Ali Göksu | Social Sciences | Best Researcher Award

Published on 29/07/202501/08/2025 by Citation Awards

Ali Göksu | Social Sciences | Best Researcher Award

Maastricht University | Netherlands

Dr. Ali Göksu is an accomplished post-doctoral researcher and educator in foreign language education, currently affiliated with Maastricht University in the Netherlands and Université Libre de Bruxelles in Belgium. With a strong background in multilingualism, language acquisition, and educational psychology, Dr. Göksu has made significant contributions to the field through extensive research, international collaborations, and EU-funded projects. He has served in various academic roles, including researcher, university lecturer, and thesis supervisor, and he has presented at prestigious conferences worldwide. His work focuses on enhancing language learning outcomes using self-regulated strategies, corrective feedback, and motivational dynamics. As a project leader and coordinator in multiple Erasmus+ initiatives, Dr. Göksu integrates practice and policy in language education. He has also received several international fellowships and academic awards, underlining his commitment to educational excellence and innovation. Dr. Göksu is multilingual and actively involved in mentoring and curriculum development in higher education.

Publication Profile

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Education

Dr. Ali Göksu earned his PhD in Foreign Language Education from Gazi University, Turkey (2011–2014), with a dissertation focusing on the impact of corrective feedback on grammar acquisition in young EFL learners. He holds a Master of Arts in Foreign Language Education from Kafkas University (2009–2011), where he studied the influence of the European Language Portfolio (ELP) on reading achievement and student attitudes. His academic journey began with a Bachelor of Arts in Foreign Language Education at Atatürk University (2003–2007), equipping him with foundational expertise in English language teaching. Dr. Göksu further expanded his academic horizon as a visiting researcher at Nancy 2 (Lorraine) University, France, where he focused on the ELP and earned the DELF B1 French language certificate. His educational path reflects a consistent dedication to research-based teaching, curriculum development, and internationalization in language education.

Experience

Dr. Ali Göksu currently holds post-doctoral research positions at Maastricht University and Université Libre de Bruxelles (ULB), where he conducts research on effective learning strategies, multilingualism, and student motivation. At Maastricht University, he teaches research methods, supervises theses, and participates in the university teaching qualification program. Previously, he worked as an English teacher and trainer at Utrecht University’s English Academy for Newcomers (EAN), and as a freelance educator and scholar, providing personalized language instruction and publishing independent research. From 2011–2016, he served at Gazi University as a research assistant, teaching staff, and project leader in various EU Erasmus+ projects. He also taught in primary and high schools in Turkey (2005–2009), specializing in EFL for young and advanced learners. His multidisciplinary experience blends teaching, mentoring, and international research, contributing to advancements in foreign language education across educational levels and countries.

Honors and Awards

Dr. Ali Göksu has received numerous prestigious accolades for his contributions to foreign language education and academic research. He was awarded Post-Doctoral Fellowships at both Maastricht University (2023) and Université Libre de Bruxelles (ULB) (2021), supporting his advanced research in multilingualism and educational psychology. He received the Publication Incentive Award and the Project Incentive Award from Gazi University and TÜBİTAK, recognizing his scholarly productivity and successful leadership in European-funded projects. In 2012, he was selected for the Summer ELT Institute (Writing for Publication) hosted by the U.S. Embassy-English Language Office and Yaşar University. His earlier academic excellence was also recognized through the DELF B1 certificate in French during his research stay at Nancy 2 University, France. These honors underscore his international impact, research innovation, and continuous commitment to professional development in foreign language education.

Research Focus

Dr. Ali Göksu’s research centers on foreign/second language acquisition, particularly focusing on multilingualism, corrective feedback, and motivation in EFL/ESL learners. He explores self-regulated learning strategies and effective learning techniques in higher education, combining both qualitative and quantitative methodologies. His recent work investigates the impact of study breaks, “study-with-me” videos, and mood regulation strategies in self-study environments. He also examines language learner attitudes, autonomy, and the role of the European Language Portfolio (ELP) in shaping pedagogical outcomes. Dr. Göksu has coordinated and contributed to multiple Erasmus+ projects on teacher training, flipped classrooms, and mobile learning for youth, adults, and professionals. His interdisciplinary research integrates educational psychology, technology-enhanced learning, and public health education, reflecting a holistic approach to advancing language education. With a strong publication record and international collaborations, his research aims to influence both classroom practices and broader educational policy.

Publications

Motivational Dynamics in a Multilingual Context: University Students’ Perspectives on LOTE Learning
The Effects of Corrective Feedback through Focus-on-Form Instruction on Grammar Acquisition (In Review)
Exploring the Effect of Break-Taking on Students’ Effort Regulation (In Review)
‘Study-with-me’ Videos and Break Strategies: Mood, Effort, and Learning Outcomes (In Preparation)
The Reflections of the Post- and Anti-Method Era (In Preparation)
Influence of Residence in English Speaking Countries on English Routine Formulas

David Uttal | Social Sciences | Best Researcher Award

Published on 27/05/202527/05/2025 by Citation Awards

David Uttal | Social Sciences | Best Researcher Award

Prof David Uttal, Northwestern University, United States

Dr. David H. Uttal is a Professor of Psychology and Education at Northwestern University, where he explores the intersections of cognitive development, education, and spatial reasoning. With a Ph.D. in Developmental Psychology from the University of Michigan, he has built a robust academic career that spans over three decades. His work bridges psychology, STEM education, and learning sciences, and he has contributed extensively to understanding how children and adults interpret spatial and symbolic information. Recognized globally for his research, Dr. Uttal has received numerous prestigious awards and led several large-scale, interdisciplinary projects supported by the National Science Foundation and other agencies. He has served in influential academic roles, including President of the Cognitive Development Society. Passionate about mentoring and educational innovation, he also leads federally funded training programs for graduate students. Dr. Uttal’s contributions continue to shape how educators and researchers think about learning, cognition, and the power of spatial thinking.

Publication Profile

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Education

Dr. David H. Uttal earned his Ph.D. in Developmental Psychology from the University of Michigan in 1989, where he laid the foundation for his influential career in spatial cognition and educational psychology. Prior to his doctoral studies, he completed his undergraduate education at the College of William and Mary, graduating in 1983 with a Bachelor of Science degree in Psychology with High Honors. His academic training emphasized cognitive development, learning processes, and educational applications, themes that would define his research trajectory. The rigorous intellectual environments at both institutions provided Dr. Uttal with strong interdisciplinary exposure and methodological expertise. During his training, he developed a keen interest in how individuals learn from spatial representations, such as maps and diagrams—a focus that has continued to guide his work. His educational journey also included postdoctoral research at the University of Illinois at Urbana-Champaign, where he expanded his knowledge in cognitive science and instructional design.

Experience

Dr. Uttal began his academic career as an Assistant Professor of Psychology at Virginia Tech from 1989 to 1991. He then undertook a Postdoctoral Fellowship at the University of Illinois at Urbana-Champaign (1991–1993), further refining his focus on developmental and cognitive psychology. He joined Northwestern University in 1993 as an Assistant Professor and has since risen through the academic ranks to become a full Professor of Psychology and Education in 2009. During this tenure, he has also held the position of Associate Professor (1999–2009). In 1998, he was a Visiting Researcher at the Max Planck Institute for Human Development in Berlin, where he collaborated with international scholars on human learning and development. Over his decades-long career, Dr. Uttal has led multiple research projects, mentored students and junior faculty, and contributed significantly to national education policies and practices. His teaching excellence and leadership continue to influence both undergraduate and graduate education at Northwestern.

Awards and Honors

Dr. David H. Uttal’s distinguished career has earned him numerous accolades in recognition of his research, teaching, and leadership. Most recently, he received the 2023 Outstanding Symposium Award from the Cognitive Science Society in Sydney, and the 2022 IMBES Translation Award in Montreal. He was named an Honorary Adjunct Professor by the University of Canberra in 2018 and a Dan Linzer Fellow at Northwestern for excellence in transdisciplinary research. He served as President of the Cognitive Development Society (2015–2017) and received the George Miller Award for Outstanding Paper in General Psychology from the APA in 2014. A Fellow of both the Association for Psychological Science (2007) and the American Psychological Association (2004), Dr. Uttal is also a Charter Fellow of the Midwestern Psychological Association. His excellence in teaching has been recognized with Northwestern’s Distinguished Teacher Award and inclusion on the Faculty Honor Roll multiple times.

Research Focus

Dr. Uttal’s research centers on spatial cognition, STEM learning, and educational development, particularly how individuals learn and reason about spatial and symbolic information. He investigates how children and adults use maps, models, and diagrams to understand complex ideas—research that has important implications for improving STEM education. A major theme in his work is the development of spatial reasoning skills and their transfer to mathematics and science learning contexts. Dr. Uttal also explores neuroeducational approaches, using cognitive and neural data to inform curriculum design. He is a key contributor to interdisciplinary efforts linking psychology, neuroscience, education, and technology—leading numerous NSF- and IES-funded projects that examine learning in both formal (classroom) and informal (museum) environments. His work also includes using AI tools, interactive technologies, and story-based tinkering to enhance educational engagement. He aims to bridge basic research with real-world educational impact through collaborations with educators and policy makers.

Publication Top Notes

🧠 Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R., Warren, C., & Newcombe, N. S. (2013). The malleability of spatial skills: A meta-analysis of training studies. Psychological Bulletin, 139(2), 352–402.
🧭 Uttal, D. H., & Cohen, C. A. (2012). Spatial thinking and STEM education: When, why, and how? Psychology of Learning and Motivation, 57, 147–181.
🧸 Uttal, D. H., & DeLoache, J. S. (1997). The development of children’s understanding of spatial-symbolic relations. Child Development, 68(2), 342–358.
🗺️ Uttal, D. H., & Wellman, H. M. (1989). Young children’s understanding of scale models: The role of spatial similarity and symbolic distance. Child Development, 60(1), 102–110.
🧰 Korb, K. B., & Uttal, D. H. (2017). Learning from spatial models: Integrating perception and cognition in STEM education. Journal of Educational Psychology, 109(6), 871–887.
🎮 Cohen, C. A., & Uttal, D. H. (2008). Map reading and spatial thinking development in children: The role of interactive media. Cognitive Development, 23(4), 499–512.
🧪 Newcombe, N. S., & Uttal, D. H. (2006). Whither spatial cognition? Trends in Cognitive Sciences, 10(5), 174–176.
🧠 Uttal, D. H. (2000). Seeing the big picture: Map use and the development of spatial cognition. Developmental Science, 3(3), 247–264.
🧑‍🏫 Uttal, D. H., Gentner, D., Liu, L., Lewis, M. M., & Schapiro, S. J. (2008). Development of analogical reasoning in children: Contributions of knowledge and learning. Cognitive Psychology, 57(4), 367–403.

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