Yucel Yilmaz

Yucel Yilmaz

Associate Professor, Second Language Studies


  • Ph.D. in Multilingual/Multicultural Education, Florida State University, Tallahassee, FL, 2008
  • Ms. Ed. in TESOL, University of Pennsylvania, Philadelphia, PA, 2004
  • B.A. in American Culture and Literature, Istanbul University, Istanbul, Turkey, 2000

Research interests

My research has focused on the effects of different instructional conditions, as well as on various factors that may moderate such effects. More specifically, my research has addressed topics such as implicit and explicit learning conditions, task-based language teaching, computer-mediated communication and instruction, and individual differences in second language acquisition. In my dissertation, I investigated whether dyads of learners carrying out computer-mediated language tasks displayed any differences in the way they paid attention to formal aspects of language as a function of task type. The research program that I started to pursue after my dissertation focused on the role of a specific instructional technique, i.e., negative feedback. Using experimental designs, I have investigated questions such as whether the effectiveness of feedback depends on communication mode or linguistic structure, and whether different feedback types differentially affect acquisition. I have also been interested in the question of whether there is a relationship between learners' cognitive abilities and the extent to which they benefit from feedback. Currently, I am carrying out a pilot study comparing the extent to which learners benefit from two feedback types: feedback on their own errors and feedback on their peers' errors.

Representative publications

The relative effects of explicit correction and recasts on two target structures via two communication modes (2012)
Yucel Yilmaz
Language Learning, 62 (4), 1134-1169

Implicit and explicit instruction in L2 learning (2015)
Jaemyung Goo, Gisela Granena, Yucel Yilmaz and Miguel Novella
Implicit and explicit learning of languages, 48 443-482

Relative effects of explicit and implicit feedback: The role of working memory capacity and language analytic ability (2012)
Yucel Yilmaz
Applied Linguistics, 34 (3), 344-368

Task effects on focus on form in synchronous computer‐mediated communication (2011)
Yucel Yilmaz
The Modern Language Journal, 95 (1), 115-132

Effects of communication mode and salience on recasts: A first exposure study (2011)
Yucel Yilmaz and Dogan Yuksel
Language Teaching Research, 15 (4), 457-477

The effects of task type in synchronous computer-mediated communication (2010)
Yucel Yilmaz and Gisela Granena
ReCALL, 22 (1), 20-38

The role of cognitive aptitudes for explicit language learning in the relative effects of explicit and implicit feedback (2016)
Yucel Yilmaz and Gisela Granena
Bilingualism: Language and Cognition, 19 (1), 147-161

The relative effectiveness of mixed, explicit and implicit feedback in the acquisition of English articles (2013)
Yucel Yilmaz
System, 41 (3), 691-705

Cognitive individual differences in second language processing and acquisition (2016)
Gisela Granena, Daniel O Jackson and Yucel Yilmaz
John Benjamins Publishing Company. 3

The interaction between feedback exposure condition and phonetic coding ability (2016)
Yucel Yilmaz and Yilmaz Koylu
Cognitive individual differences in second language processing and acquisition, 303-326

Collaborative dialogue during tasks in synchronous computer-mediated communication (2008)
Yucel Yilmaz

The role of exposure condition in the effectiveness of explicit correction (2016)
Yucel Yilmaz
Studies in Second Language Acquisition, 38 (1), 65-96

The Linguistic Environment, Interaction and Negative Feedback (2016)
Yucel Yilmaz
Brill Research Perspectives in Multilingualism and Second Language Acquisition, 1 45-86

The role of language analytic ability in the effectiveness of different feedback timing conditions (2017)
Diana C Arroyo and Yucel Yilmaz
Expanding individual difference research in the interaction approach: Investigating learners, instructors, and other interlocutors, 72-97