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.

Irgin, P., & Suvorov, R. (forthcoming, 2026). Test-taking processes and strategies. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (2^nd ed). Wiley.

Suvorov, R., & Irgin, P. (2026). Technology in listening assessment. In M. Reed & J. Levis (Eds.), The handbook of second language listening. (pp. 185 –198). Wiley-Blackwell.

Folinazzo, G., & Irgin, P. (2025). Mediation practices of pluri-lingual/cultural and transnational educators and researchers: A collaborative autoethnography. International Journal of Multilingualism. Advance online publication. https://doi.org/10.1080/14790718.2025.2543165

Irgin, P. (2025). Note-taking in academic listening: A translanguaging perspective. RELC Journal. Advance online publication. https://doi.org/10.1177/00336882251322253

Irgin, P. (2025). Storytelling in a bilingual classroom through the lens of epistemic diversity and translanguaging. International Journal of Applied Linguistics. Advance online publication. https://doi.org/10.1111/ijal.12714

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. https://doi.org/10.1111/ijal.12703

Irgin, P. (2025). Raising L2 readers’ awareness of English as a lingua franca in a language classroom. Language Awareness, 34(2), 257–284. https://doi.org/10.1080/09658416.2024.2355086

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. https://doi.org/10.1016/j.stueduc.2024.101403

Irgin, P. (2023). Peacebuilding through critical reading and digital storytelling. TESOL Journal, 14, e750. https://doi.org/10.1002/tesj.750

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. https://doi.org/10.1007/978-3-031-13540-8_15

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. https://doi.org/10.4018/978-1-6684-5996-6.ch008

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. http://doi.org/10125/73478

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. https://www.iojet.org/index.php/IOJET/article/view/1761

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. https://doi.org/10.29329/epasr.2022.478.13

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. https://www.iojet.org/index.php/IOJET/article/view/1607

Bilki, Z., & Irgin, P. (2021). Using blog-based peer comments to promote L2 writing performance. ELT Research Journal, 10(2), 140–161. https://dergipark.org.tr/en/download/article-file/1841127

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). https://ttkb.meb.gov.tr/meb_iys_dosyalar/2022_01/04144518_CEFR_TR.pdf

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. https://doi.org/10.4018/978-1-7998-7876-6.ch010

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. https://doi.org/10.14744/felt.2020.00022

Irgin, P., & Oz, H. (2020). Turkish EFL learners’ locus of control and translation achievement. ELT Research Journal, 9(2), 219–232. https://dergipark.org.tr/en/download/article-file/1283103

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. https://doi.org/10.32601/ejal.834676

Irgin, P. (2019). Improving foreign language teaching: Towards a research-based curriculum and pedagogy. The Asian EFL Journal Professional Teaching, 21(1), 174–178. https://www.elejournals.com/asian-efl-journal/volume-21-issue-1-january-2019/

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. https://www.ijires.org/administrator/components/com_jresearch/files/publications/IJIRES_959_FINAL.pdf

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. https://doi.org/10.5296/ijl.v9i3.11178

Karakuzu, M., & Irgin, P. (2016). High or low context culture in the EFL classroom? Journal of Educational Sciences Research, 6, 227–237. https://www.eduscires.com/articles/high-or-low-context-culture-in-the-efl-classroom.pdf

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. https://dergipark.org.tr/en/download/article-file/3656206

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. http://iojet.org/index.php/IOJET/article/view/10/43

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. https://dergipark.org.tr/en/download/article-file/87151

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. https://doi.org/10.18848/1447-9494/CGP/v16i09/46588

Turgut, Y., & Irgin, P. (2009). Young learners’ language learning via computer games. Procedia-Social and Behavioral Sciences, 1(1), 760–764. https://doi.org/10.1016/j.sbspro.2009.01.135

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 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 3P91 Materials and Curriculum Design
• LING 3Q91 Second Language Acquisition and Learning
• LING 4P10 Social and Cultural Issues in SLA and Learning
• LING 4P40 Language Testing
• LING 4P41 Bilingualism
• LING 5P02 Pedagogical Grammar: Theory, Research and Practice
• LING 5P08 Vocabulary: Theory, Research and Practice
• LING 5P83/ LING 4P83 Teaching Reading and Writing in a Second Language

Dr. Irgin served as a Human Research Ethics Committee (HREC) member, Accreditation Committee Chair, the Centre for Teaching and Learning Committee Member, and a member of the Career Development and Alumni Tracking Commission for three years at TED University in Türkiye. In addition, she supervised research assistants for three projects and served on thesis and dissertation committees of 12 graduate students at three universities in Türkiye. She also serves as a reviewer for various journals and conferences in the field of Applied Linguistics.