Currently browsing: Items authored or edited by Betul Khalil

Charitonos, Koula; Khalil, Betul; Ross, Tara; Bonfini-Hotlosz, Cindy; Aristorenas, Miki and Webster, Ben (2024). Crisis‐prompted online language teaching: a qualitative inquiry into autonomy among teachers in refugee settings. ReCALL (Early access).

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Charitonos, Koula; Khalil, Betul; Ross, Tara; Bonfini-Hotlosz, Cindy; Webster, Ben and Aristorenas, Miki (2023). “We have dealt with this situation randomly”: A peer ethnographic approach with teachers in refugee settings in the age of COVID19. Education & Conflict Review Journal, 4 pp. 97–104.

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Khalil, Betul and Lewis, Timothy (2019). UNDERSTANDING LANGUAGE TEACHER AUTONOMY: A CRITICAL REALIST PERSPECTIVE ON EFL SETTINGS IN TURKEY. International Online Journal of Education and Teaching (IOJET), 6(4) pp. 749–763.

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Danner, Liz; Holliman, Richard; Gladding, Toni; Khalil, Betul and Grand, Ann (2024). Engaged Career Development in the context of the Research (Engagement and) Impact Agenda. In: Engage Live 2024: Innovating Practice, 01-02 May 2024, Bristol, UK.

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Khalil, Betul (2015). Thinking together? Teacher autonomy, collaboration and professional development in Turkish lower secondary schools. In: ATEE 40th Annual Conference: Teacher Education Through Partnership and Collaborative Learning Communities (Livingston, Kay and Macfarlane, Gaele eds.), ATEE (Association for Teacher Education in Europe), Brussels pp. 32–42.

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Khalil, Betul (2018). Teacher Autonomy in Turkish Lower Secondary Schools, in Relation to English Language Teaching: A Mixed Methods Study. Doctor of Philosophy (PhD) thesis The Open University.

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Khalil, Betul (2013). Investigating English Teachers' Views on the Concept of Learner Autonomy in 9th and 10th Grades in Anatolian High Schools in Turkey. Master of Research (MRes) thesis The Open University.

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Charitonos, Koula; Khalil, Betul; Bonfini-Hotlosz, Cindy; Webster, Ben; Tara, Ross; Salim, Ahmed; Abu Allan, Ekhlass; Badwi, Wajeeh and Aristorenas, Miki (2022). Researching communicative approaches to English language teaching using peer ethnographic method in Jordan’s refugee settings. In Inter-agency Network for Education in Emergencies ed. Teachers in Crisis Contexts: Promising Practices in Teacher Professional Development, Management, and Well-being. INEE, New York.

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