| “Cats be outside, how about meow”: Multimodal humor and creativity in an internet meme C Vásquez, E Aslan Journal of Pragmatics 171, 101-117, 2021 | 84 | 2021 |
| The interplay between learner beliefs and foreign language anxiety: Insights from the Turkish EFL context E Aslan, AS Thompson The Language Learning Journal 49 (2), 189-202, 2021 | 75 | 2021 |
| Are they really “two different species”? Implicitly elicited student perceptions about NESTs and NNESTs E Aslan, AS Thompson TESOL Journal 8 (2), 277-294, 2017 | 66 | 2017 |
| When the native is also a non-native: “Retrodicting” the complexity of language teacher cognition E Aslan Canadian Modern Language Review 71 (3), 244-269, 2015 | 40 | 2015 |
| Multilingualism, perceived positive language interaction (PPLI), and learner beliefs: What do Turkish students believe? AS Thompson, E Aslan International Journal of Multilingualism 12 (3), 259-275, 2015 | 36 | 2015 |
| Days of our ‘quarantined’ lives: Multimodal humour in COVID-19 internet memes E Aslan Internet Pragmatics 5 (2), 227-256, 2022 | 32 | 2022 |
| Language and media: a resource book for students RH Jones, S Jaworska, E Aslan Routledge, 2020 | 32 | 2020 |
| ‘Cash me ousside’: A citizen sociolinguistic analysis of online metalinguistic commentary E Aslan, C Vásquez Journal of Sociolinguistics 22 (4), 406-431, 2018 | 32 | 2018 |
| The role of–(s) I in Turkish indefinite nominal compounds E Aslan, A Altan Dil Dergisi, 57-75, 2006 | 24 | 2006 |
| The relative effects of processing instruction and meaning-based output instruction on L2 acquisition of the English subjunctive A Farley, E Aslan ELT Research Journal 1 (2), 120-141, 2012 | 23 | 2012 |
| Synthesizing research on learner perceptions of CMC use in EFL/ESL writing E Aslan, H Ciftci CALICO Journal 36 (2), 100-118, 2019 | 21 | 2019 |
| Native and non-native speaker teachers: Contextualizing perceived differences in the Turkish EFL setting E Aslan, AS Thompson Language in Focus Journal 2 (1), 98-99, 2016 | 17 | 2016 |
| When the Internet gets ‘coronafied’: Pandemic creativity and humour in internet memes E Aslan Viral Discourse, 2021 | 16 | 2021 |
| Computer-mediated communication in the L2 writing process: A review of studies between 2000 and 2017 H Çiftçi, E Aslan International Journal of Computer-Assisted Language Learning and Teaching …, 2019 | 16 | 2019 |
| Doing away with the ‘native speaker’: A complex adaptive systems approach to L2 phonological attainment E Aslan The Language Learning Journal 45 (4), 447-465, 2017 | 11 | 2017 |
| ‘Oiling the social wheels’ in an undergraduate chemistry lab: an ITA’s participation in small talk E Aslan Classroom Discourse 11 (3), 252-271, 2020 | 10 | 2020 |
| International teaching assistants in the US university classroom: a mixed-methods study of individual differences and L2 pragmatic competence E Aslan | 8 | 2016 |
| The surprising academic origins of memes E Aslan The Conversation, 2018 | 7 | 2018 |
| The impact of face systems on the pragmalinguistic features of academic e-mail requests E Aslan Pragmatics and Society 8 (1), 61-84, 2017 | 6 | 2017 |
| Enhancing L2 learners’ perception and production of the Arabic emphatic sounds H Binasfour, J Setter, E Aslan | 5 | 2017 |
Camilla VasquezProfessor of Applied Linguistics, University of South FloridaVerified email at usf.edu