2026
Sert, O. (2026). Partnering with AI in Teacher Education? Using an Automatic Question Detection Tool to Reflect on Classroom Interaction. Journal of Research on Technology in Education. 58 (5), 1134-1152 https://doi.org/10.1080/15391523.2025.2504355
Ryška, D. & Sert, O. (2026). ‘I agree but’: Performing less-than-agreement during EFL oral proficiency exams. System, 139. 1-19. https://doi.org/10.1016/j.system.2026.104017 .
Sert, O., & Kunitz, S. (2026). Conversation Analysis for Language Teaching. Research Methods in Applied Linguistics. 5(2), https://doi.org/10.1016/j.rmal.2026.100316 .
Sert O. (2026). Analysis of Interaction in Language Learning and Teaching. In The Encyclopedia of Applied Linguistics, C.A. Chapelle & Andrus Jennifer (Eds.). https://doi.org/10.1002/9781405198431.wbeal20912 [click to download the prepublication copy]
Sert, O. (in press). The Design and Implementation of a Course on Interactional Competence for Teachers: Teacher-Learning Through Video-Based Guided Discovery Tasks. In L. Filliettaz, E. Berger, A. Horlacher, and A. C. Ticca (Eds.), Developing Interactional Competences at and for Work: Analyzing Talk-In-Interaction in different Professional and Training Contexts. Springer.
Kunitz, S. & Sert, O. (2026). CA and Classroom Discourse. In M. Burdelski & T. Greer (eds.). The Routledge Handbook of Conversation Analysis, (pp.296-313). Routledge.
2025
Sert, O. & Ishino, M. (2025). Collaborative Noticing of Multimodality in Language Classroom Interaction: A telecollaboration project between student-teachers of English in Sweden and Japan. TESOL Journal, 16(4). 1-17. https://doi.org/10.1002/tesj.70072
Amri, M. & Sert, O. (2025). Teachers’ responses in student-initiated question sequences during between-desk interactions in EFL project work. 88, 1-12. Linguistics and Education. https://doi.org/10.1016/j.linged.2025.101444
Samuelsson, R., Sert, O., & Tegler, H. (2025). Designing for computational collaboration. Using a storyboard educational design to scaffold collaborative coding for childhood education. Constructionism Conference Proceedings, 8/2025, 157–167. https://doi.org/10.21240/constr/2025/37.X
Sert, O., Wulff Sahlén, E., & Schröter, T. (2025). Corpus-Based Reflective Practice for Professional Development: A Collaborative Micro Auto-Ethnography. Education Sciences, 15(1), 79. https://doi.org/10.3390/educsci15010079
Jakonen, T., Jauni, H. & Sert, O. (2025). Achieving joint attention and understanding of task responsibilities in synchronous hybrid L2 classroom group work. Applied Linguistics. 46(2), 211-229. 10.1093/applin/amae017
Sert, O., Gynne, A. & Larsson, M. (2025). Developing Student-Teachers’ Interactional Competence through Video-Enhanced Reflection: A Discursive Timeline Analysis of Negative Evaluation in Classroom Interaction. Classroom Discourse, 16(2), 142-171. https://doi.org/10.1080/19463014.2024.2337184
Waring, H. Z. & Sert, O. (2025). Language Teacher Education and Conversation Analytic Interventions. In O. Sert & H. Z. Waring (eds.). Conversation Analysis and Language Teacher Education – Intervention Studies (pp. 1-19). Springer. https://doi.org/10.1007/978-3-031-88310-1_1
Sert, O., & Lind, K. (2025). Learning to respond to student utterances during a classroom interaction course in a Swedish higher education context. In O. Sert & H. Z. Waring (eds.). Conversation Analysis and Language Teacher Education – Intervention Studies (pp. 43-67). Springer. https://doi.org/10.1007/978-3-031-88310-1_3
Bozbıyık, M., & Sert, O. (2025). Increasing Awareness of Teacher Corrective Feedback Practices through a Data-led Teacher Education Framework. In O. Sert & H. Z. Waring (Eds.), Conversation Analysis and Language Teacher Education – Intervention Studies (pp. 121-142). Springer. https://doi.org/10.1007/978-3-031-88310-1_7
2024
Sert, O., & Jonsson, C. (2024). Digital data-led reflections on language classroom interaction: A collaborative action research study. In A. Burns & K. Dikilitaş (Eds.), The Routledge Handbook of Language Teacher Action Research, (pp. 108-125). Routledge.
Gleisner Villasmil, L., Lindvall, J., Sund, L. & Sert, O. (2024). Teacher profiles concerning upper secondary school teachers’ views on and use of digital learning resources for teaching: a cluster analysis. Scandinavian Journal of Educational Research. 68(7), 1596-1613. https://doi.org/10.1080/00313831.2023.2262495
Jenks, C. J. & Sert, O. (2024). Classroom Discourse and Second Language Acquisition. In B. Paltridge & M. Prior (eds.), The Routledge Handbook of Second Language Acquisition and Discourse (pp. 270-282). Routledge. https://doi.org/10.4324/9781003177579-23
Aşık, A., Sert, O. & Miller, P. (2024). The affordances of a mobile video-tagging tool for evaluating presentation skills in a second language. Reflective Practice. 25(2), 145-163. 10.1080/14623943.2024.2305878
Sert, O. (2024). “It helped me grow and develop”: Video Enhanced Reflection and Feedback in a Swedish Teacher Education Context. TESOL Journal. 15(3) https://doi.org/10.1002/tesj.771. [pdf download] [video download]
2023
Sert, O. (2023). Interactional Competence in additional languages – In search for constructive alignment in teaching and teacher education. Zeitschrift für Interaktionsforschung in DaFZ. 3(1): 11–15. DOI: http://doi.org/10.17192/ziaf.2023.3.1.8589.
2022
Amri, M. & Sert, O. (2022). Establishing Understanding During Student-Initiated Between-Desk Instructions in Project Work. Cambridge Journal of Education. 52(6), 667-689 https://doi.org/10.1080/0305764X.2022.2047890
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. https://doi.org/10.1016/j.system.2022.102834
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 https://doi.org/10.1080/13670050.2019.1703896.
2021
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. https://doi.org/10.1016/j.linged.2021.100980
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. https://doi.org/10.1007/978-3-030-52193-6_1
2020
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. https://doi.org/10.1515/applirev-2017-0054
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]
2019
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. https://doi.org/10.1016/j.linged.2018.12.006
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. [author’s copy available online]
Walsh, S. & Sert, O. (2019). Mediating L2 Learning Through Classroom Interaction.Second Handbook of English Language Teaching. Springer. https://doi.org/10.1007/978-3-319-58542-0_35-1
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. https://www.taylorfrancis.com/books/e/9781315177021/chapters/10.4324/9781315177021-6
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. https://doi.org/10.21832/9781788922890-007
2018
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. https://doi.org/10.4018/IJMBL.2018040104
Sert, O. & Balaman, U. (2018). Orientations to Negotiated Language and Task Rules in Online L2 Interaction. ReCALL. 30(3), 355-374. https://doi.org/10.1017/S0958344017000325
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). http://dx.doi.org/10.16986/HUJE.2018038792
2017
Sert, O. (2017). Creating Opportunities for L2 Learning in a Prediction Activity. System. 70, 14-25. https://doi.org/10.1016/j.system.2017.08.008
Balaman, U. & Sert, O. (2017). Development of L2 Interactional Resources for Online Collaborative Task Accomplishment. Computer Assisted Language Learning. 30(7), 601-630. http://dx.doi.org/10.1080/09588221.2017.1334667
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. https://doi.org/10.1016/j.pragma.2017.01.015
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. [
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.
2016
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]
2015
Sert, O. & Jacknick, C. (2015). Student Smiles and the Negotiation of Epistemics in L2 Classrooms. Journal of Pragmatics. 77(1), 97-112. https://doi.org/10.1016/j.pragma.2015.01.001
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.
2013
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. http://dx.doi.org/10.1002/tesq.123
Sert, O. & Walsh, S. (2013). The Interactional Management of Claims of Insufficient Knowledge in English Language Classrooms. Language and Education. 27(6), 542-565. https://doi.org/10.1080/09500782.2012.739174
Sert, O. (2013). ‘Epistemic Status Check’ as an interactional Phenomenon in Instructed Learning Settings. Journal of Pragmatics. 45(1), 13-28. https://doi.org/10.1016/j.pragma.2012.10.005
Sert, O. (2013). Jenks, C. J., Transcribing talk and interaction: Issues in the representation of communication data. Discourse Studies. 15(3). 353-355.
2012
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.
2011
Sert, O. & Seedhouse, P. (2011). Conversation Analysis in Applied Linguistics. Novitas-ROYAL (Research on Youth and Language). 5(1), 1-14. [download in pdf]
2010
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. [Click to download]
Olcay Sert 