Sibel Tatar
Ph.D., Department of Language Education, Indiana University, Bloomington, Indiana, U.S.A., 2003.
B.A., Department of Translation and Interpretation, Hacettepe University, Ankara, Turkey, 1997.
Dr.
Yenisoy, I., & Tatar, S. (2025). Going beyond descriptive writing: Enhancing pre-service English language teachers’ critical reflection with guidance. European Journal of Education, 60(2), 1−17. http://dx.doi.org/10.1111/ejed.70095
Tatar, S. (2024). Exploring nonnative-English-speaking pre-service EFL teachers’ cognitions: What teaching philosophy statements can tell us. PROFILE: Issues in Teachers' Professional Development, 26(2), 27−41. https://doi.org/10.15446/profile.v26n2.108741
Tatar, S. (2019). Employment of English language teachers in an EFL context: Perspectives from school administrators. PROFILE: Issues in Teachers' Professional Development, 21, 45−61. https://doi.org/10.15446/profile.v21n2.72648
Tatar, S. (2019). Turkish teacher candidates’ perceptions of native speakerism. Sakarya University Journal of Education, 9(1), 7−20.
Tatar, S. (2017). An overview of research on second/foreign language learner motivation and future directions. Çukurova University Faculty of Education Journal, 46(2), 697−710.
Kulavuz-Önal, D., & Tatar, S. (2017). Teacher burnout and participation in professional learning activities: Perspectives from university English language instructors in Turkey. Journal of Language and Linguistic Studies, 13, 283−303.
Yıldız, S., & Tatar, S. (2012). The use of multimedia computers in Turkish classrooms: Perceptions of foreign language teachers. In Y. Bayyurt & Y. Bektaş-Çetinkaya (Eds.), Research Perspectives on teaching and learning English in Turkey: Policies and practices (pp. 253−269). Peter Lang.
Alptekin, C., & Tatar, S. (2011). Research on foreign language teaching and learning in Turkey (2005-2009). Language Teaching, 44(3), 328−353. https://doi.org/10.1017/s026144481100005x
Akcan, S., & Tatar, S. (2010). An investigation of the nature of feedback given to pre-service English teachers during their practice teaching experience. Teacher Development, 14(2), 139−158. https://doi.org/10.1080/13664530.2010.494495
Tatar, S., & Yıldız, S. (2010). Empowering nonnative-English speaking teachers in the classroom. In A. Mahboob (Ed.), The NNEST lens: Non native English speakers in TESOL (pp. 114−128). Newcastle upon Tyne: Cambridge Scholars Publishing.
Yıldız, S., & Tatar, S. (2010). Overcoming limited instructional planning and vision in Turkish schools. In J. Egbert (Ed.), CALL in limited technology contexts (pp. 201−213). Texas: Computer Assisted Language Instruction Consortium (CALICO).
Tatar, S. (2010). İngilizcenin yabancı dil olarak öğretiminde anadili İngilizce olan ve olmayan öğretmenlerin rolü. Boğaziçi University Journal of Education, 27(2), 49−57.
Akcan, S., & Tatar, S. (2009). The perspectives of teachers towards the in-class use of 5th grade English textbook. Proceedings of the First International Congress of Educational Research, 01−03.05.2008. Çanakkale Onsekiz Mart University.
Tatar, S. (2009). [Review of the book Silence in intercultural communication: Perceptions and performance]. Discourse and Communication, 3(1), 105−114.
Roberts, L., Gürel, A., Tatar, S., & Martı, L. (Eds) (2007). EUROSLA Yearbook, Vol. 7. Amsterdam: John Benjamins Publishing Company.
Tatar, S. (2005). Why keep silent? The classroom participation experiences of non-native-English-speaking students. Language and Intercultural Communication, 5(3&4), 284–293. https://doi.org/10.1080/14708470508668902
Tatar, S. (2005). Classroom participation by international students: The case of Turkish graduate students. Journal of Studies in International Education, 9(4), 337−355. https://doi.org/10.1177/1028315305280967
SELECTED PRESENTATIONS
Visited Rotterdam University of Applied Sciences, Rotterdam, the Netherlands on ERASMUS exchange, April 2025.
August 2022-July 2023 Sabbatical leave at Indiana University, Bloomington, IN, USA
Ahmad, S., & Tatar, S. (2025). Enhancing cultural awareness: US-based ESL students and Turkish teacher candidates. TESOL 2025 International Convention & Expo. Long Beach, California, USA.
Tatar, S., Nyikos, M. (2024). Exploring preservice language teachers’ transformative learning experiences in a virtual exchange-COIL project:Perspectives from two teacher education programs in the US and Turkey. In person EUROCALL conference. Trnava, Slovakia.
Tatar, S., Yenisoy, I. (2023). Enhancing pre-service English language teachers’ critical reflection through guidance: Going beyond descriptive writing. In-person Association for Teacher Educators in Europe (ATEE) Annual Conference. Budapest, Hungary.
Tatar, S. (2019). What teaching philosophy statements of pre-service English teachers can tell us. 11th International Language Teacher Education Conference (LTE). Minneapolis, Minnesota, USA.
Tatar, S. (2015). Non-native-speaker teacher candidates and native speakerism. 21st Conference of the International Association for World Englishes (IAWE). Boğaziçi University, İstanbul, Turkey.
Tatar, S. (2015). Suggestions for improvement of language teacher quality in Turkey: Administrator perspectives. GlobELT Conference. Antalya, Turkey.
Visited Lleida University, Lelida, Spain on ERASMUS exchange, April 2012.
Tatar, S. and Yıldız, S. (2011). Does being a native-speaker-teacher or non-native-speaker-teacher matter in hiring decisions? 15th International English Language Teaching Conference (INGED). Hacettepe University, Ankara, Turkey.
Tatar, S. (2011). Developing speaking strategies. İngilizce Dersi Öğretim Programları Yöntem ve Teknikleri Seminerleri Milli Eğitim Bakanlığı Talim Ve Terbiye Kurulu Başkanlığı. Kırklareli.
Tatar, S., & Yıldız, S. (2010). Underuse of technology: Perspectives from Turkish teachers of English. The 35th Annual Conference of the Association for Teacher Education in Europe (ATEE). Budapest, Hungary.
Tatar, S. (2007). Empowering NNESTs in the EFL classroom. The Japan Association for Language Teaching (JALT) 33rd Annual Convention, Tokyo, Japan.
Tatar, S., & Akcan, S. (2006). Analyzing the feedback sessions: Views from supervisors and cooperating teachers. TESOL Macedonia Thrace 14th Annual Convention, Thessaloniki, Greece.
Tatar, S., & Akcan, S. (2006). An investigation of the nature of feedback given to pre-service English teachers during their practice teaching experience. Paper presented at the Forth Annual Hawaii International Conference on Arts and Humanities, Honolulu, Hawaii, USA.
Tatar, S. (2005). Exploring the use of European Language Portfolio in Turkey. Paper presented at the meeting of Forth International Conference on Language Teacher Education, Minneapolis, Minnesota, USA.
Tatar, S. (2004). Why keep silent? The classroom participation experiences of non-native-English speaking students. Paper presented at the meeting of IALIC Fifth Annual Conference on Politics, Pluralingualism, Linguistic Identity, Dublin, Republic of Ireland.
Tatar, S. (2004). Turkish graduate students’ perceptions of participation in U.S. universities. Paper presented at the meeting of EARLI’s JURE Conference, Istanbul, Turkey.
Yıldız, S., & Tatar, S. (2002). Turkish students’ perceptions of participation in traditional and web-based classrooms. Paper presented at the meeting of INGED International Conference, Ankara, Turkey.
Tatar, S., & Yıldız, S. (2002). Requests by Turkish and American speakers of English. Paper presented at the meeting of International Conference on World Englishes, Urbana-Champaign, IL, USA.
Tatar, S. (2002). Whole language activities in an ESL context. Paper presented at the 13th Annual International Whole Language Umbrella Conference, Bethesda, MD, USA.
October 2024-2025: Principal investigator—Investigation of the transformative learning experiences of US-based ESL students and Turkish teacher candidates through a COIL project (funded by Boğaziçi University Scientific Projects Commission, co-investigator with Assoc. Prof. Senem Yıldız)
August 2022-July 2023: Co-investigator with Associate Professor Martha Nyikos at Indiana University, Bloomington. Exploring preservice language teachers’ transformative learning experiences in a virtual exchange-COIL project: Perspectives from two teacher education programs in the US and in Turkey (funded by IU Global Classrooms, Indiana University, Bloomington, USA).
June 2007-October 2009: Principal investigator—English teachers’ profile and hiring criteria in İstanbul primary and secondary schools (funded by Boğaziçi University Scientific Projects Commission)
March 2005- November 2006: An investigation of the nature of feedback received by pre-service English teachers during their practice teaching experience (funded by Boğaziçi University Scientific Projects Commission, co-investigator with Prof. Sumru Akcan).
October 2005- May 2007: English teachers’ use of computer technologies in İstanbul primary and secondary schools (funded by Boğaziçi University Scientific Projects Commission, co-investigator with Assoc. Prof. Senem Yıldız).
Erkunt, S. G. (2023). Enhancing language teacher immunity during Emergency Remote Teaching through coaching in the Turkish context. (PhD thesis)
Yenisoy, İ. (2022). Enhancing ELT pre-service teachers’ reflective thinking skills: Going beyond the descriptive writing.
Taheri, A. (2020). The effect of EFL teachers' language awareness on students' grammar knowledge: An exploratory analysis. Co-supervised with Prof. Sumru Akcan. (PhD thesis)
Yaman, S. (2019). Native-English-speaking teachers’ self-perceptions and experiences in an EFL context: Perspectives from Turkey.
Çal, A. (2010). An exploratory study of two EFL teachers’ perceptions and application of curriculum principles.
Kulavuz, D. (2006). Exploring burnout and participation in professional learning activities among university prep Turkish EFL instructors.
Boğaziçi University Publication Award (2005-2006-2007-2010-2011)
Boğaziçi University Academic Incentive Award (2005-2006-2007-2009-2010)
Isabel Craig Memorial Scholarship Indiana University, 2003
Doctoral Student Indiana University, 2003 Grant-in-Aid of Research
Leo and Jean Fay Fellowship Indiana University, 2002
Language Education Professional Indiana University, 2002 Development Fellowship
TESOL Professional Development Scholarship TESOL, 2001-2002
Full scholarship for Turkish Ministry of Education, 1998 graduate study abroad
Member, Awards Committee, Boğaziçi University, 2013-present
Member, Financial Aid Interviews Committee, Boğaziçi University, 2014-present
Member, Faculty Executive Committee, Boğaziçi University, December 2013-2015
Member, Preschool Education Unit Executive Committee, Boğaziçi University, October 2009-2011
