Journal Articles & Book Chapters

Forthcoming / in press

Jenks, C. J. & Sert, O. (forthcoming). Classroom Discourse and Second Language Acquisition. In B. Paltridge & M. Prior (eds.), The Routledge Handbook of Second Language Acquisition and Discourse.


Amri, M. & Sert, O. (2022). Establishing Understanding During Student-Initiated Between-Desk Instructions in Project Work. Cambridge Journal of Education. 52(6), 667-689

Çimenli, B., Sert, O. & Jenks, C. J. (2022). Topic maintenance in video-mediated virtual exchanges: “Rolling the Ball Back” in L2 interactions. System. 108, 1-21.

Gynne, A., Larsson, M. & Sert, O. (2022). Digitaliserad reflektion kring lärares agerande i klassrumsinteraktion. I A. Nordin & M. Uljens (red.), Didaktikens språk – om skolundervisningens mål, innehåll och form (s. 171-180). Malmö: Gleerups.

Sert, O. (2022). Conversation Analysis in TESOL. In Dikilitaş, K. & Reynolds, K. (eds.). Research Methods in Language Teaching and Learning (pp.147-165). Wiley.

Duran, D., Kurhila, S. & Sert, O. (2022). Word Search Sequences in Teacher-Student interaction in an English as Medium of Instruction Context. International Journal of Bilingual Education and Bilingualism. 25(2), 502-521


Sert, O. & Amri, M. (2021). Learning Potentials Afforded by a Film in Task-Based Language Classroom Interactions. The Modern Language Journal. 105 (S1), 126-141. DOI: 10.1111/modl.12684.

Duran, D., & Sert, O. (2021). Student-initiated multi-unit questions in EMI classrooms. Linguistics and Education. 65, 1-10.

aus der Wieschen, M. V. & Sert, O. (2021). Divergent Language Choices and Maintenance of Intersubjectivity: The Case of Danish EFL Young Learners. International Journal of Bilingual Education and Bilingualism. 24(1), 107-123.

Bozbıyık, M., Sert, O. & Dilek Bacanak, K. (2021). VEO-integrated IMDAT in pre-service language teacher education: A focus on change in teacher questioning practices. In Seedhouse, P. (ed.). Video Enhanced Observation for Language Teaching: Reflection and Professional Development (pp.97-116). London: Bloomsbury. [Recording from the hybrid book launch event in Newcastle]

Sert, O. (2021). Classroom Discourse and Interaction – a field in transformation. In Dippold D. & Heron, M. (eds.). Meaningful Teaching Interaction at the Internationalised University: From Research to Impact (p. xv-xix). Routledge.

Sert, O. (2021). Transforming CA findings into future L2 teaching practices: Challenges and prospects for teacher education. In S. Kunitz, N. Markee & O. Sert (Eds.), Classroom-based conversation analytic research: Theoretical and applied perspectives on pedagogy (p. 259-279). Springer, Cham.

Markee N., Kunitz S., Sert O. (2021) CA-SLA and the Diffusion of Innovations. In: Kunitz S., Markee N., Sert O. (eds) Classroom-based Conversation Analytic Research (pp. 1-18). Springer, Cham.


Sert, O. & Aşık, A. (2020). A Corpus Linguistic Investigation into Online Peer Feedback Practices in CALL Teacher Education. Applied Linguistics Review. 11(1), 55-78.

Hırçın Çoban, M. & Sert, O. (2020). Resolving Interactional Troubles and Maintaining Progressivity in Paired Speaking Assessment in an EFL Context. Papers in Language Testing and Assessment. 9 (1), 64-94. [click to download]


Duran, D. & Sert, O. (2019). Preference organization in English as a Medium of Instruction classrooms in a Turkish higher education setting. Linguistics and Education. 49, 72-85.

Sert, O. (2019). Mutual Gaze, Embodied Go-aheads, and their Interactional Consequences in L2 Classrooms. In J. K. Hall & S. D. Looney (Eds.). The Embodied Work of Teaching (pp. 142-159). Bristol: Multilingual Matters.

Walsh, S. & Sert, O. (2019). Mediating L2 Learning Through Classroom Interaction.Second Handbook of English Language Teaching. Springer.

Sert, O. (2019). Classroom Interaction and Language Teacher Education. In S. Walsh & S. Mann (Eds.), The Routledge Handbook of English Language Teacher Education (pp.216-238). New York: Routledge.

Sert, O. (2019). The Interplay between Collaborative Turn Sequences and Active Listenership: Implications for the Development of L2 Interactional Competence. In M. R. Salaberry & S. Kunitz (Eds.), Teaching and testing L2 interactional competence: bridging theory and practice (pp.142-166). New York: Routledge.

Somuncu, D. & Sert, O. (2019). EFL Trainee Teachers’ Orientations to Students’ Non-understanding: A Focus on Task Instructions. In H. T. Nguyen & T. Malabarba (Eds.). Conversation Analytic Perspectives on English Language Learning, Teaching, and Testing in Global Contexts (pp. 110-131). Bristol: Multilingual Matters.


Çelik, S., Baran, E. & Sert, O. (2018). The Affordances of Mobile-app Supported Teacher Observations for Peer Feedback. International Journal of Mobile and Blended Learning. 10(2). 36-49.

Sert, O. & Balaman, U. (2018). Orientations to Negotiated Language and Task Rules in Online L2 Interaction. ReCALL. 30(3), 355-374.

Seedhouse, P., Balaman, U., & Sert, O. (2018). Editorial to the special issue ‘Conversation analytic studies on teaching and learning practices: International perspectives’. Hacettepe University Journal of Education. 33 (1-3).


Sert, O. (2017). Creating Opportunities for L2 Learning in a Prediction Activity. System. 70, 14-25.

Balaman, U. & Sert, O. (2017). Development of L2 Interactional Resources for Online Collaborative Task Accomplishment. Computer Assisted Language Learning. 30(7), 601-630.

Balaman, U. & Sert, O. (2017). The Coordination of Online L2 Interaction and Orientations to Task Interface for Epistemic Progression. Journal of Pragmatics. 115, 115-129.

Sert, O. & Li, L. (2017). A Qualitative Study on CALL Knowledge and Materials Design: Insights from Pre-service EFL Teachers. International Journal of Computer Assisted Language Learning and Teaching. 7(3). 73-87. [download pdf]

Balaman, U., & Sert, O. (2017). Local contingencies in L2 tasks: A comparison of context-sensitive interactional achievements across two different task types. Bellaterra Journal of Teaching & Learning Language & Literature, 10(3), 9-27.

Çimenli, B. and Sert, O. (2017). Orientations to Linguistic Form in Meaning and Fluency Contexts in a Turkish as a Foreign Language Classroom. In G. Schwab, S. Hoffmann and A. Schön (eds.). Interaktion im Fremdsprachenunterricht: Beiträge aus der empirischen Forschung (pp. 17-32). Münster: LIT Verlag.


Sert, O. (2016). L2 Classroom Interactional Competence. In Inan-Karagül, B. & Yüksel, D. (eds.) The Theory and Practice of English Language Teaching (pp. 304-317). Kocaeli: KÜV Yayınları.

Sert, O. (2016). Sınıf İçi Etkileşim ve Yabancı Dil Öğretmeni Yetiştirme [Classroom Interaction and Foreign Language Teacher Education]. (Ed.) Akcan, S. ve Bayyurt, Y. Türkiye’deki Yabancı Dil Eğitimi Üzerine Görüş ve Düşünceler (s.14-30). İstanbul: Boğaziçi Üniversitesi Yayınevi. [yazar kopyasını indirin / download the author’s copy]


Sert, O. & Jacknick, C. (2015). Student Smiles and the Negotiation of Epistemics in L2 Classrooms. Journal of Pragmatics. 77(1), 97-112.

Ziegler, G., Durus, N., Sert, O. and Family, N. (2015). Analysing ELT in the European Arena: Multilingual Practices. In C.J. Jenks and P. Seedhouse (eds.). International Perspectives on ELT Classroom Interaction (pp.188-207). Hampshire: Palgrave MacMillan.

Sert, O., Balaman, U., Can Daşkın, N., Büyükgüzel, S., & Ergül, H. (2015). Konuşma Çözümlemesi Yöntemi [Conversation Analysis Methodology]. Mersin Üniversitesi Dil ve Edebiyat Dergisi, 12 (2). 1-43.

Sert, O. ve Balaman, U. (2015). Çevrimiçi Görev-Temelli Etkileşimde Ortaklaşa Bilgi Yapılandırmasının Konuşma Çözümlemesi ile İncelenmesi [A Conversation Analytic Investigation into Co-construction of Knowledge in Online Task-Oriented Interaction]. Mersin Üniversitesi Dil ve Edebiyat Dergisi, 12 (2). 45-72.

Sert, O., Bozbıyık M., Elçin, M. ve Turan, S. (2015). Standart Hasta – Tıp Öğrencisi Etkileşiminde Ön Bilgi İddiaları ve Etkileşimsel Sorunlar [Displaying Prior Knowledge and Emergent Interactional Troubles in Patient-Medical Student Interaction]. Mersin Üniversitesi Dil ve Edebiyat Dergisi, 12 (2). 45-72.


Ziegler, G., Durus, N. & Sert, O. (2013). Plurilingual Repertoires in the ESL Classroom: The Case of the European School. TESOL Quarterly. 47(3), 643-650.

Sert, O. & Walsh, S. (2013). The Interactional Management of Claims of Insufficient Knowledge in English Language Classrooms. Language and Education. 27(6), 542-565.

Sert, O. (2013). ‘Epistemic Status Check’ as an interactional Phenomenon in Instructed Learning Settings. Journal of Pragmatics. 45(1), 13-28.

Sert, O. (2013). Jenks, C. J., Transcribing talk and interaction: Issues in the representation of communication dataDiscourse Studies. 15(3). 353-355.


Ziegler, G., Sert, O. & Durus, N. (2012). Student-initiated Use of Multilingual Resources in English Language Classroom Interaction: Next-turn Management. Classroom Discourse. 3 (2). 187-204.

Sert, O. (2012). Speaking. In E. Gursoy and A. Arikan (eds.). Teaching English to Young Learners: An Activity-based Guide for Prospective Teachers (pp.165-188). Ankara: Eğiten Kitap. 


Sert, O. & Seedhouse, P. (2011). Conversation Analysis in Applied Linguistics. Novitas-ROYAL (Research on Youth and Language). 5(1), 1-14. [download in pdf]


Sert, O. (2010). A Proposal for a CA-Integrated English Language Teacher Education Program in Turkey. Asian EFL Journal (Special Issue on English Language Teacher Education and Development: Issues and Perspectives in Asia, ed. Eva Bernat). 12 (3), 62-97

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