Prof. Dr. Vehbi Turel has a First Class Degree in Teaching of English as a Foreign Language, M.Ed. in Educational Technology and TESOL, and a Ph.D. on Design of Interactive Multimedia Language (Listening) Software. He is an associate professor in Computer and Instructional Technology Education (i.e. Design and Development of Adapted Hypermedia).  He is a professional software developer and is mainly interested in teaching, research and creating CALL materials in English, Kurdish and Turkish as well as interested in Information and Communication Technology. He has thirty two years teaching experience and has been working as an editor, co-editor, editor-in-chief, editorial board member, author and reviewer for a wide range of refereed international journals and book publishers. He teaches and publishes internationally.

Yüksek Lisans Tez Başlığı:
Teaching Listening Skills to Intermediate Undergraduate Language Teacher Trainees Using Computer

Doktora Tez Başlığı:
Design of Multimedia Software: Investigating the Design of Some Elements of Interactive Multimedia Listening Software for Autonomous Intermediate Language Learners

1. İngiltere de 10 yıl öğretim üyesi olarak çalıştım
2. 2004 – 2006 yıllarında İngiltere de Gleeson & Grove Village şirketinde 100.000.000 poundluk bir projede denetleme kurulu üyesi olarak görev aldım.
3. 1996 - 1997 yıllarında B+ Şirketinde (Manchester, England) yarı zamanlı tasarımcı olarak çalıştım.
4. 01.09.1995 – 30.06. 2002 tarihlerinde St. Joseph RC Primary School da (Manchester, England)  okul – aile birliği başkanlığını yaptım.

İleri derecede İngilizce ve Kürtçe (Zazaki ve Kurmanci) bilmektedir. İngiltere'de 15 yıl boyunca  tasarımcı, danışman ve öğretim üyesi olarak görev yaptı.

1. Turel, V. (2023). Learners’ Perceptions towards Dual-Coding in Adaptive Hypermedia Environments: Listening Texts, Keywords and Visuals. Journal of Learning and Teaching in Digital Age, 8(1), pp. 32-46. DOI: 10.53850/joltida.1083583 https://dergipark.org.tr/tr/download/article-file/2293007
2. Turel, V. (2022). Learners’ Perceptions towards Dual-Coding in Hypermedia Environments: Listening Texts, Keywords, Visuals and Captions. Bingöl Üniversitesi İlahiyat Fakültesi Dergisi, 19 (Haziran 2022): 278-315. DOI: 10.34085/buifd.1090671. https://doi.org/10.34085/buifd.1090671
3. Turel, V. (2020). Cases on Audio-Visual Media in Language Education edited by Catherine Hua Xiang. CALICO Journal, 37(2), 201–204. https://doi.org/10.1558/cj.36624
4. Turel, V., Calik, S., & Doganer, A. (2015a). Tertiary Students’ ICT Self-efficacy Beliefs and the Factors Affecting their ICT-use. International Journal of Information & Communication Technology Education (IJICTE), 11(2), 90-104. DOI: 10.4018/ijicte.2015040108 http://www.igi-global.com/article/tertiary-students-ict-self-efficacy-beliefs-and-the-factors-affecting-their-ict-use/123352  ISSN: 1550-1876|EISSN: 1550-1337|   
5.  Turel, V., Calik, S., & Doganer, A. (2015b).  Vocational School Students’ Information and Communication Technology Self-efficacy Beliefs and the Factors Affecting their Use of such a Technology. International Journal of Adult Vocational Education and Technology (IJAVET), 6(2), 27-40. DOI: 10.4018/ijavet.2015040103 http://www.igi-global.com/viewtitlesample.aspx?id=125606&ptid=118639&t=Vocational%20School%20Students%27%20Information%20and%20Communication%20Technology%20Self-Efficacy%20Beliefs%20and%20the%20Factors%20Affecting%20their%20Use%20of%20Such%20a%20Technology ISSN: 1947-8607|EISSN: 1947-878X|DOI: 10.4018/IJAVET    
6. Turel, V. (2015). Design of pre-listening tasks in hypermedia environments. International Journal of Human Rights and Constitutional Studies, 3(2), 181-201. DOI: 10.1504/IJHRCS.2015.070601 http://www.inderscience.com/info/inarticle.php?artid=70601   
7. Turel, V. & Kılıc, E. (2015). Design of the while-listening tasks in autonomous hypermedia environments. International Journal of Human Rights and Constitutional Studies, 3(1), pp. 46-76. DOI: 10.1504/IJHRCS.2015.069245 http://www.inderscience.com/info/inarticle.php?artid=69245 ISSN online: 2050-1048, ISSN print: 2050-103X          
8. Türel, V. (2014). Learners’ perceptions towards interactive multimedia environments. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe University Journal of Education], 29(3), 167-183. Retrieved December 12, 2014,  http://www.efdergi.hacettepe.edu.tr/201429-3VEHB%C4%B0%20T%C3%9CREL.pdf. ISSN: 1300-5340, WOS:000339982100013  
9. Turel, V. (2014). Teachers’ computer self-efficacy and their use of educational technology. Turkish Online Journal of Distance Education (TOJDE), 15(4), pp. 130-149. Retrieved December 12, 2014,  https://tojde.anadolu.edu.tr/tojde58/pdf/article_7.pdf  ISSN: 1302-6488    
10. Turel, V. (2014). Design of cultural differences in hypermedia environments. International Journal of Human Rights and Constitutional Studies, 2(2), 150-170. DOI: 10.1504/IJHRCS.2014.062766 Retrieved December 12, 2014,  http://inderscience.metapress.com/content/y9741wt610420um5/  ISSN online: 2050-1048
    ISSN print: 2050-103X     
11. Türel, V. (2013). The use of educational technology at tertiary level. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe University Journal of Education], 28(2), 482-496. Retrieved December 12, 2014, http://www.efdergi.hacettepe.edu.tr/201328-2VEHBİ%20TÜREL.pdf ISSN: 1300-5340. WOS:000329795900034 
12. Türel, V. (2012). Design of feedback in interactive multimedia language learning environments. Linguistik Online, 54(4), 35-49. Retrieved December 12, 2014,  http://www.linguistik-online.de/54_12/tuerel.pdf ISSN: 1615-3014
13. Turel, V. (2011a). Learners' attitudes to repetitious exposure in multimedia listening software. The EUROCALL Review, 19 (September), 57-83, Doktora Tezinden. Retrieved December 12, 2014,  http://www.eurocall-languages.org/wordpress/wp-content/uploads/2014/01/review19.pdf ISSN: 1695-2618
14. Turel, V. (2011b). Beginning Kurmanji Kurdish. CALICO Journal, 28(3), 766-76. DOI: http://dx.doi.org/10.11139/cj.28.3.766-776, Retrieved December 12, 2014,   https://calico.org/p-577-Beginning%20Kurmanji%20Kurdish%20%2852011%29.html  ISSN: 0742-7778 
15. Turel, V. (2010). Advanced Turkish. ReCALL, 22(3), 396-401. Retrieved December 12, 2014,  http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=7884195 Or http://cls.arizona.edu/resources/review-recall-tur3.htm DOI:10.1017/S0958344010000224, WOS:000282619500008, ISSN: 0742-7778 
16. Türel, V. (2003). Beginning Turkish. CALICO Journal, 20(3), 592-602. Retrieved December 12, 2014,  https://www.calico.org/p-118-Beginning%20Turkish.html, ISSN: 0742-7778
17. Türel, V. (2000). Talk now! Learning Turkish. CALICO Journal, 18(1), 91-100. Retrieved December 12, 2014,  https://calico.org/p-137-Talk%20Now!%20Turkish%20(111999).html, ISSN: 0742-7778 

1. Türel, V. (1999). Creating effective web pages for the learners of English as a second language. The Researcher, 2(1), 27-41, UK.
2. Türel, V. (1999). Some issues in teaching listening skills to language learners. The Researcher, 2(2), 18-43, UK.    
3. Türel, V. (1999). Locations of journals within Manchester University. The Researcher, 2(1), 43-45, UK.  

1. Türel, V. (2017). An Instructional Design Model for Design & Development of Adaptive Hypermedia Learning Environments: A Suggestion. 11th International Computer and Instructional Technologies Symposium (ICITS). May 24-26 2017 Sözlü bildiri olarak sunuldu ve bildiri kitabında yayımlandı.
2. Türel, V., (2016). Learners’ perceptions towards dual-Coding in designing learning environments: Keywords, visuals and captions. 4th International Instructional Technologies & Teacher Education Symposium (ITTES). October 6th-8th 2016, Elazıg, Turkey. sözlü bildiri
3. Türel, V., (2016). Design of multimedia elements: Dual-coding in designing listening software. 10^th International Computer and Instructional Technology (ICIT), 16-18 Mayıs, Rize, Turkey. Sadece sözlü bildiri olarak sunuldu..
4. Türel, V., & Kılıç, E. (2012). Design of the while-listening tasks in autonomous interactive multimedia software. ICIT 2012 – October 04-07. Gaziantep, Turkey. Sadece sözlü bildiri olarak sunuldu.
5. Turel, V. (2010a). Customization of feedback for language teaching and learning in multimedia environments. First International Conference on “Mass-Customization” for Language Teaching and Learning. University College Dublin, Ireland, 26-28 August. Sadece sözlü bildiri olarak sunuldu.
6. Türel, V. (2010b). The use of many listening media-types in one multimedia listening application.  Proceedings Book. Volume III, IETC – April 26-28, pp. 1601-1612. Istanbul, Turkey. Doktora Tezinden, Sözlü Bildiri ve Bildiri Kitabında yayımlandı,  http://www.iet-c.net/publications.php
7. Türel, V. (2010c). Learners’ attitudes towards the use of CALL for listening enhancement. Proceedings Book. Volume II, IETC – April 26-28, pp. 891-901. Istanbul, Turkey. Doktora Tezinden, Sözlü Bildiri ve Bildiri Kitabında yayımlandı, http://www.iet-c.net/publications.php
8. Türel, V. (2012). Zazakî masal, hikâye ve roman kitaplarının hazırlanması. Bildiri Kitabı. II. Uluslararası Zaza Tarihi ve Kültürü Sempozyumu - 4- 6 Mayıs 2012, pp. 565-72. Bingöl, Türkiye. Sözlü Bildiri
9. Türel, V. (2011). Zazaki’nin geliştirilmesi için ilk yapılması gerekenler, Bildiri Kitabı. I. Uluslararası Zaza Dili Sempozyumu, 13 -14 Mayıs, pp. 447- 453. Bingöl, Türkiye. Sözlü Bildiri ve Bildiri Kitabında yayımlandı.

1. Türel, V. (2013). Bingöl'de konuşulan lehçeler: Dımılî (Zazakî) ve Kurmancî ile İlgili birer eserin tanıtımı. Bildiri Kitabı. III. Bingöl Sempozyumu, 17-19 Eylül 2010, pp. 511-18. Bingöl, Türkiye. Sözlü Bildiri.

i) Uluslararası Dergiler (SADECE BİR KISMI)

1. 2014 yıllında uluslararası akademik yayınevi olan IGI Global yayınevi tarafından yayınlanan Encyclopaedia of Information Science and Technology, 3rd Edition (10-Volumes) adlı kitaptaki/ansiklopedideki “Image segmentation methods” bölümün hakemliğini yaptım. 
2. 2014 yıllında uluslararası akademik yayınevi olan IGI Global yayınevi tarafından 2014 yılında yayınlanan Encyclopaedia of Information Science and Technology, 3rd Edition (10-Volumes) adlı kitapta/ansiklopedide ki “Can video games benefit the cognitive abilities of the elderly population?” bölümün hakemliğini yaptım.
3. 2013-14 yıllarından uluslararası hakemli ve indeksli (SSCI) dergi olan Hacettepe University Journal of Education dergisinin yayın kurulu üyeliğini yaptım.  
4. 2011 yılından itibaren uluslararası hakemli ve indeksli (SSCI) dergi olan CALL Journal dergisinin hakemliğini yapmaktayım
5. 2013 yıllından beri uluslararası hakemli ve indeksli (SSCI) dergi olan Education and Science (Eğitim ve Bilim) dergisinin hakemliğini yapmaktayım.
6. 2012 yıllından beri uluslararası hakemli ve indeksli (SSCI) dergi olan Hacettepe University Journal of Education dergisinin hakemliğini yapmaktayım.  
7. 2013 yıllından beri uluslararası hakemli ve indeksli dergi olan International Journal of Languages and Linguistics dergisinin hakemliğini yapmaktayım.
8. 2013 yıllından beri uluslararası hakemli ve indeksli dergi olan Nûbihar Akademî dergisinin Eş Editörlüğünü yapmaktayım.
9. 2012 yıllında uluslararası akademik yayınevi olan IGI Global yayınevi tarafından 2013 yılında yayınlanan Computer-Assisted Foreign Language Teaching and Learning: Technological Advances adlı kitaptaki Practising Language Interaction via Social Networking Sites: the “expert student”’s perspective on personalized language learning bölümün hakemliğini yaptım.

ii) Ulusal Dergiler (SADECE BİR KISMI)

1. 2012 - 2013 yıllarında ulusal hakemli dergi olan Türk Doğa ve Fen Dergisi - Bingöl Üniversitesi -’nin (Turkish Journal of Nature and Science) Editörlüğünü (İngilizce Editörlüğünü) yaptım.
2. 1999 – 2002 yıllarında Graduate Educational Forum - Manchester University / England- dergisinin Eş Editörü (co-editor) olarak çalıştım.
3. 1998 – 2000 yıllarında The Researcher -  Manchester University / England - dergisinin Eş Editörü (co-editor) olarak çalıştım

1. Turel, V. (2023). Günlük Hayatta Uygulamalarla Microsoft Word 2007 (ve sonraki sürümleri) Kullanımı. Van: Kral Sardur Yayınları. ISBN: 978-605-73050-6-0.
2. Turel, V. (2023). Günlük Hayatta Uygulamalarla Microsoft Excel 2007 (ve sonraki sürümleri) Kullanımı. Van: Kral Sardur Yayınları. ISBN: 978-605-73050-5-3.
3. Turel, V. (Ed.). (2021). Design Solutions for Adaptive Hypermedia Listening Software. Hershey, PA: IGI Global. DOI: 10.4018/978-1-7998-7876-6. http://doi:10.4018/978-1-7998-7876-6, ISBN13: 9781799878766 | ISBN10: 1799878767 | EISBN13: 9781799878780 | ISBN13 Softcover: 9781799878773
   https://www.igi-global.com/book/design-solutions-adaptive-hypermedia-listening/266364
4. Turel, V. (2016). Design and Development of Interactive Multimedia Listening Software. (2 hrs 49 mins- Video Cast / Video Publication). Hershey, PA: IGI Global. DOI: 10.4018/978-1-4666-9827-7, ISBN10: 1466698276; EISBN13: 9781466698277. Retrieved 14 Mar. 2016 from http://www.igi-global.com/video.aspx?ref=design-development-interactive-multimedia-listening&titleid=139763.
5. Turel, V. (2015). Intelligent design of interactive multimedia listening software (pp. 1-449). Hershey, PA: IGI Global. doi:10.4018/978-1-4666-8499-7; ISBN: 9781466684997, 1466684992, 9781466685000, http://www.igi-global.com/book/intelligent-design-interactive-multimedia-listening/124055
6.  Turel, V. (2021). An Instructional Design Model for Design and Development of Adaptive Hypermedia Listening Environments. In V. Turel (Eds.), Design Solutions for Adaptive Hypermedia Listening Software (pp. 31-44). IGI Global. https://doi.org/10.4018/978-1-7998-7876-6.ch002
7. Turel, V. (2021). Listening, Adaptive Hypermedia and Optimum Design. In V. Turel (Eds.), Design Solutions for Adaptive Hypermedia Listening Software (pp. XVIII-LI). IGI Global. https://www.igi-global.com/gateway/chapter/full-text-pdf/282882
8. Turel, V. (2021). Preface: Using Digital Technology to Design and Develop Adaptive Hypermedia Listening Software. In V. Turel (Eds.), Design Solutions for Adaptive Hypermedia Listening Software (pp. XIII-XVII). IGI Global. https://www.igi-global.com/gateway/chapter/full-text-pdf/282881
9. Turel, V. (2018). Adaptive Hypermedia in Education. In M. Khosrow-Pour, D.B.A. (Ed.), Encyclopedia of Information Science and Technology, Fourth Edition (pp. 2357-2368). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-2255-3.ch205
10. Turel, V. (2015). Preface. In V. Turel (Ed.), Intelligent design of interactive multimedia listening software (pp. XV-XİX). Hershey, PA: IGI-Global. http://www.igi-global.com/pdf.aspx?tid=135606&ptid=124055&ctid=15&t=preface    1571803
11.  Turel, V. (2015). Listening, multimedia and optimum design. In V. Turel (Ed.), Intelligent Design of Interactive Multimedia Listening Software (pp. XX-XXXIIV). Hershey, PA: IGI-Global. http://www.igi-global.com/pdf.aspx?tid=135607&ptid=124055&ctid=15&t=introduction   1571841
12. Turel, V. (2015). Intelligent design of captions in interactive multimedia listening environments. In V. Turel (Ed.), Intelligent design of interactive multimedia listening software (pp. 47-74). Hershey, PA: IGI-Global. DOI: 10.4018/978-1-4666-8499-7.ch003 Doktora Tezinden http://www.igi-global.com/chapter/intelligent-design-of-captions-in-interactive-multimedia-listening-environments/135611    1571883
13. Turel, V. (2015). Intelligent design of the post-listening tasks in multimedia listening software. In V. Turel (Ed.), Intelligent design of interactive multimedia listening software (pp. 198-224.). Hershey, PA: IGI-Global. DOI: 10.4018/978-1-4666-8499-7.ch008 http://www.igi-global.com/chapter/intelligent-design-of-the-post-listening-tasks-in-interactive-multimedia-listening-environments/135617     1571951
14. Turel, V. & Waraich, A. (2015). Design of the while listening activities in multimedia listening software. In V. Turel (Ed.), Intelligent design of interactive multimedia listening software (pp. 103-141). Hershey, PA: IGI-Global. Doktora Tezinden DOI: 10.4018/978-1-4666-8499-7.ch005http://www.igi-global.com/chapter/design-of-the-while-listening-activities-in-interactive-multimedia-listening-software/135614    1575055
15. Turel, V. & McKenna, P. (2015). Design of multimedia listening software: Instructions, tasks, texts and self-assessment tests. In V. Turel (Ed.), Intelligent design of interactive multimedia listening software (pp. 142-169). Hershey, PA: IGI-Global. DOI: 10.4018/978-1-4666-8499-7.ch006 http://www.igi-global.com/chapter/design-of-multimedia-listening-software/135615  1575103
16. Turel, V. & McKenna, P. (2015). Design of multimedia listening software: Unfamiliar items, glossary, aural texts and speech rate. In V. Turel (Ed.), Intelligent design of interactive multimedia listening software (pp. 170-197). Hershey, PA: IGI-Global. DOI: 10.4018/978-1-4666-8499-7.ch007 http://www.igi-global.com/chapter/design-of-multimedia-listening-software/135616   1575113
17. Turel, V. (2014). Priority of listening materials for autonomous intermediate language learners. In  C. M. Akrivopoulou, & N. Garipidis (Eds.), Human rights and the impact of ICT in the public sphere: Participation, democracy, and political autonomy (pp. 292-309). Hershey, PA, USA: IGI-Global. DOI: 10.4018/978-1-4666-6248-3.ch017. http://www.igi-global.com/viewtitlesample.aspx?id=112181&ptid=102248&t=priority%20of%20listening%20materials%20for%20autonomous%20intermediate%20language%20learners  1086196
18. Turel, V. (2014). Factors affecting listening. In  C. M. Akrivopoulou, & N. Garipidis (Eds.), Human rights and the impact of ICT in the public sphere: Participation, democracy, and political autonomy (pp. 310-331). Hershey, PA, USA: IGI-Global. DOI: 10.4018/978-1-4666-6248-3.ch018. http://www.igi-global.com/viewtitlesample.aspx?id=112182&ptid=102248&t=factors%20affecting%20listening. 1086195
19. Turel, V. & Kılıç, E. (2014). The inclusion and design of cultural differences in Interactive multimedia environments. In  C. M. Akrivopoulou, & N. Garipidis (Eds.), Human rights and the impact of ICT in the public sphere: Participation, democracy, and political autonomy (pp. 245-267). Hershey, PA, USA: IGI-Global. DOI: 10.4018/978-1-4666-6248-3.ch015. http://www.igi-global.com/viewtitlesample.aspx?id=112179&ptid=102248&t=the%20inclusion%20and%20design%20of%20cultural%20differences%20in%20interactive%20multimedia%20environments 1086194
20. Turel, V. (2015). Hypermedia and its’ role in learning. In Khosrow-Pour, M. (Ed.), Encyclopaedia of information science and technology, third edition (10 Volumes), (pp. 2495-2505). Hershey, PA, USA:  IGI-Global. DOI: 10.4018/978-1-4666-5888-2.ch243. http://www.igi-global.com/viewtitlesample.aspx?id=112666&ptid=76156&t=hypermedia%20and%20its%20role%20in%20learning   1086198
21. Turel, V. (2014). The use and design of supplementary visuals for the enhancement of listening skills in hypermedia. In  C. M. Akrivopoulou, & N. Garipidis (Eds.), Human rights and the impact of ICT in the public sphere: Participation, democracy, and political autonomy (pp. 268-291). Hershey, PA, USA: IGI-Global. DOI: 10.4018/978-1-4666-6248-3.ch016. http://www.igi-global.com/viewtitlesample.aspx?id=112180&ptid=102248&t=the%20use%20and%20design%20of%20supplementary%20visuals%20for%20the%20enhancement%20of%20listening%20skills%20in%20hypermedia    1086197
22. Turel, V., & McKenna, P. (2013). Design of language learning software. In Bin Zou et al. (Eds.), Computer-assisted foreign language teaching and learning: Technological advances (pp. 188-209). Hershey, PA, USA: IGI Global. DOI: 10.4018/978-1-4666-2821-2. http://www.igi-global.com/chapter/design-language-learning-software/73265.   165868
23. Turel, V. & McKenna, P. (2014). Design of language learning software. Information Resources Management Association. (2014). Software Design and Development: Concepts, Methodologies, Tools, and Applications (4 Volumes) (pp. 1200-1221). Hershey, PA: IGI Global. doi:10.4018/978-1-4666-4301-7 http://www.igi-global.com/chapter/design-language-learning-software/77754

1. 11th International Computer and Instructional Technologies Symposium (ICITS). May 24-26 2017, Malatya, Turkey

2. 4th International Instructional Technologies & Teacher Education Symposium (ITTES). October 6th-8th 2016, Elazıg, Turkey

3. 10th International Computer and Instructional Technology (ICIT), 16-18 Mayıs, Rize, Turkey

4. 2011 yılında YÖK desteği ile Manchester Metropolitan Üniversitesinde 3 aylık araştırma yaptım.

5. III. Bingöl Sempozyumu, 17-19 Eylül 2010, pp. 511-18. Bingöl, Türkiye

6. 2012. 6th International Computer & Instructional Technologies (ICIT) Symposium, Gaziantep University, Gaziantep, Turkey, 04-07 October 2012.

7. 2012. 2nd. International Conference on Zaza History and Culture, 4-6 May 2012, The University of Bingol, Bingöl, Turkey.

8. 2011. International Zazaki Language Conference, The University of Bingol, Turkey, 13-14 May 2011.

9. 2010. First International Conference on “Mass-Customization” for Language Teaching and Learning, University College Dublin, Ireland, Thursday, 26-28 August 2010.

10. 2010. International Educational Technology Conference (IETC), The University of Bosphorus, Istanbul, Turkey, April 26-28, http://www.iet-c.net/publications.php

11. 1998. International CALL Conference, UMIST, Manchester, England.

12. 1997. International Applied Linguistic Conference, The University of Manchester, Manchester, England.

13. 1996. International CALL Conference, Exeter, England

14. 1996. International Microsoft Fair, London, England.

1. Avrupa birliğine bağlı The Education Audiovisual Culture Executive Agency - EACEA-P1-EXPERTS üyesiyLLP Comenius, ICT & Languages: KA3 ICT expert / uzman, Danısman , 2000 -

2.  Avrupa birligine baglı The Education Audiovisual Culture Executive Agency - EACEA-P1-EXPERTS üyesiyim, Danısman , 2000 -

3.  EACEA- LLP Comenius, ICT & Languages: KA3 ICT expert / uzman, 2000 -

4.  Bingöl Üniversitesi TÜBITAK - ARBIS üyesiyim, 2000 -

5. EUROCALL-MEMBERS listesi üyesiyim, 2000 -

6. CALICO-L list üyesiyim, 2000 -

7. University of Arizona Critical Languages Series- Less Commonly Taught Language (LCTL) series üyesiyim, 1999 -

8. CALICO

9. TÜBİTAK – ARBİS üyesiyim.

10. CALICO-L List üyesiyim.

11. EUROCALL-MEMBERS listesi üyesiyim.

Ödüller:

1. Computer Assisted Language Learning dergisi tarafindan 2011 yılında 200 hakem arasından "Yılın Hakemi" seçildim.
2. 2014 tarihinde TUBİTAK - Bilimsel Yayınları Teşvik Programı tarafından uygulanmakta olan Uluslararası Bilimsel Yayın Teşvik Program çerçevesinde SSCI grubundaki HACETTEPE UNIVERSITY JOURNAL OF EDUCATION (2013) dergisinde yayınlanan " Learners’ perceptions towards interactive multimedia environments " isimli makalem nedeniyle bana 511 TL teşvik parası ödendi.
3. 2014 tarihinde TUBİTAK - Bilimsel Yayınları Teşvik Programı tarafından uygulanmakta olan Uluslararası Bilimsel Yayın Teşvik Program çerçevesinde SSCI grubundaki HACETTEPE UNIVERSITY JOURNAL OF EDUCATION (2013) dergisinde yayınlanan "The Use of Educational Technology at Tertiary Level" isimli makalem nedeniyle bana 529 TL teşvik parası ödendi.
4. Program tasarım ve yazılım aşamalarını beş aşamadan altı aşamaya çıkararak literatüre yeni bir aşama kazandırdım. Bu çalışmam Amerika Birleşik devletlerinde IGI Global yayınevi tarafından yayımlanan Computer-Assisted Foreign Language Teaching and Learning: Technological Advances adlı kitapta yayınlandı.
5. Uluslararası hakemli ve indeksli dergi olan CALL Journal dergisinin hakemliğini yapmaktayım. 2011 yılında 200 den fazla hakem arasında yılın en iyisi olarak seçilen 20 hakemden biri olarak seçildiğimden dolayı 2011 CALL Journal En İyi Hakemi unvanı ile (Top Reviewer of Computer Assisted Language Learning 2011) ödüllendirildim.
6. 04.01.2011 tarihinde TUBİTAK - Bilimsel Yayınları Teşvik Programı tarafından uygulanmakta olan Uluslararası Bilimsel Yayın Teşvik Program çerçevesinde SSCI A1 grubundaki ReCALL 2010 dergisinde yayınlanan "Advanced Turkish" isimli makalem nedeniyle bana 2.400,00 TL teşvik parası ödendi.
7. 2005 yılında İngiltere’de Prison Education Award 2005 ödülüne öğrenciler tarafından (bu ödüle yalnız öğrenciler en iyi olarak gördükleri öğretim elemanlarını aday gösterebilirler) aday gösterildim.
8. 1984 yılında Türkiye çapında Vakıflar Yurdu öğrencileri arasında en başarılı ilk üç öğrenciden biri olduğum için 10.000 TL ve üniversite eğitimim süresince de kullanılmak üzere dört yıllık burs ile ödüllendirildim.
9. 1984 yılında Muş Ticaret Lisesini birincilikle bitirdim.

İdarecilik

1. Ocak 2019 tarihinden itibaren Bingöl Üniversitesi, TBMYO Atama Komisyonu başkanı olarak görev yapmaktayım.
2. 2017 tarihinden itibaren Bingöl Üniversitesi, TBMYO, Bilgisayar Teknolojileri Bölümü Başkanı olarak görev yapmaktayım.
3. 21.04.2009 – 26.04.2011 tarihlerinde Bingöl Üniversitesi, Bilgisayar Programcılığı Program Başkanı olarak görev yaptım.
4. Mart 2009 –  Aralık 2010 tarihlerinde Bingöl Üniversitesi, ERASMUS koordinatörü olarak çalıştım. Bu süre zarfında Üniversiteye Erasmus üyeliğini kazandırdım.
5. 12.08.2009 – 01.01.2010 tarihlerinde Bingöl Üniversitesi, Meslek Yüksek Okulu Müdür Yardımcısı olarak görev yaptım.
6. 2004 – 2006 yıllarında İngiltere de Gleeson & Grove Village şirketinde 100.000.000 poundluk bir projede denetleme kurulu üyesi olarak görev aldım.
7. 01.09.1995 – 30.06. 2002 tarihlerinde St. Joseph RC Primary School da okul – aile birliği başkanlığını yaptım.
8. 1988 – 1992 yıllarında Milli Eğitim Bakanlığına bağlı Anadolu Ticaret Lisesinde Dil Laboratuvarı koordinatörü olarak görev yaptım.

 Yayınlarıma Yapılan Atıflar (SADECE BİR KISMI)

1.  

   Yayın:

   Turel, V., Calik, S., & Doganer, A. (2015). Tertiary Students’ ICT Self-efficacy Beliefs and the Factors Affecting their ICT-use. International Journal of Information & Communication Technology Education (IJICTE), 11(2), 90-104. DOI: 10.4018/ijicte.2015040108 http://www.igi-global.com/article/tertiary-students-ict-self-efficacy-beliefs-and-the-factors-affecting-their-ict-use/123352  DOI: 10.4018/IJICTE 

   Atıfta bulunanlar:

   Zylka, J., Christoph, G., Kroehne, U., Hartig, J., & Goldhammer, F. (2015). Moving beyond cognitive elements of ICT literacy: First evidence on the structure of ICT engagement. Computers in Human Behavior, 53, 149-160. http://www.sciencedirect.com/science/article/pii/S0747563215300182

   Örnek bir alıntı:

   “Previous research has addressed how the use of technology might support student engagement in school (e.g., McDowell, 2014), ICT self-efficacy beliefs (e.g., Turel, Calik, & Doganer, 2015) or how student’s general learning engagement can be enhanced through the use of ICT (cf. Coates & Friedman, 2009; Varol, 2013)”.  Zylka et al. 2015 (p. 157)

    

2.  

   Yayın:

   Turel, V. (2014). Teachers’ computer self-efficacy and their use of educational technology. Turkish Online Journal of Distance Education (TOJDE), 15(4), pp. 130-149. Retrieved December 12, 2014,  https://tojde.anadolu.edu.tr/tojde58/pdf/article_7.pdf 

   Atıfta bulunanlar:

   Kobayashi, M. (2016). Students’ Preferred Media in Online Learning and Online Technology Self-Efficacy. In Proceedings of EdMedia: World Conference on Educational Media and Technology 2016 (pp. 292-297). Association for the Advancement of Computing in Education (AACE). https://scholar.google.com.tr/scholar?start=60&q=%22Turel,+V.%22&hl=en&as_sdt=0,5  (Retrieved September 20, 2016 from https://www.learntechlib.org/p/172965)

VanDykGibson, Jennie L. (2016). K-12 Educational Technology Implementations: A Delphi Study.  Doctor of Philosophy (PhD), Walden University, USA. http://scholarworks.waldenu.edu/dissertations/2699/

Yeşiltaş, E. (2016). Examining the relationship between social studies teachers’ attitudes towards computer assisted education and their self-efficacy perception. International Online Journal of Educational Sciences, 8(2), 178-193. DOI: http://dx.doi.org/10.15345/iojes.2016.02.015

Heath, Jeffrey B. (2015). An analysis of the correlation between act scores and one-to-one computing. Doctor of Philosophy (PhD), The University of Southern Mississippi, USA. http://aquila.usm.edu/cgi/viewcontent.cgi?article=1126&context=dissertations

Örnek alıntılar:

"“Teachers with high levels of self-efficacy identify themselves as using educational technologies in the classroom (Turel, 2014)” VanDykGibson, Jennie L. (2016, p.40). Doctor of Philosophy (PhD), Walden University,  USA                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              “Teachers who have a higher self-perceived skill level in the use of computers for instruction tend to use computers as instructional tools more often than teachers that have a lower self-perceived skill level in the use of computers for instruction (Turel, 2014).” Heath, Jeffrey B. (2015).  p. 22, The University of Southern Mississippi, Doctor of Philosophy (PhD).“In contrast, there are low levels of technology integration in classrooms when teachers do not believe they have sufficient knowledge or skills when it comes to implementing technology-based instruction (Claesgens et al., 2013; Ertmer & Ottenbreit-Leftwich, 2010; Kale & Goh, 2014; Turel, 2014).” Heath, Jeffrey B. (2015).  p. 46, The University of Southern Mississippi, Doctor of Philosophy (PhD).“Experts have indicated that a teacher’s skill level in the use of a computer for instruction can affect a teacher’s perceptions of one-to-one computing and how often and how successfully a teacher implements one-to-one computing in their own classroom (Claesgens et al., 2013; Ertmer & Ottenbreit-Leftwich, 2010; Kale & Goh, 2014; Lowther, 2012; Turel, 2014)”. Heath, Jeffrey B. (2015).  p. 92, The University of Southern Mississippi, Doctor of Philosophy (PhD).

3.

Yayın:

Türel, V. (2014). Learners’ perceptions towards interactive multimedia environments. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe University Journal of Education], 29(3), 167-183. Retrieved December 12, 2014,  http://www.efdergi.hacettepe.edu.tr/201429-3VEHB%C4%B0%20T%C3%9CREL.pdf

Atıfta bulunanlar:

YE Ho, (2015). The Effect of Utilizing Multimedia Materials on EFL Vocational High School Students' English Listening Comprehension and Motivation Change. Zhongyuan University. Applied Foreign Languages ​​Institute Dissertations. http://www.airitilibrary.com/Publication/alDetailedMesh?docid=U0017-2707201516584900

4.

Yayın:

Türel, V. (2012). Design of feedback in interactive multimedia language learning environments. Linguistik Online, 54(4), 35-49. Retrieved December 12, 2014,  http://www.linguistik-online.de/54_12/tuerel.pdf

Atıfta bulunanlar:

Schenker, T. (2014). Software Review: Mango conversations – German for English Speakers. CALICO Journal, 31(3), 390-400. doi: 10.11139/cj.31.3.390-400. Retrieved October 13, 2014 from file:///C:/Users/VT%C3%9CREL/Downloads/1089-3320-3-PB%20(1).pdf

Schulstad, Daniel. (2013). CALL: Computer assisted listening lessons. International House Journal of Education and Development, 35 (Autumn), 21-25. Retrieved October 13, 2014 from http://ihjournal.com/call-computer-assisted-listening-lessons-by-daniel-schulstad

Örnek alıntılar:

“In multimedia environments, it has been suggested that feedback should be “(1) positive and constructive, (2) explanatory, and (3) immediate” (Türel, 2012, p. 37). This kind of feedback can enable learners to recognize their own errors and modify their output. In this software, since no explanations to correct or incorrect answers are included, students are not given the opportunity to learn more about their mentally- or verbally-given response. Providing the correct answer alone does not give learners the opportunity to increase their language awareness (Türel, 2012).” (Schenker, Theresa, Yale University (2014, p. 396)

“This is also called signaling- and has been seen to be beneficial for learners across different disciplines (Kirschner, Ayres et al. 2011). Vehbi (2012) also takes this idea a step further, recommending that such signaling or cuing be available to the learner on demand.” (Schulstad, Daniel., 2013).

5.

Yayın:

Turel, V., & McKenna, P. (2013). Design of language learning software. In Bin Zou et al. (Eds.), Computer-assisted foreign language teaching and learning: Technological advances (pp. 188-209). Hershey, PA, USA: IGI Global. DOI: 10.4018/978-1-4666-2821-2. http://www.igi-global.com/chapter/design-language-learning-software/73265.

Atıfta bulunanlar:

McLaughlin, J., & Baker, R. (2014). Environmental science education in the 21^st century: Addressing the challenges and opportunities both globally and at home through online multimedia innovation. In M. Thomas (Ed.), Pedagogical considerations and opportunities for teaching and learning on the web (pp. 235-54).  Hershey, PA, USA: IGI-Global. https://books.google.co.uk/books?id=54yGAgAAQBAJ&printsec=frontcover&dq=Pedagogical+Considerations+and+Opportunities+for+Teaching+and+Learning+on+...&hl=tr&sa=X&ei=dGMqVdapK8zcavmGgCA&ved=0CC4Q6AEwAA#v=snippet&q=Turel&f=false

He, J., & Huang, H. (2014). Learning Chinese characters with animated etymology. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 4(2), 64-82. doi:10.4018/ijcallt.2014040105. Retrieved October 13, 2014 from http://www.igi-global.com/article/learning-chinese-characters-with-animated-etymology/114196

6.

Yayın:

Türel, V. (2013). The use of educational technology at tertiary level. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe University Journal of Education], 28(2), 482-496. Retrieved December 12, 2014, http://www.efdergi.hacettepe.edu.tr/201328-2VEHBİ%20TÜREL.pdf ISSN: 1300-5340. WOS:000329795900034

Atıfta bulunanlar:

Amutha, S. & Sudha, A. (2015). Undergraduate Chemistry Students’awareness towards Web Based Instruction (WBI) in Chemistry. International Journal of Scientific and Research Publications, 5(9), 95-99. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.736.4248&rep=rep1&type=pdf#page=107

Gazi, Z. A., Aksal, F. A., Öznacar, B., & Dağlı, G. (2015). Impact of prospective teachers’ self-control and knowledge management in compiling a reflective portfolio. Hacettepe University Journal of Education [Hacettepe Üniversitesi Eğitim Fakültesi Dergisi], 30(3), 60-72. http://www.efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/665-published.pdf

Kılıç, Eylem. (2014). Determining the factors of affecting the Moodle use by using TAM: The story of a university after a destructive earthquake. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe University Journal of Education], 29(1), 169-179. Retrieved October 13, 2014 from http://www.efdergi.hacettepe.edu.tr/english/abstracts/29-1/pdf/EYLEM%20KILI%C3%87.pdf

Örnek alıntılar:

“Vehbi Turel (2013), Margarete Imhof & et al., (2007) studies showed the participants have high computer self-efficacy perceptions, their level in certain programs is good, and they often use computers for a wide range of purposes.” (Amutha, S. & Sudha, A., 2015, p. 98).

“Prospective teachers should also have awareness of new technologies in order to adapt to the digital age and to the competitive environment of the 21st century (Hautala, 2011; Loermans, 2002; Türel, 2013; Yenilmez & Seferoglu, 2013; Yıldız, Sarıtepeci & Seferoglu, 2013)”. (Gazi, Z. A., Aksal, F. A., Öznacar, B., & Dağlı, G., 2015, p. 66).

“Not only private but also governmental institution has been forced to use information system (IS) for various purposes at their institution (Turel 2013).” (Kılıç, Eylem. (2014, 169)

7.

Yayın:

Türel, V. (2003). Beginning Turkish. CALICO Journal, 20(3), 592-602. Retrieved December 12, 2014,  https://www.calico.org/p-118-Beginning%20Turkish.html

Atıfta bulunanlar:

Tochon, F. V., Karaman, A. C., & Ökten, C. E. (2014). Online Instructional Personal Environment for Deep Language Learning. International Online Journal of Education and Teaching, 1(2), Retrieved October 13, 2014 from 71-100. http://www.iojet.org/index.php/IOJET/article/view/32

Örnek alıntı:

“The University of Arizona Critical Languages Program offers a Beginning Turkish CD-ROM (Türel, 2002), but it is in need of technological updates.” (Tochon, F. V., Karaman, A. C., & Ökten, C. E., 2014, p. 78).

8.

Yayın:

Turel, V. (2011a). Learners' attitudes to repetitious exposure in multimedia listening software. The EUROCALL Review, 19 (September), 57-83. Retrieved December 12, 2014,  http://www.eurocall-languages.org/wordpress/wp-content/uploads/2014/01/review19.pdf

Atıfta bulunanlar:

McGarrell, H., & Alvira, R. (2013). Innovation in techniques for teacher commentary on ESL writers’ drafts. The University of Ottawa: Canada – Official Languages and Bilingualism İnstitute (OLBI) Working Papers, 5, 37-55. Retrieved October 13, 2014 from http://www.ccerbal.uottawa.ca/files/pdf/cilob-v5-art-mcgarrell-alvira.pdf

Örnek alıntı:

“The addition of screencasts to written teacher commentary would thus serve to provide auditory input in addition to the written, visual input. In addition, screencasts give learners an additional opportunity to listen to the teacher as often as they like, a feature that was both valued and helpful for language learners in Turel’s (2011) study of repetitious exposure to multimedia listening software.” (McGarrell, H., & Alvira, R., 2013, p. 40).

9.

Yayın:

Türel, V. (2000). Talk now! Learning Turkish. CALICO Journal, 18(1), 91-100. Retrieved December 12, 2014,  https://calico.org/p-137-Talk%20Now!%20Turkish%20(111999).html

Atıfta bulunanlar:

Draper, John C. (2004). Talk Now! Learn Thai. CALICO Journal, 21(3), 681-692. Retrieved January 8, 2015, from https://www.calico.org/p-110-Talk%20Now!%20Learn%20Thai%20%2822003%29.html

Örnek alıntılar:

“Screen management is user-friendly and suitable for a novice computer user; no activity is more than two mouse clicks away from the main screen. Instructions are provided in the form of a help option for each screen. Icons, and activities, are generally intuitive. However, icon navigation could be improved by floating pointer captions (Türel, 1999). Screen design is consistently applied to each thematic section and the screen is mainly dark writing on a white background; there is minimal use of colour, but sufficient to brighten up the screen. White space is left between the items on the screen. Navigational messages are brief and comprehensible. Vocabulary is presented in a simple scrolldown list; there is no hierarchical or relational grouping.” (Draper, John C., 2004)

“Finally, there is no emphasis given to the English/Thai cognates presented in the product  (Türel, 1999), of which there are a number. For example, "hamburger" in English is the same in Thai, except the stress falls on the final syllable.” (Draper, John C., 2004)