Sert, O. (forthcoming). Conversation Analysis in TESOL. In Dikilitaş, K. & Reynolds, K. (eds.). Research Methods in Language Teaching and Learning. Wiley-Blackwell.
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. Routledge.
Bozbıyık, M., Sert, O. & Dilek Bacanak, K. (forthcoming, 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. London: Bloomsbury.
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) Introduction: 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
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. https://doi.org/10.21832/9781788925501-011
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
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.
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. (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.