Dr. Irgin’s research interests focus on language and language teacher education in multilingual contexts, second language listening comprehension, and listening assessment. More specifically, she explores explicit and implicit instruction of listening strategies, note-taking in academic listening, and technology in listening assessment. Additionally, her interests extend to computer-assisted language learning (CALL) and critical reading and writing pedagogy. To secure funding for her research, she obtained several internal and external research grants, as well as various research awards and scholarships.

Borkovska, N., & Irgin, P. (2026). The effect of structured and conventional note-taking on lecture listening comprehension and specialized vocabulary recall in EMI academic contexts. English for Specific Purposes, 83, 115–128.

Irgin, P., & Ilgun-Dibek, M. (2026). The effect of listening strategy intervention on the development of young learners’ L2 listening skills. International Journal of Applied Linguistics. Advance online publication.

Irgin, P. (2026). Storytelling in a bilingual classroom through the lens of epistemic diversity and translanguaging. International Journal of Applied Linguistics, 36(1), 11–21.

Folinazzo, G., & Irgin, P. (2026). Mediation practices of pluri-lingual/cultural and transnational educators and researchers: A collaborative autoethnography. International Journal of Multilingualism, 23(1), 911–938.

Suvorov, R., & Irgin, P. (2025). Technology in listening assessment. In M. Reed & J. Levis (Eds.), The handbook of second language listening (pp. 185 –198). Wiley-Blackwell.

Irgin, P., & Suvorov, R. (2025). Test-taking processes and strategies. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (2^nd ed). Wiley.

Irgin, P. (2025). Note-taking in academic listening: A translanguaging perspective. RELC Journal. Advance online publication.

Irgin, P. (2025). Understanding emotional well-being and self-directed professional development of language teachers in a private school: An ecological perspective. International Journal of Applied Linguistics, 35(4), 1746–1758.

Irgin, P. (2025). Raising L2 readers’ awareness of English as a lingua franca in a language classroom. Language Awareness, 34(2), 257–284.

Irgin, P., & Bilki, Z. (2024). Students’ perceptions of online peer feedback in process-oriented L2 writing: A qualitative inquiry. Studies in Educational Evaluation, 83, 101403.

Irgin, P. (2023). Peacebuilding through critical reading and digital storytelling. TESOL Journal, 14, e750.

Bilki, Z., & Irgin, P.  (2023). Blogging to build collaborative evaluation in L2 writing. In G. Yangin-Eksi, S. Akayoglu, & L. Anyango (Eds.), New directions in technology for writing instruction (pp. 297–316). Springer, Cham.

Irgin, P. (2023). An overview of sustainable public transportation in higher education. In Z. Yılmaz, S. Golem, & D. Costescu (Eds.), Handbook of research on promoting sustainable public transportation strategies in urban environments (pp. 164–180).  IGI Global.

Yucelyigit, S., Akin, S., Irgin, P., Canaran, O., Araci-Iyiaydin, A., Sozen-Ozdogan, S., Havadar, E. E., & Yeler, Z. (2023). Literatür ve ülke incelemeleri. In E. Aksoy (Ed.), Yükseköğretimde program geliştirme: TED üniversitesi eğitim fakültesi örneği (pp. 17–47). Ani Yayincilik.

Irgin, P. (2022). Review of Video enhanced observation for language teaching: Reflection and professional development. Language Learning & Technology, 26(2), 54–57.

Bilki, Z., & Irgin, P. (2022). The use of ePortfolios within pre-service language teacher education: An exemplary implementation. International Online Journal of Education and Teaching, 10(1), 288–307.

Çelik, S., Kırkgöz, Y., Irgin, P., Şallı-Çopur, D., Erbay-Çetinkaya, Ş., Kurt, M., Makaroğlu, B., Karaca, B., Kavgacı, H., Öztürk, A., & Göktürk-Tüney, N. (2022). Translating the CEFR companion volume (2020) into Turkish: The real experience unraveled. Educational Policy Analysis and Strategic Research, 17(4), 274–293.

Bilki, Z., & Irgin, P. (2022). Towards becoming critical readers and writers: ELT students’ perceptions on the effectiveness of critical reading and writing instruction. International Online Journal of Education and Teaching, 9(2), 987–1003.

Bilki, Z., & Irgin, P. (2021). Using blog-based peer comments to promote L2 writing performance. ELT Research Journal, 10(2), 140–161.

Council of Europe (2021). Diller için Avrupa ortak başvuru metni: Öğrenme, öğretme ve değerlendirme – Tamamlayıcı cilt (S. Celik, Y. Kirkgoz, D. Copur, P. Irgin, & S. Erbay Cetinkaya, Trans.). Council of Europe Publishing. (Original work published 2020).

Irgin, P. (2021). Exploring teachers’ beliefs about listening in a foreign language. In V. Turel (Ed.), Design solutions for adaptive hypermedia listening software (pp. 199–220). IGI Global.

Irgin, P. (2021). Testing and assessment of listening, listening test task types, and sample test items. In S. Çelik, H. Çelik, & C. Coombe (Eds.), Language assessment and test preparation in English as a foreign language (EFL) education (pp. 91–115). Vizetek.

Irgin, P. (2020). English as a lingua franca: From classroom to out-of-class communication. Focus on ELT Journal, 2(2), 4–16.

Irgin, P., & Oz, H. (2020). Turkish EFL learners’ locus of control and translation achievement. ELT Research Journal, 9(2), 219–232. 

Irgin, P., & Erten, I. H. (2020). Exploring the role of strategy instruction: Young learners’ listening performance and strategy use. Eurasian Journal of Applied Linguistics, 6(3), 415–441.

Irgin, P. (2019). Improving foreign language teaching: Towards a research-based curriculum and pedagogy. The Asian EFL Journal Professional Teaching, 21(1), 174–178.

Yaman, S., & Irgin, P. (2018). A study on the validity and reliability of listening strategy inventory development. International Online Journal of Educational Sciences, 10(3), 130–140.

Irgin, P. (2018). Exploring the role of strategy training in second language listening comprehension in a blended learning environment [Unpublished doctoral dissertation]. Hacettepe University.

Irgin, P. (2017). English teachers question education: “Should MEB high schools be converted to Anatolian high schools?” International Journal of Innovation and Research in Educational Sciences, 4(3), 334–339.

Irgin, P. (2017). Paralinguistics in spoken English: Investigating the use of proxemics and kinesics in an EFL context. International Journal of Linguistics, 9(3), 64–78.

Karakuzu, M., & Irgin, P. (2016). High or low context culture in the EFL classroom? Journal of Educational Sciences Research, 6, 227–237.

Timucin, M., & Irgin, P. (2015). Digital storytelling: An outlet for expression in EFL context. International Journal of Languages’ Education and Teaching, 3(1), 288–302.

Oz, H., & Irgin, P. (2015). The impact of peer editing on EFL learners’ perceptions and writing achievement. In H. Oz (Ed.), Language and communication research around the globe: Exploring untested ideas (pp. 11–34). Untested Ideas Research Center.

Vural, S., & Irgin, P. (2014). Language awareness and awareness-raising activities in EFL context. Yabancı Dil Eğitiminde Karşılaşılan Zorluklar ve Kullanılan Yöntemler, 1(1), 68–72.

Irgin, P. (2013). A difficulty analysis of cleft sentences. International Online Journal of Education and Teaching, 1(1), 1–12.

Yaman, Ş., Irgin, P., & Kavasoğlu, M. (2013). Communication strategies: Implications for EFL university students. Journal of Educational Sciences Research, 3(2), 255–268.

Yaman, S., & Irgin, P. (2013). The validity and reliability studies of the oral communication strategy inventory. Hacettepe University Journal of Education, 28(1), 417–427.

Irgin, P. (2011). Listening strategies used by Turkish students learning English as a foreign language: The development of ‘Listening Strategy Inventory’ [Unpublished master’s thesis]. Mersin University.

Irgin, P. (2010). A phenomenological exploration of early adolescents’ Poster, PowerPoint, and Animoto presentations. In D. Koksal, I. H. Erten, E. Zehir-Topkaya, & A. Yavuz (Eds.), Current trends in SLA research and language teaching (pp. 196–201). Onsekiz Mart University.

Irgin, P., & Turgut, Y. (2010). Digital storytelling toolkit: Animoto. In D. Koksal, I. H. Erten, E. Zehir-Topkaya, & A. Yavuz (Eds.), Current trends in SLA research and language teaching (pp. 229–232). Onsekiz Mart University.

Irgin, P., & Turgut, Y. (2009). Using Animoto for language education. The International Journal of Learning: Annual Review, 16(9), 1–8.

Turgut, Y., & Irgin, P. (2009). Young learners’ language learning via computer games. Procedia-Social and Behavioral Sciences, 1(1), 760–764.

Turgut, Y., & Irgin, P. (2009). Students’ experiences of computer games and ELL: From phenomenological perspective. In S. T. Kandiller & S. Oniz (Eds.), Proceedings of the 10th METU ELT convention (pp. 20–27). Middle East Technical University, Turkey.

Irgin, P., & Turgut, Y. (2009). End of slideshows: Animoto in English language education. In S. T. Kandiller, & S. Oniz (Eds.), Proceedings of the 10th METU ELT convention (pp. 11–19). Middle East Technical University.

Dr. Irgin has given over 40 peer-reviewed presentations at international conferences, including the American Association for Applied Linguistics (AAAL) Conference, the TESOL Conference, the Language Testing Research Colloquium (LTRC) Conference, the International Conference of the Association for Language Awareness (ALA), and the L’Association Canadienne de Linguistique Appliquée/Canadian Association of Applied Linguistics (ACLA-CAAL). She also provided training and professional development to teaching assistants and faculty members at both local and international levels. Locally, she led workshops on language teaching methods for teaching assistants. Internationally, she organized webinars for language teachers, researchers, and teaching and research assistants as co-coordinator of the Speech Pronunciation and Listening Interest Section (SPLIS) of the TESOL International Association, which is the largest organization for English language educators and researchers in the world.

Dr. Irgin’s teaching at Brock University has included:

• LING 2P20 Word Power
• LING 3P91 Materials and Curriculum Design
• LING 3P94 Semantics and Pragmatics
• LING 3P95 Discourse Analysis
• LING 3Q91 Second Language Acquisition and Learning
• LING 4P10 Social and Cultural Issues in SLA and Learning
• LING 4P25 Research Practicum
• LING 4P40 Language Testing
• LING 4P41 Bilingualism
• LING 4P82 Teaching Listening and Speaking Skills
• LING 4P83 Teaching Reading and Writing Skills
• LING 5P02 Pedagogical Grammar: Theory, Research and Practice
• LING 5P08 Vocabulary: Theory, Research and Practice
• LING 5P09 Computer-Assisted Language Learning (CALL)
• LING 5P83 Teaching Reading and Writing in a Second Language

Dr. Irgin serves DALS at the annual student recruitment events in St. Catharines and Toronto, and she is one of the DALS Marketing and Media Representatives. As part of her professional service, she regularly reviews manuscripts for journals and conferences in applied linguistics, language education, and language assessment.

Before joining Brock University, Dr. Irgin served in several academic-service roles at universities in Europe, including as a member of a Human Research Ethics Committee (HREC), a Chair of an Accreditation Committee, a member of a Centre for Teaching and Learning Committee, and a member of the Career Development and Alumni Tracking Commission. She also supervised research assistants and served on thesis and dissertation committees of 16 graduate students at universities in Europe and North America.