Birim : EĞİTİM FAKÜLTESİ
YABANCI DİLLER EĞİTİMİ BÖLÜMÜ
İNGİLİZ DİLİ EĞİTİMİ ANABİLİM DALI
E-Posta : gokhanulum @mersin.edu.tr
ORCID : 0000-0001-7685-6356
ÜAK Temel Alan : Eğitim Bilimleri Temel Alanı
Yabancı Dil Eğitimi
İngilizce
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ÖMER GÖKHAN ULUM

Doç. Dr.

Öğrenim Bilgisi

2015 - 2018 Doktora EĞİTİM BİLİMLERİ ENSTİTÜSÜ/İNGİLİZ DİLİ EĞİTİMİ (DR)/
Tez adı: Ideological and hegemonic practices in globally and locally written efl textbooks (2018) Tez Danışmanı: DİNÇAY KÖKSAL,ERDOĞAN BADA
2011 - 2012 Yüksek Lisans-Tezli SOSYAL BİLİMLER ENSTİTÜSÜ/İNGİLİZ DİLİ EĞİTİMİ (YL) (TEZLİ)/
Tez adı: Milli Eğitim Bakanlığında çalışan İngilizce öğretmenlerinin hizmet içi öğretmen gelişim programları hakkındaki görüşleri (2012) Tez Danışmanı: HÜLYA YUMRU
2002 - 2006 Lisans EĞİTİM FAKÜLTESİ/YABANCI DİLLER EĞİTİMİ BÖLÜMÜ/İNGİLİZCE ÖĞRETMENLİĞİ PR. (İÖ)/

Akademik Görevler

2021 - DOÇENT MERSİN ÜNİVERSİTESİ/EĞİTİM FAKÜLTESİ/YABANCI DİLLER EĞİTİMİ BÖLÜMÜ/İNGİLİZ DİLİ EĞİTİMİ ANABİLİM DALI/
2019 - DOKTOR ÖĞRETİM ÜYESİ MERSİN ÜNİVERSİTESİ/EĞİTİM FAKÜLTESİ/YABANCI DİLLER EĞİTİMİ BÖLÜMÜ/İNGİLİZ DİLİ EĞİTİMİ ANABİLİM DALI/
2016 - 2019 ÖĞRETİM GÖREVLİSİ ADANA ALPARSLAN TÜRKEŞ BİLİM VE TEKNOLOJİ ÜNİVERSİTESİ/YABANCI DİLLER YÜKSEKOKULU/YABANCI DİLLER BÖLÜMÜ/YABANCI DİLLER ANABİLİM DALI/
2015 - 2016 ARAŞTIRMA GÖREVLİSİ HAKKARİ ÜNİVERSİTESİ/EĞİTİM FAKÜLTESİ/YABANCI DİLLER EĞİTİMİ BÖLÜMÜ/İNGİLİZ DİLİ EĞİTİMİ ANABİLİM DALI/

Yönetilen Tezler

A. Yüksek Lisans Tezleri (1)

  • NAGEHAN MUHCU SAY, 2025, Development of cognitive skills in efl textbooks: A comparative analysis across inner, outer, and expanding circle contexts, Mersin Üniversitesi - Eğitim Bilimleri Enstitüsü - Yabancı Diller Eğitimi Ana Bilim Dalı

    • Eserler

    A. Uluslararası hakemli dergilerde yayımlanan makaleler (37)

  • Ulum, Ö. G. (2024). Book Review on Pedagogical Translanguaging. In Journal of Language Research (Vol. 8, Issue 2, pp. 107–110).
  • Ulum, Ö. G. (2024). Exploring the Impact of Revised Blooms Taxonomy in a Turkish as a Foreign Language Textbook. In International Journal of Educational Spectrum (Vol. 6, Issue 2, pp. 163–180).
  • Ulum, Ö. G. (2024). Empowering voices: A deep dive into translanguaging perceptions among Turkish high school and university language learners. In Heliyon (Vol. 10, Issue 20, pp. e39557-).
  • Ulum, Ö. G. (2024). “Violence against Women in and Beyond Conflict: The Coloniality of Violence.” In ASIAN WOMEN (Vol. 40, Issue 3, pp. 139–144).
  • Küçükaydın, M. A., Çopur, E., Altunkaynak, M., Yıldız, B., Türkmenoğlu, M., Ulum, H., & Ulum, Ö. G. (2024). An Investigation of the Effects of Out-of-School Learning Environments-Based Teaching on Pedagogical Belief Systems and Practices. In SAGE OPEN (Vol. 14, Issue 1).
  • Ulum, Ö. G. (2024). Unveiling the Layers: Analyzing ChatGPT Implementations in Turkish State Universities. In Base for Electronic Educational Sciences (Vol. 5, Issue 1, pp. 114–134).
  • Ulum, Ö. G. (2024). Breaking down linguistic barriers: The radical impact of translanguaging on pre-service EFL teachers’ perspectives in Turkey. In PLOS ONE (Vol. 19, Issue 12, pp. e0315982-).
  • Küçükaydın, M. A., Ulum, Ö. G., & Ulum, H. (2024). Depictions of Refugees in Children’s Picturebooks in Turkey. In EARLY CHILDHOOD EDUCATION JOURNAL (Vol. 52, Issue 7, pp. 1563–1575).
  • Ekinci, A. N., Bacanak, K. D., & Ulum, Ö. G. (2024). Stories of the Visually Impaired EFL Learners in Turkey. In International Journal of Educational Spectrum (Vol. 6, Issue 1, pp. 66–90).
  • Ulum, Ö. G. (2023). An Idiographic Study on the Stereotypic Images of Teachers Through Draw‐A‐Scientist Test (Dast). In Base for Electronic Educational Sciences.
  • Küçükaydın, M. A., Ulum, H., & Ulum, Ö. G. (2023). Bibliometric Analysis of Concept Mapping Studies in Education. In Korkut Ata Turkiyat Arastirmalari Dergisi (Issue 12, pp. 1198–1215).
  • Ulum, Ö. G. (2023). Resisting EFL Textbooks in the English as a Foreign Language Education System. In The Universal Academic Research Journal (Vol. 5, Issue 4, pp. 460–470).
  • Köksal, D., Ulum, Ö. G., & Yürük, N. (2023). Revised Bloom’s Taxonomy in Reading Texts in EFL/ESL Settings. In Acta Educationis Generalis (Vol. 13, Issue 1, pp. 133–146).
  • Ördem, E., Ulum, Ö. G., & Cebeci, M. A. (2022). Critical Race Theory in English Language Education. In International Journal of Higher Education (Vol. 11, Issue 6, pp. 108-).
  • Ördem, E., & Ulum, Ö. G. (2021). CRITICAL ENGLISH TEACHERS AND CRITICIZING PRE-SERVICING: A DESCRIPTIVE SINGLE CASE STUDY. In i-manager’s Journal on English Language Teaching.
  • Ulum, Ö. G., & Köksal, D. (2021). A critical inquiry on the ideological and hegemonic practices in EFL textbooks. In Multicult. Learn. Teach. (Vol. 16, Issue 1, pp. 45–61).
  • Ulum, Ö. G. (2021). A Critical Approach to the Inclusion of the Revised Bloom’s Taxonomy in Active Skills for Reading: Book 1. In RumeliDE Journal of Language and Literature Studies (Issue 25, pp. 273–296).
  • Köksal, D., & Ulum, Ö. G. (2021). Analysis of Cultural Hegemony in Touchstone EFL Course Book Series. In The Reading Matrix: An International Online Journal.
  • Uzun, K., & Ulum, Ö. G. (2021). Sentiment and Sentence Similarity as Predictors of Integrated and Independent L2 Writing Performance. In Acuity: Journal of English Language Pedagogy, Literature, and Culture (Vol. 7, Issue 1, pp. 1–18).
  • Ördem, E., & Ulum, Ö. G. (2021). Critical Pedagogy and Socio-Political Issues in Language Teaching: Views from Turkey. In Critical Questions in Education.
  • Ulum, Ö. G. (2020). The Role of Bilingualism in Acquiring a Foreign Language. In Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi (Vol. 9, Issue 3, pp. 1209–1215).
  • Ulum, Ö. G. (2020). Foreign Language Teachers’ Views on Pedagogic Research. In Educational Policy Analysis and Strategic Research (Vol. 15, Issue 2, pp. 322–334).
  • Ulum, Ö. G., & Uzun, K. (2020). Critical perspective of English teaching and learning in Turkey. In International Journal of Evaluation and Research in Education (IJERE) (Vol. 9, Issue 2, pp. 456–460).
  • Ulum, Ö. G. (2020). Pre-service English teachers’ narrative identity. In Journal of Education Culture and Society (Vol. 11, Issue 1, pp. 92–101).
  • Ulum, Ö. G. (2020). A critical deconstruction of computer-based test application in Turkish State University. In Education and Information Technologies (Vol. 25, Issue 6, pp. 4883–4896).
  • Ördem, E., & Ulum, Ö. G. (2020). Gender Issues in English Language Teaching: Views from Turkey. In Acta Educationis Generalis (Vol. 10, Issue 1, pp. 25–39).
  • Ulum, Ö. G. (2020). The Use of Assignments in Education. In BASE FOR ELECTRONIC EDUCATIONAL SCIENCES.
  • Ulum, Ö. G. (2020). Neoliberal Policies and English Language Education in Turkey. In English Language Teaching (Vol. 13, Issue 9, pp. 63–71).
  • Ulum, Ö. G. (2020). Needs Analysis of English as a Foreign Language at a State Primary School for Deaf Children in Turkey. In Journal of History School (JOHS) (Vol. 2020, Issue XLIV, pp. 355–364).
  • Köksal, D., & Ulum, Ö. G. (2020). Views of EFL Instructors and Learners on Political Compounds in EFL Textbooks. In i-manager’s Journal on English Language Teaching (Vol. 10, Issue 1, pp. 45–56).
  • Köksal, D., & Ulum, Ö. G. (2019). Classroom Implications of Teaching Strategies to Improve Reading. In Reading Matrix: An International Online Journal (Vol. 19, Issue 1, pp. 243–248).
  • Ulum, Ö. G. (2019). JOB BURNOUT AND SOCIAL PROBLEM SOLVING SKILLS AT SCHOOL OF FOREIGN LANGUAGES. In Black Sea Journal of Public and Social Science.
  • Köksal, D., & Ulum, Ö. G. (2019). Pre-service EFL teachers’ conceptions of language proficiency: Entry and exit level qualifications. In Journal of Language and Linguistic Studies (Vol. 15, Issue 2, pp. 484–495).
  • Ulum, Ö. G., & Köksal, D. (2019). Ideological and Hegemonic Practices in Global and Local EFL Textbooks Written for Turks and Persians. In Acta Educationis Generalis (Vol. 9, Issue 3, pp. 66–88).
  • Köksal, D., & Ulum, Ö. G. (2018). Language assessment through Bloom’s Taxonomy. In Journal of Language and Linguistic Studies (Vol. 14, Issue 2, pp. 76–88).
  • Ulum, Ö. G. (2016). A Descriptive Content Analysis of the Extent of Bloom s Taxonomy in the Reading Comprehension Questions of the Course Book Q Skills for Success4 Reading and Writing. In The Qualitative Report (Vol. 21, Issue 9, pp. 1674–1683).
  • Ulum, Ö. G. (2016). EVALUATION OF ENGLISH AS A FOREIGN LANGUAGE PROGRAM - USING CIPP (CONTEXT, INPUT, PROCESS AND PRODUCT) MODEL. In European Journal of English Language Teaching.

    • B. Uluslararası bilimsel toplantılarda sunulan ve bildiri kitaplarında (proceedings) basılan bildiriler (110)

  • Kasimi, Y., & Ulum, Ö. G. (2024). ARTIFICIAL INTELLIGENCE APPLICATIONS IN EDUCATION AND THE DIGITAL DIVIDE: A QUALITATIVE STUDY AMONG PRE-SERVICE EFL TEACHERS IN TURKEY. In 8TH INTERNATIONAL CONFERENCE ON RESEARCH IN APPLIED LINGUISTICS - ICRAL 2024.
  • Ulum, Ö. G. (2024). Embracing Digital Resilience: Navigating the Transformative Odyssey of University Students in the Age of Earthquakes. In Current Issues in Foreign Language Education 2024 2nd International Scientific Conference.
  • Kasimi, Y., & Ulum, Ö. G. (2024). EXPLORING THE UNCHARTED: SOCIO-POLITICAL DISCOURSE IN TURKISH ENGLISH LANGUAGE TEACHING – A PHENOMENOGRAPHIC STUDY. In 1ST INTERNATIONAL ELT, EFL & ELL CONFERENCE (INEEEC).
  • Ulum, Ö. G. (2023). EARTHQUAKE SYNDROME AMONG YOUNG ADULTS. In 1st International Conference on Earthquake Studies.
  • Ulum, Ö. G. (2023). THE NEEDS ANALYSIS OF AN ELT DEPARTMENT AT A STATE UNIVERSITY. In 5. INTERNATIONAL ANKARA MULTIDISCIPLINARY STUDIES CONGRESS.
  • Ulum, Ö. G. (2023). THE EXTENT OF THE REVISED BLOOM’S TAXONOMY IN THE EFL TEXTBOOK NEW ENGLISH FILE. In 6th INTERNATIONAL AFRICAN CONFERENCE ON CURRENT STUDIES.
  • Ulum, Ö. G. (2023). IDEOLOGY OF TURKISH NATIONALISM AND NATIONAL SOVEREIGNTY IN PRIMARY AND SECONDARY SCHOOL EFL TEXTBOOKS. In 5. ULUSLARARASI 23 NİSAN MİLLİ EGEMENLİK KONGRESİ.
  • Ulum, Ö. G. (2023). ATATURK IDEOLOGY IN EFL TEXTBOOKS. In DOĞUMUNUN 142. YILINDA ATATÜRK 3. ULUSLARARASI SEMPOZYUMU.
  • Ulum, Ö. G. (2023). Values Orientation in the EFL Textbook Speakout Intermediate. In EUROASIA International Congress on Scientific Researches and Recent Trends-;
  • Ulum, Ö. G. (2023). HAS THE BLOOM’S TAXONOMY REVISED THE ADVANCED LEVEL EFL TEXTBOOK NEW ENGLISH FILE? In 6. INTERNATIONAL SOCIAL SCIENCES AND INNOVATION CONGRESS.
  • Ulum, Ö. G. (2023). ASSESSING THE NEEDS OF PRE-SERVICE ELT TEACHERS. In 9 th INTERNATIONAL ZEUGMA CONFERENCE ON SCIENTIFIC RESEARCH.
  • Ulum, Ö. G. (2023). THE REVISED BLOOM’S TAXONOMY AND WH- QUESTIONS IN AN EFL TEXTBOOK. In 2. INTERNATIONAL MEDITERRANEAN CONGRESS.
  • Kasimi, Y., & Ulum, Ö. G. (2023). Unveiling the Dynamic Fusion: Exploring How Future ELT Teachers Embrace Digitalization in EFL Settings. In AELTE 2023 CONFERENCE.
  • Kasimi, Y., & Ulum, Ö. G. (2022). Disabled Students: The Lost Continent in Globally and Locally Written EFL Textbooks. In AELTE 2022 21st Century Challenges in English Language Teaching.
  • Ulum, Ö. G. (2022). ARMENIAN ISSUE: THE LOST CONTINENT IN ELT CURRICULA. In I . International Social and Technical Sciences Symposium USTEK’22.
  • Ulum, Ö. G. (2021). Gender Ideology of Resisting Course Books. In ISARC INTERNATIONAL WOMEN STUDIES CONGRESS.
  • Ulum, Ö. G. (2021). THE COVID-19 PANDEMICS AND ITS EFFECTS ON EDUCATION: A CRITICAL PERSPECTIVE. In III. International COVID-19 and Current Issues Congress.
  • Ulum, Ö. G. (2021). THE ADEQUACY OF THE PHYSICAL STATES OF EFL CLASSROOMS IN THE SOCIO-ECONOMICALLY DISADVANTAGED DISTRICTS IN TURKEY. In CUKUROVA 7 TH INTERNATIONAL SCIENTIFIC RESEARCHES CONFERENCE.
  • Ulum, Ö. G. (2021). AN IDIOGRAPHIC APPROACH INTO THE EFFECTS OF COVID-19 ON A PRESERVICE ROMANIAN EFL TEACHER IN TURKEY. In Hodja Akhmet Yassawi 5 th International Conference on Scientific Research.
  • Ulum, Ö. G. (2021). A Comparative Analysis of the Coronavirus (COVID-19) Vaccination Rates, National Average Learning Outcomes, and Education Expenditure Per Capita”. In 14th International Educational Community Symposium.
  • Ulum, Ö. G. (2021). PSYCHOLOGY OF PRE-SERVICE EFL TEACHERS DURING COVID. In 5. INTERNATIONAL SYMPOSIUM ON CURRENT DEVELOPMENTS IN SCIENCE, TECHNOLOGY AND SOCIAL SCIENCES.
  • Ulum, Ö. G. (2021). PSYCHOLOGICAL VIOLENCE TOWARDS PRE-SERVICE EFL TEACHERS DURING PRACTICUM: AN IDIOGRAPHIC APPROACH”. In 2. INTERNATIONAL INTERDISCIPLINARY VIOLENCE CONFERENCE.
  • Ulum, Ö. G. (2021). IDEOLOGY OF PROSPECT 1 STUDENT BOOK— AN IRANIAN EFL TEXTBOOK. In 3. INTERNATIONAL BAKU SCIENTIFIC RESEARCHES CONFERENCE.
  • Ulum, Ö. G. (2021). ACADEMIC MOTIVATION OF PRE-SERVICE EFL TEACHERS DURING COVID-19. In 3RD INTERNATIONAL CONGRESS ON LIFE, SOCIAL, AND HEALTH SCIENCES IN A CHANGING WORLD.
  • Ulum, Ö. G. (2021). The State of Handicapped English Teachers in Turkey: An Idiographic Analysis. In 1.INTERNATIONAL ARSLANTEPE SCIENTIFIC RESEARCH CONGRESS.
  • Ulum, Ö. G. (2021). CULTURAL INGREDIENTS IN THE EFL TEXTBOOK UPTURN IN ENGLISH 8. In INTERNATIONAL HALICH CONGRESS.
  • Ulum, Ö. G. (2021). A Needs Analysis Study for Efl Teachers During Covid-19. In INTERNATIONAL CONFERENCE on COVID-19 STUDIES IN SOCIAL SCIENCES.
  • Ulum, Ö. G. (2021). PSYCHOLOGY OF TURKISH HIGHER EDUCATION STUDENTS IN THE AGE OF COVID-19. In IV. USVES INTERNATIONAL SYMPOSIUM ON SOCIAL SCIENCES AND EDUCATIONAL SCIENCES.
  • Ulum, Ö. G. (2021). RELIGIOUS PHILOSOPHY INCLUDED IN PROSPECT 2 STUDENT BOOK— AN IRANIAN EFL TEXTBOOK. In 4th PIRI REIS INTERNATIONAL CONFERENCE ON LINGUISTIC, HISTORY & GEOGRAPHY.
  • Ulum, Ö. G. (2021). 3. INTERNATIONAL SOCIAL SCIENCES AND INNOVATION CONGRESS. In 3. INTERNATIONAL SOCIAL SCIENCES AND INNOVATION CONGRESS.
  • Ulum, Ö. G. (2021). ELT NEEDS ANALYSIS DURING COVID-19. In V. INTERNATIONAL COVID-19 AND CURRENT ISSUES CONGRESS.
  • Ulum, Ö. G. (2021). EFFICACY OF HIGHER EDUCATION POLICIES IN TURKEY DURING COVID-19. In IV. International COVID-19 and Current Issues Congress.
  • Ulum, Ö. G. (2021). HOW BORED ARE EFL STUDENTS? In 8TH INTERNATIONAL GAP SOCIAL SCIENCES CONGRESS.
  • Ulum, Ö. G. (2021). ENGLISH TEACHERS’ ATTITUDES TOWARDS THE INCLUSION OF LGBTQ REPRESENTATIONS IN THE NETFLIX PLATFORM. In International Aegean Symposiums-IV.
  • Ulum, Ö. G. (2021). TURKISH PRE-SERVICE EFL TEACHERS’ CONCEPTIONS TOWARDS ONLINE EDUCATION DURING THE COVID-19 PANDEMIC. In 29th OF OCTOBER SYMPOSIUM ON SCIENTIFIC RESEARCHES - III.
  • Ulum, Ö. G. (2021). EVALUATION OF THE EFL TEXTBOOK PRIMARY SCHOOL ENGLISH 3 WITH RESPECT TO THE REVISED BLOOM’S TAXONOMY. In INTERNATIONAL GOBEKLITEPE SOCIAL AND HUMAN SCIENCES CONGRESS-III.
  • Ulum, Ö. G. (2021). CULTURAL COMPOUNDS IN THE EFL COURSE BOOK NEW SIGHT A1.1 DISTRIBUTED BY THE MINISTRY OF TURKISH NATIONAL EDUCATION. In INTERNATIONAL CONGRESS ON LIFE, HEALTH, AND SOCIAL SCIENCES IN 21st CENTURY.
  • Ulum, Ö. G. (2021). AN IDIOGRAPHIC ANALYSIS INTO THE CONTEXT OF HANDICAPPED ENGLISH TEACHERS IN TURKEY. In CUKUROVA 7th INTERNATIONAL SCIENTIFIC RESEARCHES CONFERENCE.
  • Ulum, Ö. G. (2021). CHALLENGES OF DISTANT EDUCATION DURING COVID-19: A CONTRADICTORY PHENOMENON. In II. INTERNATIONAL COVID-19 AND CURRENT ISSUES CONGRESS.
  • Ulum, Ö. G. (2021). THE UNSPEAKABLE IN ELT: MULTICULTURAL PERSPECTIVES. In 6TH INTERNATIONAL “COMMUNICATION IN THE NEW WORLD” CONGRESS.
  • Ulum, Ö. G. (2021). THE EXCLUDED SOCIETIES IN THE EFL TEXTBOOK ENGLISH NET 6: A CRITICAL PERSPECTIVE TOWARDS THE EFFECTS OF COLONIZATION. In 4th. International African Conference on Current Studies of Science, Technology & Social Sciences.
  • Ulum, Ö. G. (2021). BLOOM’S TAXONOMY: ESTABLISHED IN 1956, REVISED IN 2001, DIGITALIZED IN 2008, INCLUDED IN EFL TEXTBOOKS IN NO WAY. In II. International “Başkent” Congress on Physcial, Social and Health Sciences.
  • Ulum, Ö. G. (2021). LANGUAGE AND CULTURE RESEMBLING INDOOR APARTMENTS WITH OUTDOOR GARDENS? In 10TH INTERNATIONAL CONFERENCE ON CULTURE AND CIVILIZATION.
  • Ulum, Ö. G. (2021). CRITICAL THINKING INSTRUCTION IN EFL SETTINGS IN TURKEY. In MIDDLE EAST INTERNATIONAL CONFERENCE on CONTEMPORARY SCIENTIFIC STUDIES - VI.
  • Ulum, Ö. G. (2021). THE REVISED BLOOM’S TAXONOMY IN THE UNREVISED EFL TEXTBOOKS. In 7th INTERNATIONAL MARDIN ARTUKLU SCIENTIFIC RESEARCHES CONFERENCE.
  • Ulum, Ö. G. (2021). THE EXTENT OF THE REVISED BLOOM’S TAXONOMY IN THE READING SECTIONS OF THE LOCAL EFL TEXTBOOKS DESIGNED FOR SECONDARY SCHOOLS. In INTERNATIONAL KOSOVO CONGRESS ON CULTURE, ARTS AND MULTI-DISCIPLINARY STUDIES.
  • Ulum, Ö. G. (2021). Cultural Representations in a State Distributed EFL Textbook. In 9th INTERNATIONAL EL RUHA CONGRESS OF SOCIAL SCIENCES.
  • Ulum, Ö. G. (2021). Kachru’s Three Concentric Circles in the EFL Textbook English Route 7. In 1. INTERNATIONAL MARMARA SCIENTIFIC RESEARCH AND INNOVATION CONGRESS.
  • Ulum, Ö. G. (2021). Müslüm Gürses ̶the Father of Arabesque Culture: A Thematic Analysis into his Songs. In INTERNATIONAL CONGRESS ON SOCIAL SCIENCES, CHINA TO ADRIATIC-XIII.
  • Ulum, Ö. G. (2021). IDEOLOGY OF THE EFL TEXTBOOK PROSPECT 3—DISTRIBUTED BY THE MINISTRY OF IRANIAN NATIONAL EDUCATION. In INTERNATIONAL SCIENCE, CULTURE AND ACADEMIC RESEARCH CONGRESS IN GLOBAL WORLD.
  • Ulum, Ö. G. (2021). PRE-SERVICE EFL TEACHERS’ ATTITUDES TO THE COMMUNICATIVE APPROACH. In ISPEC 7th INTERNATIONAL CONFERENCE ON SOCIAL SCIENCES & HUMANITIES.
  • Ulum, Ö. G. (2021). English Culture in EFL Textbooks: A Need for Cultural Literacy. In 11 th International Research Conference on Education, Language and Literature.
  • Ulum, Ö. G. (2021). CHARACTERISTICS OF GOOD EFL TEACHERS FROM TURKISH EFL TEACHERS’ PERSPECTIVES. In ISPEC INTERNATIONAL CONGRESS ON MULTIDISCIPLINARY STUDIES.
  • Ulum, Ö. G. (2021). WHY CAN’T WE TEACH ENGLISH IN TURKEY? REFLECTIONS FROM TURKISH PRE-SERVICE EFL TEACHERS. In 14th International Educational Community Symposium.
  • Ulum, Ö. G. (2021). Who Resists? EFL Textbooks or Young Learners. In 11th INTERNATIONAL CONGRESS ON VOCATIONAL & TECHNICAL SCIENCES.
  • Ulum, Ö. G. (2021). THE DISPERSION OF THE REVISED BLOOM’S TAXONOMY IN A LOCALLY WRITTEN EFL TEXTBOOK. In International Aegean Symposiums-IV.
  • Ulum, Ö. G. (2021). NEGOTIATING SOCI-POLITICAL ISSUES IN ELT DEPARTMENTS: CRITICAL PEDAGOGY AND PARTICIPATORY APPROACH CONCERNING MIGRATION PHENOMENON IN TURKEY. In INTERNATIONAL SYMPOSIUM "GLOBAL MIGRATION PHENOMENON.
  • Ulum, Ö. G. (2021). HOW ARE CANDIDATE EFL TEACHERS CONTENT WITH THEIR DEPARTMENTS? In 8TH INTERNATIONAL GAP SOCIAL SCIENCES CONGRESS.
  • Ulum, Ö. G. (2021). TURKISH PRE-SERVICE EFL TEACHERS’ CULTURAL INTELLIGENCE STATES. In 6 TH INTERNATIONA ERCİYES CONFERENCE ON SCIENTIFIC RESEARCH.
  • Ulum, Ö. G. (2021). A CRITICAL PERSPECTIVE TOWARDS SUBLIMINAL DANGER THREATENING CHILDREN. In III. INTERNATIONAL NEW YORK CULTURAL INTERACTION AND ACADEMIC STUDIES CONGRESS.
  • Ulum, Ö. G. (2021). Turkish EFL Teachers’ Experiences Of Online Education During The Covid-19 Pandemic. In INTERNATIONAL SIIRT CONFERENCE ON SCIENTIFIC RESEARCH.
  • Ulum, Ö. G. (2021). THE CONCEPTIONS OF PRE-SERVICE EFL TEACHERS TOWARDS THE SEXUAL ORIENTATION IN THE CONTENT OF THE NETFLIX PRODUCTIONS. In 6 TH INTERNATIONA ERCİYES CONFERENCE ON SCIENTIFIC RESEARCH.
  • Ulum, Ö. G. (2021). THE FEAR OF COVID-19 IN EFL SETTINGS. In HAGIA SOPHIA 3. INTERNATIONAL CONFERENCE ON MULTIDISCIPLINARY SCIENTIFIC STUDIES.
  • Ulum, Ö. G. (2021). CONCEPTIONS OF TURKISH HIGHER EDUCATION STUDENTS TOWARDS ETHICAL ISSUES. In III. INTERNATIONAL ETHICS CONGRESS.
  • Ulum, Ö. G. (2021). TURKISH EDUCATION POLICIES FOR SYRIAN REFUGEES: A CRITICAL PERSPECTIVE. In 4th INTERNATIONAL CONFERENCE ON GLOBALIZATION & INTERNATIONAL RELATIONS.
  • Ulum, Ö. G. (2021). AN INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS INTO THE CONTEXT OF HANDICAPPED EFL STUDENTS IN TURKEY. In 1 Nation, 1 Media, 6 States (Media platform of Turkish-speaking countries) International Conference of Social Sciences and Humanities.
  • Ulum, Ö. G. (2021). THE IMPACT OF COVID-19 ON A PRE-SERVICE SERBIAN EFL TEACHER IN TURKEY: AN IDIOGRAPHIC APPROACH. In Hodja Akhmet Yassawi 5 th International Conference on Scientific Research.
  • Ulum, Ö. G. (2021). COVID-19 ANXIETY STATES OF PRE-SERVICE ELT TEACHERS. In THE COVID-19 AND CURRENT ISSUES CONGRESS.
  • Ulum, Ö. G. (2021). TURKISH EFL TEACHERS’ CONCEPTIONS OF TECHNOLOGY IN THE AGE OF COVID-19". In V. International Istanbul Scientific Research Congress.
  • Ulum, Ö. G. (2021). THE AGENDA OF THE EFL TEXTBOOK VISION 1— DESIGNED BY THE MINISTRY OF IRANIAN NATIONAL EDUCATION. In Biruni University | 1st International English Language Teaching (ELT) Conference.
  • Ulum, Ö. G. (2021). WHY CAN’T WE LEARN ENGLISH? REFLECTIONS FROM TURKISH EFL STUDENTS. In 3.Pearson Journal International Conference on Social Sciences & Humanities.
  • Ulum, Ö. G. (2021). AN IDIOGRAPHIC JOURNEY TO THE PERSONAL CONSTRUCTS OF A PRE-SERVICE UKRAINIAN EFL TEACHER IN TURKEY DURING COVID-19. In II.International Symposium on Global Pandemics and Multidisciplinary Covid-19 Studies.
  • Ulum, Ö. G. (2021). SUBLIMINAL MIND CONTROL CHALLENGING INFANTS. In INTERNATIONAL PARIS CONFERENCE ON SOCIAL SCIENCES-VI.
  • Ulum, Ö. G. (2021). An Idiographic Approach Into Taboo Topics In ELT. In 2. INTERNATIONAL SCIENTIFIC RESEARCH AND INNOVATION CONGRESS.
  • Ulum, Ö. G. (2019). Cultural Policy of ELT in Turkey. In Education, Society, and Reform Conference (EDUSREF) 2019.
  • Ulum, Ö. G. (2019). Graduate Orphans of ELT Departments: A Critical Inquiry. In Education, Society, and Reform Conference (EDUSREF) 2019.
  • Ulum, Ö. G., & Hadutoğlu, K. (2019). A Discourse Study: Cultural Messages in Turkish Comics. In ULEAD 2019 Annual Congress: ICRE.
  • Ulum, Ö. G. (2019). Ethnography of an EFL classroom: From the chronicles of EFL students. In 6th International Conference“Cross-Curricularity in Language Education.”
  • Köksal, D., Kasimi, Y., & Ulum, Ö. G. (2019). The Conceptions of Under-graduate Students on English as a Lingua Franca within an Ideological Context. In 11TH INTERNATIONAL CONGRESS ONRESEARCH IN EDUCATION.
  • Köksal, D., Barnes, J. S., & Ulum, Ö. G. (2019). A Cross Cultural Study: Investigating Turkish and Syrian Students’xx Stereotypic Images of Teachers Through Draw‐a‐Scientist Test (DAST). In X. International Congress on Research in Education (ICRE).
  • Ördem, E., & Ulum, Ö. G. (2019). Pre-service English Teachers Between ELT Departments and In-Service Teachers: The Lost Continent. In 1st International Language and Literature Congress.
  • Ulum, Ö. G., & Milanov, S. P. (2019). Inquiring Serbian and Turkish Students’xx Stereotypic Images of Teachers through Draw-a-Scientist Test (DAST). In X. International Congress on Research in Education(ICRE).
  • Ulum, Ö. G., & Yaktu, O. (2019). The Use of Complex Sentences in EFL Students’ Writing Portfolios. In ULEAD 2019 Annual Congress: ICRE.
  • Köksal, D., & Ulum, Ö. G. (2019). The Role of Social Media in EFL Learning: Used Effectively or Not. In International Language Teacher Education Conference.
  • Ördem, E., & Ulum, Ö. G. (2019). Challenges and Approaches in Pre-Service English Teaching: A Historical and Critical Perspective. In INCOL -2019International Congress of Languages.
  • Köksal, D., & Ulum, Ö. G. (2018). Assessing the Cognitive Test Anxiety Levels of Turkish and Syrian Students: A Cross: A Cross-Cultural Study. In ULEAD 2018 Annual Congress: ICRE.
  • Kasimi, Y., & Ulum, Ö. G. (2018). Education Policies: EFL Policies of Cross-Cultures. In 9TH INTERNATIONALCONGRESS ON RESEARCH IN EDUCATION.
  • Kasimi, Y., & Ulum, Ö. G. (2018). Syrian Undergraduates’ Views towards the Inclusion of Target Culture in Language Classes. In ULEAD 2018 Annual Congress: ICRE.
  • Köksal, D., & Ulum, Ö. G. (2018). T-rex of EFL Classes- Listening Skill: An Action Research. In 10TH INTERNATIONAL ELT RESEARCH CONFERENCE.
  • Kasimi, Y., & Ulum, Ö. G. (2018). The Beliefs of Marginal Groups on EFL Learning: A Sample of the CONO Tribe. In 10TH INTERNATIONAL ELT RESEARCH CONFERENCE.
  • Efeoğlu, İ. E., & Ulum, Ö. G. (2018). Content Analysis of the Extent of Bloom’xxs Taxonomy in the Overall Questions of the Textbook Business English. In ULEAD 2017 ANNUAL CONGRESS.
  • Ulum, Ö. G. (2018). Türk Öğrencilerin Yabancı Dil Öğrenimine İlişkin İnançları. In ULUSLARARASI TARİH VE GELİŞİM SÜRECİNDE AVŞAR TÜRKMENLERİ KONGRESİ.
  • Köksal, D., & Ulum, Ö. G. (2018). Evaluating the Versant English Test: Success or Failure. In II. INTERNATIONAL SYMPOSIUM OFEDUCATIONAL SCIENCES AND SOCIAL SCIENCES (pp. 1–49).
  • Köksal, D., & Ulum, Ö. G. (2018). Turkish University Students’ Perceptions on World Englishes and Nonnative EFL Instructors. In 5th ÇUKUROVA INTERNATIONAL ELT TEACHERS CONFERENCE (CUELT 2019).
  • Köksal, D., & Ulum, Ö. G. (2018). Language and power: Cultural hegemony in EFL Course Books. In WERA World Congress.
  • Ulum, Ö. G. (2018). Gazetelerdeki Türkiye Temalı Haberlerin Eleştirel Söylem Analizi. In Avşar Türkmenleri Kongresi.
  • Köksal, D., & Ulum, Ö. G. (2018). Characteristics of EFL Students from a Virtue Epistemological Perspective: Dimension of Virtue Responsibilism. In CUELT 2018.
  • Ulum, Ö. G. (2017). Cultural Elements in the Textbook Business English. In Reshaping Teaching and Learning English for the 21st Century.
  • Efeoğlu, İ. E., & Ulum, Ö. G. (2017). Correlation of social problem solving and occupational burnout: A case of EFL instructors. In 5th International Conference“Cross-Curricularity in Language Education.”
  • Üredi, L., & Ulum, Ö. G. (2017). Suriyeli Mültecilerin Kullandığı İlkokulların Fiziksel Durum Analizi: İkinci Yabancı Dil Olarak İngilizce Öğretmenlerinin Görüşleri. In The Second International Symposium Syrian Refugees Between Reality and Expection (II. Uluslararası Gerçek ve Umut Arasında Suriyeli Mülteciler Sempozyumu).
  • Ulum, Ö. G. (2017). Cultural Hegemony in EFL Textbooks: A Descriptive Content Analysis on the Hegemony of Inner Circle Countries. In CLIL: Crafting Bilingual Minds.
  • Bada, E., & Ulum, Ö. G. (2017). Homework me not. In ULEAD 2017 ANNUAL CONGRESS: ICRE.
  • Üredi, L., & Ulum, Ö. G. (2017). İkinci Yabancı Dil Olarak Türkçe Öğrenen Suriyeli İlkokul Öğrencilerinin Biçim-Sözdizimsel Gelişim Özellikleri. In IX. International Congress of Educational Research (IX. Uluslararası Eğitim Araştırmaları Kongresi) (pp. 949-).
  • Üredi, L., & Ulum, Ö. G. (2017). How do Different Groups Conceive Primary School English Language Education? A Sample of Cono Tribe. In 5th International Symposium on Chaos, Complexity and Leadership (ICCLS) (pp. 24–24).
  • Üredi, L., & Ulum, Ö. G. (2017). Suriyeli İlkokul Öğrencilerinin Türkçe Biçim-Sözdizimsel Gelişim Profilleri. In IX. International Congress of Educational Research (IX. Uluslararası Eğitim Araştırmaları Kongresi) (pp. 950-).
  • Kasimi, Y., & Ulum, Ö. G. (2017). The Relationship Between Right and Left Hand Usage and Language Learning Strategies. In 7th International Congress of Research in Education (pp. 649–656).
  • Ulum, Ö. G. (2016). Evaluation of an EFL Program Using CIPP Model. In 8th World Conference on Educational Sciences.
  • Ulum, Ö. G., & Bada, E. (2015). Culture in ELT Course Books. In 5th International Conference on Research in Education-ICRE.
  • Ulum, Ö. G. (2015). Pragmatic Development in EFL Course Books. In International Conference on Best Practices and Innovations in Education.
  • Bedir, H., & Ulum, Ö. G. (2015). A Cross cultural Study on Language Learning Strategies. In The Self in Language Learning International Conference.

    • C. Yazılan Ulusal/ Uluslararası kitaplar veya kitaplarda bölümler (31)

  • DİNÇAY, K., & GÖKHAN, U. Ö. (2020). In Academic YDS and YÖKDİL. Akademisyen Kitabevi A.Ş.
  • GÖKHAN, U. Ö., & DİNÇAY, K. (2019). In Ideology and Hegemony of English Foreign Language Textbooks. Springer.
  • GÖKHAN, U. Ö. (2014). In Universal Grammar Building Proficiency in English Grammar. LAP LAMBERT Academic Publishing.
  • GÖKHAN, U. Ö. (2014). In Academic YDS. Akademisyen Kitabevi.
  • GÖKHAN, U. Ö. (2014). In Hero Kid. Akademisyen Kitabevi.
  • GÖKHAN, U. Ö. (2014). In In-service Teacher Development Programs. Lambert Academic Publishing.
  • GÖKHAN, U. Ö. (2014). In Majesty World Of Tests/A Comprehensive Workbook For YDS, TOEFL, KPDS And Proficiency. KARE.
  • GÖKHAN, U. Ö. (2014). In Acme Test Globe. KARE.
  • GÖKHAN, U. Ö. (2023). Çocuklarda Çift Dillilik ve Dil Eğitimi. In Türk Toplumunda ve Farklı Kültürlerde Çocuk. Atatürk Üniversitesi Açık Öğretim Fakültesi.
  • GÖKHAN, U. Ö. (2023). Linguistic Iidentity of Pre-Service EFL Teachers. In International Research in Education Sciences V. Eğitim Yayınevi.
  • GÖKHAN, U. Ö., & DİNÇAY, K. (2023). Culturally-Biased Language Assessment: Collectivism and Individualism. In Handbook of Research on Perspectives in Foreign Language Assessment. IGI-Global.
  • GÖKHAN, U. Ö. (2023). İngilizce Öğretmen Adaylarının Mesleki Gelişim İhtiyaçlarına Dair Bir Analiz. In EĞİTİM ARAŞTIRMALARI-2023. Necmettin Erbakan Üniversitesi Yayınları.
  • GÖKHAN, U. Ö. (2023). MOTIVATION: THE LOST CONTINENT IN EFL EDUCATION IN TURKEY. In Individual Differences in English Language Education: TEACHER AND LEARNER MOTIVATION. Anı Yayıncılık.
  • GÖKHAN, U. Ö. (2022). A CRITICAL ANALYSIS OF THE INCLUSION OF SOCIOPOLITICAL ISSUES IN ENGLISH LANGUAGE TEACHING. In EDUCATIONAL SCIENCES Theory, Current Researches and New Trends 5. IVPE.
  • GÖKHAN, U. Ö. (2022). CONCEPTIONS OF POLYGLOTS TOWARDS LANGUAGE ACQUISITION PROCESS. In Education Sciences in International Research. EĞİTİM YAYINEVİ.
  • HÜSEYİN, K., & GÖKHAN, U. Ö. (2022). THE REVISED BLOOM’S TAXONOMY: THE LOST CONTINENT IN EFL TEXTBOOKS. In International Research in Education II. EĞİTİM YAYINEVİ.
  • GÖKHAN, U. Ö. (2022). The Simplest Question is the Most Profound: Was Bloom’s Taxonomy Actually Produced and Revised? In VERSATILE APPROACHES TO SOCIAL SCIENCES IN THE 21st CENTURY: AN INTERDISCIPLINARY APPROACH. Orion Kitabevi.
  • GÖKHAN, U. Ö., & ESER, Ö. (2021). ENGLISH AS A SECOND LANGUAGE IN TURKEY: A POLITICAL AND CRITICAL PERSPECTIVE. In EĞITIM BILIMLERI ALANINDA ULUSLARARASI ARAŞTIRMALAR VI. EĞİTİM YAYINEVİ.
  • GÖKHAN, U. Ö. (2020). Ideology and Language Learning: A Review of the Related Studies. In Current Researches in Educational Sciences II. Akademisyen Yayınevi.
  • GÖKHAN, U. Ö. (2020). SOCIO-ECONOMIC DISADVANTAGE AND ENGLISH INTURKEY: MASLOWIAN PORTFOLIO THEORY. In EDUCATIONAL SCIENCES Theory, Current Researches and New Trends. IVPE.
  • GÖKHAN, U. Ö. (2020). Contemporary EFL Textbooks: Biased or Not. In Theory and Research in Educational Sciences. Gece Publishing.
  • TUĞRUL, K. Ö., & GÖKHAN, U. Ö. (2020). In Studies in Subject Specific Education. Ömer Gökhan Ulum.
  • KUTAY, U., & GÖKHAN, U. Ö. (2020). Vulnerable groups’ beliefsabout foreign language learning. In Foreign Language Learningand Teaching in Theory,Practice and Research. Verlag Dr. Kovač.
  • GÖKHAN, U. Ö. (2019). Cultural Issues in Research Studies. In Language and Literature I. Akademisyen Kitabevi.
  • GÖKHAN, U. Ö. (2019). Bilingual Education And Identity: From ASocio-Cultural Perspective. In Educational Sciences II. Akademisyen Kitabevi.
  • DİNÇAY, K., & GÖKHAN, U. Ö. (2019). Language Teacher Education and Standardization: A Review of Related Articles. In Research Trends in English Language Teacher Education and English Language Teaching. University of Évora Publishing.
  • TUĞRUL, K. Ö., & GÖKHAN, U. Ö. (2019). In Language and Literature II. Akademisyen Yayınevi.
  • LÜTFİ, Ü., & GÖKHAN, U. Ö. (2018). Chapter 11: Morpho-Syntactic Developmental Features of Syrian Primary School Students Learning Turkish as a Foreign Language. In Educational Development and Infrastructure for Immigrants and Refugees. IGI Global International Publishing.
  • DİNÇAY, K., & GÖKHAN, U. Ö. (2018). Hegemonic Practices in EFL Textbooks Designed for Polish Students. In Seize the Day: New Perspectives on Foreign Language Learning and Teaching. Kovac, Dr. Verlag.
  • GÖKHAN, U. Ö. (2016). The use of Dynamic Education (DynEd) in Turkey. In New Insights into Language Teaching and Learning Practices. SPRACHLIT.
  • HASAN, B., ÖNDER, Ç., & GÖKHAN, U. Ö. (2015). Methodology. In ÖABT İNGİLİZCE ALAN BİLGİSİ KİTABI. Yediiklim.

    • D. Ulusal hakemli dergilerde yayınlanan makaleler (35)

  • Ulum, Ö. G. (2024). Tarihi izlerin peşinde: Bulgaristan ve Türkiye’de dil politikası ve İngilizce dil öğretimi. In Ulusal Eğitim Dergisi (Vol. 4, Issue 3).
  • Ulum, Ö. G., & Ördem, E. (2022). Deconstructing ELT ideology and normalized discourses through critical discourse analysis: Collaborative autoethnography. In RumeliDE Dil ve Edebiyat Arastirmalari Dergisi (Issue 31, pp. 1515–1522).
  • Ulum, Ö. G. (2022). Is the Revised Bloom’s Taxonomy Revisited in the EFL/ESL Reading Textbooks? In OPUS Journal of Society Research (Vol. 19, Issue 45, pp. 170–177).
  • Ulum, Ö. G. (2020). Pre-Service EFL Teachers’ Attitudes towards Reporting Child Sexual Abuse (CSA): A Sample of Turkey. In Uluslararası Toplum Araştırmaları Dergisi (Vol. 15, Issue 23, pp. 1–1).
  • Ulum, Ö. G. (2020). ESP needs analysis of Turkish learners of English in architecture. In RumeliDE Dil ve Edebiyat Araştırmaları Dergisi (Vol. 2020, Issue 18, pp. 443–456).
  • Ulum, Ö. G. (2020). Turkish EFL Students’ Conceptions on Accent. In Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi (Vol. 2000, Issue 53, pp. 42–58).
  • Ulum, Ö. G. (2020). Cultural Conflicts in EFL Classes: A Sample from Turkey. In Kastamonu Eğitim Dergisi (Vol. 28, Issue 2, pp. 858–868).
  • Ulum, Ö. G. (2020). Pre-Service English Teachers’ Practicum Expectations and Attainments. In Turkish Studies - Educational Sciences: Vol. Volume 15 Issue 2 (Issue Volume 15 Issue 2, pp. 1287–1297).
  • Ördem, E., & Ulum, Ö. G. (2019). Critical Pedagogy and Participatory Approach in Turkey: Views of Pre-Service ELT Teachers. In Turkish Studies (Vol. 14, Issue Volume 14 Issue 2, pp. 679–693).
  • Akkaya, A., & Ulum, Ö. G. (2018). Language Learning Beliefs of Syrian Refugees Learning Turkish as a Foreign Language. In International Journal of Languages’ Education and Teaching (Vol. 1, Issue Volume 6 Issue 4, pp. 1–11).
  • Köksal, D., & Ulum, Ö. G. (2018). The State of EFL Teacher Education in Turkey: from Past to Present. In ELT Research Journal (Vol. 7, Issue 4, pp. 161–174).
  • Ördem, E., & Ulum, Ö. G. (2018). A Socio-Political Perspective towards Second Language Teaching:Participatory Approach. In International Journal of Languages’ Education and Teaching (Vol. 1, Issue Volume 6 Issue 4, pp. 157–167).
  • Bada, E., & Ulum, Ö. G. (2018). Utilization of active and passive constructions in English academic writing. In InternationalJournal of Human Sciences (Vol. 15, Issue 1, pp. 413–421).
  • Bada, E., & Ulum, Ö. G. (2017). English: Well beyond the inner circle dominance. In Journal of Human Sciences.
  • Efeoğlu, İ. E., & Ulum, Ö. G. (2017). Organizational Culture in Educational Institutions. In International Journal of Social Science (Vol. 1, Issue Number: 54, pp. 39–56).
  • Ulum, Ö. G. (2017). ESP Needs Analysis of Public Order Police Officers. In International Online Journal of Education and Teaching (Vol. 4, Issue 1, pp. 19–30).
  • Efeoğlu, İ. E., & Ulum, Ö. G. (2017). The relationship between Turkish EFL state school teachers’ cultural intelligence and their professional well-being. In Journal of Education Culture and Society (Vol. 8, Issue 2, pp. 228–239).
  • Ulum, Ö. G. (2016). To Culture or not to Culture that is the Question. In ELT Research Journal (Vol. 5, Issue 3, pp. 218–233).
  • Ulum, Ö. G. (2016). Epistemology in Qualitative Educational Research: A Review of Published Articles. In Journal of Education and Humanities (Vol. 7, Issue 13, pp. 19–28).
  • Ulum, Ö. G. (2016). Newspaper Ideology: A Critical Discourse Analysis of News Headlines on Syrian Refugees in Published Newspapers. In International Periodical for the Languages, Literature and History of Turkish or Turkic (Vol. 11, Issue Volume 11 Issue 15, pp. 541–541).
  • Köksal, D., & Ulum, Ö. G. (2016). Language Learning Strategies of Turkish and Arabic Students: A Cross-cultural Study. In European Journal of Foreign Language Teaching (Vol. 1, Issue 1, pp. 122–143).
  • Ulum, Ö. G. (2016). The situational analysis of the physical state of an ELT department. In International Journal of Social Sciences and Education Research (Vol. 2, Issue 3, pp. 949–959).
  • Bada, E., & Ulum, Ö. G. (2016). My culture is engraved on my tombstone. In Journal of Human Sciences (Vol. 13, Issue 3, pp. 5407–5422).
  • Ulum, Ö. G., & Bada, E. (2016). Cultural Elements in EFL Course Books. In Gaziantep University Journal of Social Sciences.
  • Ulum, Ö. G., & Bada, E. (2016). Cultural discourse embedded in truck scripts. In Journal of Human Sciences (Vol. 13, Issue 3, pp. 4199–4220).
  • Ulum, Ö. G. (2016). Cultural issues in Syrian EFL classrooms. In Journal of Human Sciences (Vol. 13, Issue 3, pp. 4117–4125).
  • Ulum, Ö. G. (2015). İNGİLİZCE DERS KİTAPLARINDA EDİMSEL ÖGELER PRAGMATIC ELEMENTS IN EFL COURSE BOOKS. In Batı Anadolu Eğitim Bilimleri Dergisi (BAED).
  • Ulum, Ö. G. (2015). EFL Policy of Turkey: Past and Present. In International Journal of Development Research (Vol. 5, Issue 09, pp. 5577–5580).
  • Ulum, Ö. G. (2015). Program Evaluation through Kirkpatrick s Framework. In Pacific Business Review International (Vol. 8, Issue 1, pp. 106–111).
  • Ulum, Ö. G. (2015). A Needs Analysis Study for Preperatory Class ELT Students. In European Journal of English Language Teaching.
  • Ulum, Ö. G. (2015). Listening The Ignored Skill in EFL Context. In International Journal of Humanities Social Sciences and Education (Vol. 2, Issue 5, pp. 72–80).
  • Ulum, Ö. G. (2015). History of EFL Teacher Education Programs in Turkey. In Journal of Research in Humanities and Social Science (Vol. 3, Issue 7, pp. 42–45).
  • Ulum, Ö. G. (2015). Adana Yöresine Ait Kelimelerin Kullanım Sıklıkları Üzerine Bir İnceleme. In ÇUKUROVA ARAŞTIRMALARI DERGİSİ (Vol. 1, Issue 1, pp. 107–117).
  • Ulum, Ö. G. (2014). EFL State School Teachers’ Perceptions on In-service Teacher Development Programs in the Turkish Educational System. In International Journal of Language Academy (Vol. 2, Issue 1, pp. 1–16).
  • Ulum, Ö. G. (2014). Teachers’ Views on Yes You Can the Ninth Grade English Coursebook for Public Schools. In International Journal of Languages’ Education and Teaching (Vol. 2, Issue 3, pp. 132–148).

    • F. Diğer yayınlar (3)

  • Ulum, Ö. G. (2025). Translanguaging for Empowerment and Equity Language Practices in Philippine Education and Other Public Spaces. In Dil Eğitimi ve Araştırmaları Dergisi (Vol. 11, Issue 1, pp. 505–510).
  • Ulum, Ö. G. (2025). Body Image And Gender in Turkish Media: An Analysis of Representation. In Akdeniz Kadın Çalışmaları ve Toplumsal Cinsiyet Dergisi (Vol. 8, Issue 1, pp. 96–123).
  • Ulum, Ö. G. (2020). TÜRKİYE’DE DUYMA ENGELLİ ÇOCUKLARIN ÖĞRENİM GÖRDÜĞÜ BİR DEVLET OKULUNDA İNGİLİZCE İHTİYAÇ ANALİZİ. In Tarih Okulu Dergisi (pp. 355–364).

    • Projeler

    B. Ulusal Projeler (1)

  • İngilizce Okutmanlarının Sosyal Problem Çözme Becerileriyle Mesleki Tükenmişlik Düzeyleri Arasındaki İlişki, Yükseköğretim Kurumları tarafından destekli bilimsel araştırma projesi, Araştırmacı, 28.04.2017 - 23.11.2017

    • Editörlükler

    A. Uluslararası Editörlükler (7)

  • 2023, Undividing Digital Divide Digital Literacy, Springer, Kitap,
  • 2022, VERSATILE APPROACHES TO SOCIAL SCIENCES IN THE 21st CENTURY: AN INTERDISCIPLINARY APPROACH, Orion Kitabevi, Kitap,
  • 2021, TÜRKÇENİN YABANCI DİL OLARAK ÖĞRETİMİ - Dil Politikası-Kültür-Yöntem-Teknoloji, NOBEL, Kitap,
  • 2020, Uluslararası Eğitim Spektrumu Dergisi, Uluslararası Eğitim Spektrumu Dergisi, Dergi, DOAJ, INDEX COPERNICUS
  • 2019, International Journal of Educational Spectrum, https://ijesacademic.com/index.php/IJES, Dergi, Index Copernicus, DOAJ
  • 2019, English Language Teaching, Canadian Center of Science and Education, Dergi, Journals Indexed in Eric
  • 2018, European Journal of Foreign Language Teaching, European Journal of Foreign Language Teaching, Dergi, BASE

    • Araştırma Sertifikaları

    A. Uluslararası Araştırma Sertifikaları (10)

  • 05.09.2020, Making Online Classes for Young Learners More Interactive, Making Online Classes for Young Learners More Interactive, MERSİN ÜNİVERSİTESİ
  • 29.08.2020, Uncertainty in Certainty Applications of Fuzzy Logic in Language Teaching, Uncertainty in Certainty Applications of Fuzzy Logic in Language Teaching, MERSİN ÜNİVERSİTESİ
  • 27.08.2020, Being Jack the Ripper: A corpus study on linguistic individuality byAndrea Nini and Bolsocorpus/Corpusnaro: A corpus-based approach to theanalysis of Bolsonaro’s speeches by Simone Sarmento, Being Jack the Ripper: A corpus study on linguistic individuality byAndrea Nini and Bolsocorpus/Corpusnaro: A corpus-based approach to theanalysis of Bolsonaro’s speeches by Simone Sarmento, MERSİN ÜNİVERSİTESİ
  • 22.08.2020, Learning Oriented Assessment Tasks for Online Instructionin the Global Pandemic Era, Learning Oriented Assessment Tasks for Online Instructionin the Global Pandemic Era, MERSİN ÜNİVERSİTESİ
  • 23.05.2020, Real Language in a Personalised Online Test SPOTLIGHTTechnique in Teaching Reading, Real Language in a Personalised Online Test SPOTLIGHTTechnique in Teaching Reading, MERSİN ÜNİVERSİTESİ
  • 09.05.2020, ’EFL Teachers’ Language Assessment Knowledge’ (Farhady) ’The Future of Englishes’ (Crystal), ’EFL Teachers’ Language Assessment Knowledge’ (Farhady) ’The Future of Englishes’ (Crystal), MERSİN ÜNİVERSİTESİ
  • 23.06.2017, Erasmus Staff Training Mobility, This activity focused on Erasmus Programme and was organized under the framework of Erasmus Training Staff., ADANA BİLİM VE TEKNOLOJİ ÜNİVERSİTESİ
  • 02.06.2017, Higher and Further Education Opportunities and Perspectives for Syrians, HOPES Teacher Training Course: This course has been conducted as part of the HOPES Higher Education English Access Programme, ADANA BİLİM VE TEKNOLOJİ ÜNİVERSİTESİ
  • 14.05.2016, The 9th International ELT Research Conference, Interdisciplinary Approaches: Beyond the Borders of ELT Methodology, ADANA BİLİM VE TEKNOLOJİ ÜNİVERSİTESİ
  • 06.05.2016, Next Generation Learning, A Pearson Event- ’xx’xxNext Generation Learning’xx’xx Assessment for Learning Global Scale of English, ADANA BİLİM VE TEKNOLOJİ ÜNİVERSİTESİ

    • B. Ulusal Araştırma Sertifikaları (4)

  • 25.11.2018, Validity and Reliability, Validity and Reliability in Testiing, ADANA BİLİM VE TEKNOLOJİ ÜNİVERSİTESİ
  • 15.09.2018, 6. ULUSAL YABANCI DİL EĞİTİMİ KURULTAYI, Ulusal Yabancı Dil Kurultayı, yabancı dil alanındaki en güncel bilimsel gelişmeleri paylaşmayı amaçlamaktadır., ADANA BİLİM VE TEKNOLOJİ ÜNİVERSİTESİ
  • 16.11.2017, Testing Office, This document certificates that Ömer Gökhan Ulum was appointed to Testing Office., ADANA BİLİM VE TEKNOLOJİ ÜNİVERSİTESİ
  • 28.06.2013, Fatih Projesi Etkileşimli Tahta Semineri, Etkileşimli Tahta Semineri, ADANA BİLİM VE TEKNOLOJİ ÜNİVERSİTESİ

    • Hakemlikler

    A. Uluslararası Hakemlikler (1)

  • 2017, TESL-EJ, Dergi, Alan endeksleri kapsamındaki dergilerde yayımlanmış tam makale (Endeksi belirtiniz)

    • Ödüller

  • 2021, OUTSTANDING SCIENTIST AWARD, Yurtiçi kurum ve kuruluşlarından alınan bilim ödülü, The Institute of Economic Development and Social Research

    • Üyelikler

  • 2018 - , TESOL (Teaching English to Speakers of Other Languages), Üye
  • 2018 - , TEMA (Türkiye Erozyonla Mücadele, Ağaçlandırma ve Doğal Varlıkları Koruma Vakfı), Üye

    • Üniversite Dışı Deneyim

  • 2007 - 2015 İngilizce Öğretmeni MİLLİ EĞİTİM BAKANLIĞI,
  • 2007 - 2007 Language Assistant Moseley Language College,
  • 2007 - 2007 Language Assistant Clifton Primary School,

    • Oluşturma Tarihi: 16.12.2025 23:41