Conference Presentations

Sert, O. (2025). Student-orientations to task questions during Transcription and Video-based Guided Discovery Tasks. The 8th Nordic Interdisciplinary Conference on Discourse and Interaction, 2-5 December 2025, NTNU, Trondheim, Norway.

Bozbıyık, M., Jakonen, T. & Sert, O. (2025). Student Engagement in Higher Education: Personalization through Storytelling in Group Discussion Tasks. The 8th Nordic Interdisciplinary Conference on Discourse and Interaction, 2-5 December 2025, NTNU, Trondheim, Norway.

Sert, O. (2025). “A Netflix Documentary more than a Paper”: Negative assessments during AI-in-use. The 4th MIND mini-symposium – Beyond the binary of progressive vs. formal: interactional research on learning and teaching on the way to hybrid intelligence. 20 November 2025, Mälardalen University, Västerås, Sweden.

Sert, O. & Ishino, M. (2025). Noticing multimodal aspects of classroom interaction: A telecollaboration project between student-teachers in Sweden and Japan. American Association for Applied Linguistics Conference 2025. 21-25 March 2025, Denver, USA.

Bozbıyık, M. & Sert, O. (2025). Exploring Student Participation in Whole-class Interaction and Wellbeing through Video-based Reflection: A Case Study. American Association for Applied Linguistics Conference 2025. 21-25 March 2025, Denver, USA.

Sert, O., Jakonen, T., & Ryška, D. (2024). “I don’t really know how to deal with that”:
The use of lesson videos and visual analytics in collaborative advice-giving sequences during post-observation conferences. Second Language Teacher Education (SLTED 2024) Conference. 4-6 September, 2024, Masaryk University, Brno, Czechia.

Sert, O., Ishino, M., & Roux Sparreskog, C. (2024). Learning the interactional dynamics of language teaching through telecollaboration: Bringing the future teachers of Japan and Sweden together. Second Language Teacher Education (SLTED 2024) Conference. 4-6 September, 2024, Masaryk University, Brno, Czechia.

Bozbıyık, M., Sert, O., Gynne, A. & Larsson, M. (2024). The affordances of viewing annotated videos in post-observation conferences in a Swedish practicum context. Second Language Teacher Education (SLTED 2024) Conference. 4-6 September, 2024, Masaryk University, Brno, Czechia.

Bozbıyık, M. & Sert, O. (2024). Two different worlds? Pedagogical design and contextual considerations for developing classroom interactional competence in Swedish and Turkish practicum settings. The 4th ICOP-L2: Interactional Competences and Practices in a Second Language. 5-7 June, 2024, The University of Southern Denmark, Denmark.

Sert, O. (2023). AI-Assisted reflective practice in teacher education: preliminary observations from a pilot study. The 2^nd MIND mini-symposium – At the crossroads of collaboration, interaction and development: A MIND map for research on teaching and learning. 14 December 2023, Mälardalen University, Västerås, Sweden.

Ryška, D. & Sert, O. (2023). “I agree but”: performing less than agreement during L2 oral proficiency tests. The 7th Nordic Interdisciplinary Conference on Discourse and Interaction, 15-17 November 2023, Tampere University, Tampere, Finland.

Jakonen, T. & Sert, O. (2023). Accommodating interactional practices to technological affordances: learning to use a telepresence robot’s zoom function. The 7th Nordic Interdisciplinary Conference on Discourse and Interaction, 15-17 November 2023, Tampere University, Tampere, Finland.

Sert, O. (2023). Discursive Timeline Analysis: In search of methodological rigor in investigating interactional and professional development in a digital world. British Association for Applied Linguistics Conference 2023, 23-25 August, University of York, York, UK.

Jakonen, T. & Sert, O. (2023). The visual space and achievement of joint attention in robot-mediated L2 group work. International Conference on Conversation Analysis (ICCA2023), 26 June-2 July 2023, Brisbane, Australia.

Wulff-Sahlén, E., Schröter, T. & Sert, O. (2023). Corpus-driven professional development: A collaborative auto-ethnography. Paper presented at the 12^th National Forum for English Studies. 26-28 April, Mälardalen University, Sweden.

Sert, O., Amri, M. & Gynne, A. (2023). “I’m not gonna silence them”: Transforming situated
language policies through evidence-based reflections on classroom interaction. American Association for Applied Linguistics Conference 2023. 18-21 March 2023, Portland, USA.

Jakonen, T., Jauni, H. & Sert, O. (2022). Achieving joint attention and understanding of task responsibilities in robot-mediated L2 classroom group work. ICOP L2. 8-9 September 2022, Barcelona, Spain.

Sert, O., Gynne, A. & Larsson, M. (2022). Can Digitally-Enhanced Reflections and Feedback Foster Development in Classroom Interaction Practices? A Study of a Student-Teacher’s Use of Negative Evaluation. European Conference in Educational Research 2022. 23-25 August 2022, Yerevan, Armenia.

Jakonen, T., Jauni, H. & Sert, O. (2022). Achieving joint attention in robot-mediated L2 group work. At the crossroads of artefacts, technologies, and pedagogies: Interactional pathways for learning and teaching (Symposium organized by MIND Research Group). 15 June 2022, Mälardalen University, Västerås.

Sert, O., Gynne, A. & Larsson, M. (2022). Overt negative evaluation in classroom interaction: Tracking its use through video-based observation, feedback, and reflection. At the crossroads of artefacts, technologies, and pedagogies: Interactional pathways for learning and teaching (Symposium organized by MIND Research Group). 15 June 2022, Mälardalen University, Västerås.

Amri, M. & Sert, O. (2021). Between-desk encounters as sites for learners’ understanding and inclusion in project work. The 17th International Pragmatics Conference. 27 June- 2 July, 2021. Wintherthur, Switzerland.

Sert, O., Aşık, A., Kuru Gönen, İ. & Miller, P. (2021). A data-led and reflective model for evaluating presentation skills in English: The affordances of a mobile video-tagging tool. Exploring Language Education (ELE) 2021. 9-11 June, 2021. Oslo, Norway.

Yatağanbaba, E. & Sert, O.  (2020). Self Initiated Self Repairs in L2 discussion tasks: preliminary observations. 11th Brno International Conference of English, American and Canadian Studies. 12-14 February, 2020. Brno, Czech Republic.

Sert, O.  (2019). Bridging the textbook and the board in brainstorming activities – Preliminary observations. IIEMCA19. 2-5 July, 2019. Mannheim, Germany.

Hırçın Çoban, M. & Sert, O. (2019). Resolving interactional troubles in paired Oral Proficiency Assessment interactions: Implications for the assessment of Interactional Competence. American Association for Applied Linguistics Conference 2019. 9-12 March, 2019. Atlanta, USA.

Duran, D. & Sert, O. (2018). Student-initiated vocabulary problems in English as a medium of instruction interaction. The 4th International Conference of the American Pragmatics Association, Albany/USA. 

Sert, O.  (2018). Bridging the textbook and the board in brainstorming activities – Preliminary observations. OFTI 36. 20-21 September, 2018. Stockholm University, Stockholm, Sweden.

Sert, O. and Kunitz, S. (2017). Co-constructing interactional competence as teacher identity: an emic perspective on successful teaching practices. OFTI 35. 21-22 September, 2017. Karlstad University, Karlstad, Sweden.

Çelik, S., Baran, E. & Sert, O. (2017). Examining the Affordances of Mobile-app Supported Teacher Observations For Peer-Feedback. ECER 2017 Copenhagen – European Conference on Educational Research. 22-25 August, 2017. Copenhagen, Denmark.

Aşık, A. & Sert, O. (2017). Peer Feedback Practices in an Online Environment: Language Teacher Education through the Lens of Corpus Linguistics. 25th EUROCALL Conference. 23-26 August, 2017. Southampton, UK.

Sert, O. (2017). The Interplay between Collaborative Sequences and Active Listenership: Implications for L2 Interactional Competence. 15th International Pragmatics Conference. 16-21 July, 2017. Belfast.

Sert, O., Balaman, U. & Büyükgüzel, S. (2017). On the role of extra-mural English in Turkey: Young learners and teacher education. GlobELT2017 Conference, 18 – 21 May, Ephesus, Turkey.

Sözen Şahne, B., Ulutaş Deniz, E., Yeğenoğlu, S., Sert, O., Elçin, M. & Baydar, T. (2017). A Conversation Analytic Investigation into Pharmacy Students’ Interactional Practices before and after their Internship. 2017 EAFP (European Association of Faculties of Pharmacy) Annual Conference. 17-19 May, Helsinki, Finland.

Duran, D. & Sert, O. (2017). Word search sequences in an English as Medium of Instruction context in Turkey. Intersubjectivity in Action 2017. 11-13 May, Helsinki, Finland.

Sert, O., Ulutaş Deniz, E., Sözen Sahne, B. ve Yeğenoğlu, S. (2017). Eczane İçi Etkileşimde Uzmanlığın Parmak  İzleri: Ara Genişletme Dizileri Üzerine Bir  Mikro-Çözümleme. 31. Ulusal Dilbilim Kurultayı. 12-13 Mayıs, Anadolu Universitesi, Eskişehir.

Sert, O. (2017). Tracking an L2 Speaker’s Use of Complementizer that in Discussion Tasks. Thinking, Doing, Learning Conference 2017. 19-21 April, 2017. Ludwig Maximilians University, Munich, Germany.

Sert, O. and Seedhouse, P. (2017). Video Enhanced Observation: Adapting tagsets for an innovative Ipad App to collect and analyse L2 interaction data. American Association for Applied Linguistics Conference 2017. 17-21 March, 2017. Portland, USA.

Sert, O. and Kunitz, S. (2017). Co-constructing interactional competence as teacher identity: Insights from language teacher reflections. OFTI 35. 21-22 September, 2017. Karlstad University, Karlstad, Sweden.

Duran, D. & Sert, O. (2017). L1 as a resource to resolve lexical and terminological problems in EMI interaction. XVI Annual Conference on Conversation Analysis.16-17 February, 2017. Jyväskylä, Finland.

Sert, O. and Bozbıyık, B. (2017). A Technology Enhanced and Reflective Teacher Education Programme: Implications for Teaching L2 Interactional Competence. Interactional Competences and Practices in a Second Language (ICOP 2), 18-20 January 2017, University of Neuchâtel, Switzerland.

Ulutaş Deniz, E., Sözen Şahne, B., Sert, O. ve Yeğenoğlu, S. (2016). Eczacılık Hizmetlerine Farklı Bir Bakış: Konuşma Çözümlemesi Yöntemi (Conversation Analysis and Pharmacy Interaction). 13. Eczacılık Kongresi. 21-24 Aralık, İstanbul.

Duran, D. and Sert, O. (2016). Management of Dispreferred Answers in English Medium Instruction in a Turkish Higher Education Setting: Implications for SLA. EUROSLA 26 Conference. 24-27 August, 2016. Jyväskylä, Finland.

Sert, O. (2016). Transforming CA Findings into Future L2 Teaching Practices. American Association for Applied Linguistics Conference 2016. 9-12 April, 2016. Orlando, Florida, USA.

aus der Wieschen, M. V. and Sert, O. (2016). Divergent Language Choices and Maintenance of Intersubjectivity: The Case of Danish EFL Young Learners. American Association for Applied Linguistics Conference 2016. 9-12 April, 2016. Orlando, Florida, USA.

Evnitskaya, N., Sert, O. and Escobar Urmeneta, C. (2016). L2 Classroom Interactional Competence in CLIL and EFL Contexts: A Comparative Perspective. GlobELT2016 Conference, 14 – 17 April, Antalya.

Miller, P. and Sert, O. (2016). Video Enhanced Observation: Facilitating Professional Development of EFL Teachers Using a Mobile Application. GlobELT2016 Conference, 14 – 17 April, Antalya.

Sert, O., Bozbıyık, M., Elçin, M. and Turan, S. (2015). Securing patient privacy in possible cases of domestic violance in simulated patient encounters. The 5th International Conversation Analysis & Medical Encounters Conference. 3-5 July 2015. Loughborough University, Loughborough, UK.

Sert, O., Bozbıyık M., Elçin, M. ve Turan, S. (2015). Displaying Prior Knowledge and Emergent Interactional Troubles in Patient-Medical Student Interaction. Social Interaction and Applied Linguistics Conference, 7-8 September 2015. Hacettepe University, Ankara, Turkey.

Sert, O. (2015). A longitudinal study on the use of turn-initial connectors in group discussion tasks. ULEAD International Conference on Applied Linguistics. 8-10 May 2015. Çanakkale, Türkiye.

Sert, O. and Balaman, U. (2015). A Conversation Analytic investigation into negotiation of meaning in task-oriented video chat interactions. ULEAD International Conference on Applied Linguistics. 8-10 May 2015. Çanakkale, Türkiye.

Sert, O. (2015). “I could have corrected her mistakes”: A longitudinal study on L2 Classroom Interactional Competence. Looking back and forward: Bridging pre-service and in-service teacher education programs in English language teaching (The 2nd British Council & Hacettepe University Symposium). 2-3 February 2015. Ankara, Türkiye.

Sert, O. (2014). Developing L2 Classroom Interactional Competence over time: a case study of a pre-service language teacher. Interactional Competences in Institutional Practices: ICIP14 International Conference. 21-22 November, 2014. Neuchâtel, Switzerland.

Sert, O. (2014). Tracking the use of vocabulary items in an EFL classroom: Arguments from CA-for-SLA. 8th International IDEA Conference: Studies in English. 16-18 April, 2014. Muğla, Türkiye.

Sert, O. (2014). Children agency in action: challenging teachers’ pronunciation in an EFL preschool context. American Association for Applied Linguistics Conference 2014. 22-25 March, 2014.Portland, USA.

Sert, O. and Jacknick, C. (2013). The interactional unfolding of smiles in instructed learning settings. 3rd Meeting of the Language and Social Interaction (LANSI) Working Group. 18-19 October, 2013. Teachers College Columbia University.

Sert, O. (2013). Talking hands: teacher gestures in English language classrooms. 46th Annual Meeting of the British Association for Applied Linguistics: Opening New Lines of Communication in Applied Linguistics. 5-7 September, 2013. Heriot-Watt University, Edinburgh, UK. 

Sert, O. (2013). Extending L2 Classroom Interactional Competence: The Impact of Multimodality. BUSEL 2013 (Teachers Exploring Practice for Professional Learning). 17-18 June, 2013. Bilkent University, Ankara, Türkiye.

Sert, O. (2013). (Un)willingness to participate as participants’ concern: reconsidering research on motivation in Applied Linguistics. American Association for Applied Linguistics Conference 2013. 16-19 March, 2013. Dallas, USA. 

Sert, O. (2012). ‘Epistemic Status Check’ as an Interactional Phenomenon in Instructed Learning Settings. Discourse, Communication, Conversation Conference. 21-23 March, 2012. Loughborough University, UK. 

Sert, O. (2012). Integrating Digital Video Analysis Software into Language Teacher Education: Insights from Conversation Analysis. Akdeniz Language Studies Conference. 9-12 May, 2012. Antalya, Türkiye.

Ziegler, G., Durus, N. and Sert, O. (2011). Turn-initials in classroom discourse: “turning out” as learners’ participation devices. 12th International Pragmatics Conference. 3-8 July, 2011. Manchester, UK.

Sert, O. (2011). Interactional Management of ‘Claims of Insufficient Knowledge’ in EAL Classrooms. 10th Conference of the International Institute for Ethnomethodology and Conversation Analysis. 10-14 July, 2011. Fribourg, Switzerland.

Sert, O., Ziegler, G. and Durus, N. (2011). Wi Soll Ech Soen? : Plurilingualism as a Pedagogical Resource in EAL Classrooms in Luxembourg. 12th International Pragmatics Conference. 3-8 July, 2011. Manchester, UK.

Sert, O. (2011).You Don’t Know?: A Conversation Analytic Investigation of Claims of Insufficient Knowledge in EAL classrooms. 10th ECLS Postgraduate Research Student Conference. June 23, 2011. Newcastle upon Tyne, UK.

Durus, N., Ludwig, M., Sert, O., Steinkraus, R. and Ziegler, G. (2010). Turn-initials as learners’ participation devices: “turning out” in ELF discourse. New Insights into the Study of Conversation: Applications to the Language Classroom. May 26-28, 2010. University of Granada, Granada, Spain.

Sert, O. (2010). Conversation Analysis meets Corpus Linguistics: analyzing dialogues in TV series to design audio-visual language teaching materials. 24th International Conference on Discourse and Dialogue Studies between Theory, Research Methods and Application. May 20-22, 2010. Osijek, Croatia.

Sert, O. (2009). Sequential organisation in German Language Taster sessions. 8th ECLS Postgraduate Research Student Conference. June 25, 2009. Newcastle upon Tyne, UK.

Sert, O. (2009). Teachers’ code-switching in managerial mode at beginner level Turkish as an Additional Language (TAL) classes. LangUE 2009, June 11-12, 2009. University of Essex, Colchester, UK.

Sert, O. (2009). Learning through laughter: the use of a TV series in language teaching. HASS 2nd Year Poster Conference. May 12, 2009. Newcastle University, Newcastle upon Tyne, UK.

Sert, O. (2008). Using Corpus Linguistics to look at Hyperbole. PhD Symposium/MAsterclass 2008 (DurhamLuxembourgNewcastle) . November 27-December 2, 2008. Newcastle upon Tyne & Durham, UK.

Sert, O. (2008). Analysis of Hyperbole in a British TV Series: Implications for EFL Classes. 7th ECLS Postgraduate Research Student Conference. June 26, 2008. Newcastle upon Tyne, UK.

Sert, O. (2007). Code-switching to English in the German as a Second Foreign Language Classroom: The Case of Turkish Learners. Languages for Europe Conferences: British Council-Berlin; Preparing for the World of Work- Language Education for the Future. January 26-27, 2007. British Council, Berlin-Germany.

Sert, O. (2006). A Diagnostic Analysis of ELT Students’ Use of Discourse Organizers: Pedagogical Implications for EFL Writing Courses. The 4th International Postgraduate Conference in Linguistics and Language Teaching. December 15-16, 2006. Çukurova University, Adana, Turkey.