Asst. Prof. Dr. Özge RAZI

CURRICULUM VITAE

  • TCD, University of Dublin School of Education (Phd , 2013)
  • Middlsex University TEFL/Applied Linguisitcs (Master , 2006)
  • Eastern Mediterranean University ELT, Foreign Languages (Undergrad , 2004)
  • Alawawda, M and Razı, Ö. (2020). Parental Involvement in Early Second Language Learning: The Role of the Immediate Environment. Revista De Cercetare Si Interventie Sociala, 69, 23-48. DOI: 10.33788/rcis.69.2
  • Adriosh, M. and Razı, Ö. (2019). Teacher’s Code Switching in EFL Undergraduate Classrooms in Libya: Functions and Perceptions. SAGE Open, Volume 9/2: https://doi.org/10.1177/2158244019846214
  • Adriosh, M. M. and Razı, Ö. (2016). Investigating Nigerian University Students’ Perception towards English Language Dominance over their Indigenous Languages. The Eurasia Proceedings of Educational and Social Sciences, Volume 5, PP: 206-213
  • Murphy, C., Smith, G., Varley, J. and Razı, Ö. (2015). Changing practice: An evaluation of the impact of a nature of science inquiry-based professional development programme on primary teachers. Cogent Education, 2: 1077692
  • Razı, O. and Grenfell, M. J. (2012). The Impact of Linguistic Knowledge on Learner Strategy Deployment. Procedia-Social and Behavioural Sciences Journal, Volume 47, PP: 818-822
  • Razı, O. (2011). An Investigation into the Metacognitive Writing Strategies of Turkish Cypriot University Students, CALR Online Journal: http://web.aou.edu.lb/online-journals/issue-1
  • Razı, Ö., Mohammadzadeh, B. & Yavuz, M. A. (2019). İngilizce Öğretmenliği Öğrencilerinin Konuşma Sezdirimlerini Kullanma Becerileri. Folklor Edebiyat. SS, 451-461: 10.22559/folklore.953
  • Mohammadzadeh, B., Razı, Ö. & Yavuz, M. A. (2019). İngilizce Öğretmenliği Öğrencilerinin Konuşma Sezdirimlerini Anlama Becerileri. Folklor Edebiyat. SS, 373-380: 10.22559/folklore.948
  • Alawawda, M and Razı, Ö. (2020). Parental Involvement in Early Second Language Learning: The Role of the Immediate Environment.
  • Adriosh, M. (2019). Teacher’s Code-Switching in EFL Undergraduate Classrooms in Libya: Functions and Perceptions.
  • Millad, M. (2019). Learner Autonomy: The Views of EFL Students In Multilingual University Context.
  • Haidov. R. (2019). Opinions of English Language Student Teachers on Content and Language Integrated Learning.
  • Tahhan, L. (2019). Views of Language Teachers on the Use of Mobile Technology in a University Context.
  • Tekok, G. (2019). Primary Teachers’ Attitudes toward Bilingualism.
  • Qarabeel, N. (2018). Libyan Prospective Englısh Teachers’ Level of Implıcature Comprehension.
  • Jawher, S. (2017). Motivational self-regulated strategy for learners in Erbil universities of Iraq.
  • Alhilmi, M. (2017). Difficulties faced by Libyan EFL undergraduate students in speaking skill.
  • Aldrughi, A. M. B. (2017) Motivation of secondary school students in the Libyan context.
  • Saleh, J. S. (2016). Kurdish EFL learners’ and teachers’ attitudes towards the correction of errors in speech in Northern Iraq.
  • Zebari, Z. T. I. (2016). The views of Kurdish EFL students on native & non-native English language teachers in Northern Iraq.
  • Mirza, H. A. (2015). The effects of drama in vocabulary learning in an EFL classroom in Kurdistan Region-Iraq.
  • Ismael, S. M. (2015). The attitudes of EFL teachers and students towards implementing the cooperative learning approach in Kurdistan Region-Iraq.
  • Dinçer, E. (2015). Instructors` use of cultural topics in English language classes.
  • Tokyay, Ç. (2015). Preparatory school students' view on the English file.
  • Amin, L. Y. H. (2015). The relationships between language learning strategies use with respect to grade of college-level and gender: A study of EFL learners at The University of Raparin in northern Iraq.
  • Karaburun, G. (2014). Burnout levels of English teachers working in university preparatory schools in TRNC.
  • Lau, W.Y. (2012). In what ways can Drama enhance Primary School students’ creativity in writing ESL classrooms? Unpublished MEd dissertation. Trinity College, University of Dublin
  • Research Assistant: The Fibonacci Project, Continuing Professional Development (CPD) Programme for Science Education in Primary Schools 2012-2013
  • Bilingualism
  • Second Language Acquisition
  • Pragmatics
  • Member of the Academic Ethical Committee June 2016