi.<\/p>\n

Decription<\/em>: The project aimed to construct a large-scale computer-based, searchable, transcribed and tagged corpus of naturally occurring samples of Turkish spoken in Turkey \u2013underscoring the \u2018discursive features\u2019 of the language. The linguistic annotation on the visual and auditory recordings incorporated in the corpus will be managed with EXMARaLDA (Extensible Markup Language for Discourse Annotation). The spoken corpus is expected to function as a first, significant step toward the development of future spoken and written Turkish corpora, comparable in size to the British National Corpus and the American National Corpus.<\/p>\n

Project Website<\/em>: http:\/\/std.metu.edu.tr\/<\/a><\/p>\n

———-<\/p>\n

2006-2007 \u00a0\u00a0\u00a0Y\u00d6K (The Council of Higher Education of the Republic of Turkey)\u00a0 BA in ELT Curriculum\/Course Content\/Descriptions Renewal Project<\/span><\/p>\n

Personal Duties<\/em>: Writing the course definitions for (for the linguistics and methodology modules\/courses) in the revised English Language Teacher Education Departments curriculum <\/a>. (with Prof.Dr. Aysegul Daloglu)<\/p>\n

———-<\/p>\n

2002-2005 \u00a0\u00a0\u00a0\u201cDil-K\u00fclt\u00fcr iliskisi Baglam\u0131nda Turkce ile Yabanc\u0131 Dil Olarak \u0130ngilizce’nin Kullaniminda Etkilesim ilkeleri\u201d<\/span> (Eng. Interplay of Language and Culture in the use of communicative principles in Turkish and English as a Foreign Language) METU funded Research Project No: BAP -2002.05.03.01; Project Manager: Prof. Dr. Sukriye Ruhi; \u00a0Personal duties<\/em>: (Researcher) Tool development, data collection and analysis.<\/p>\n

———-<\/p>\n

2001-2004 \u201cCulture and Communication: Cross-Cultural Explorations of the Sociocultural Interactional Principles (SIPs) underlying Language Use: A Collaborative International Research Project\u201d<\/span><\/p>\n

Project Leader: Prof. Dr. Helen Spencer-Oatey, UK eUniversities Worldwide and the Centre for Intercultural Training & Research. Personal duties: (Researcher)<\/em> Data collection for the Turkish sample (translations of the tools, developing and maintaining and internet based data collection web site, etc.)<\/p>\n","protected":false},"excerpt":{"rendered":"

ONGOING PROJECTS 2025-… TDK Ulusal T\u00fcrkiye Derlemi Projesi\/\/ Turkish Language Association, National Turkish Corpus Project Personal role: Academic Coordinator\/Consultant for the Spoken sub-Corpora; Project Team: DISCORE members A TDK post about the collaboration:\u00a0https:\/\/www.instagram.com\/p\/DF8BxtmCwwd\/\u00a0 ——————– 2025-…. English Medium Instruction Corpus \u00a0(EMIC) Project The English-Medium Instruction Corpus (EMIC) is a multimodal and interdisciplinary spoken academic corpus being […]<\/p>\n","protected":false},"author":1370,"featured_media":0,"parent":0,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-36","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blog.metu.edu.tr\/hisik\/wp-json\/wp\/v2\/pages\/36","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.metu.edu.tr\/hisik\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blog.metu.edu.tr\/hisik\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blog.metu.edu.tr\/hisik\/wp-json\/wp\/v2\/users\/1370"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.metu.edu.tr\/hisik\/wp-json\/wp\/v2\/comments?post=36"}],"version-history":[{"count":0,"href":"https:\/\/blog.metu.edu.tr\/hisik\/wp-json\/wp\/v2\/pages\/36\/revisions"}],"wp:attachment":[{"href":"https:\/\/blog.metu.edu.tr\/hisik\/wp-json\/wp\/v2\/media?parent=36"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}