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Sert, Olcay, PhD
Publications (10 of 19) Show all publications
Somuncu, D. & Sert, O. (2019). EFL Trainee Teachers’ Orientations to Students’ Non-understanding: A Focus on Task Instructions. In: H. T. Nguyen; T. Malabarba (Ed.), Conversation Analytic Perspectives on English Language Learning, Teaching, and Testing in Global Contexts: . Bristol: Multilingual Matters
Open this publication in new window or tab >>EFL Trainee Teachers’ Orientations to Students’ Non-understanding: A Focus on Task Instructions
2019 (English)In: Conversation Analytic Perspectives on English Language Learning, Teaching, and Testing in Global Contexts / [ed] H. T. Nguyen; T. Malabarba, Bristol: Multilingual Matters, 2019Chapter in book (Refereed)
Abstract [en]

Using Conversation Analysis, this paper explores EFL trainee teachers’ orientations to students’ displays of non-understanding in instruction giving sequences. The analyses draw on sequential organisation of talk as well as on various multi-semiotic resources the participants deploy including orientations to classroom artefacts (e.g. interactive whiteboards). The research utilises transcriptions of 13 (classroom) hours of video recordings of 13 different EFL teachers’ classes. The data were collected over a semester in 2013 in a public secondary school in Turkey. The findings show that students’ displays of non-understanding (e.g. through statements like “we did not understand” or by initiating requests for clarification) in instruction giving sequences are important sites for teachers to ensure clarity, as understanding of these instructions by the students are crucial for task accomplishment. Based on a collection of cases, we demonstrate that teachers may turn displays of non-understanding to understanding by using resources like multimodal explanations and modelling.  However, the majority of cases in instruction giving sequences include teachers’ lack of or limited orientations to students’ non-understanding. We argue that management of non-understanding in such sequences should be integrated into teacher education curricula in both content and language classrooms, as they play an important role in ensuring task accomplishment.

Place, publisher, year, edition, pages
Bristol: Multilingual Matters, 2019
Keywords
classroom interaction; EFL; language teaching; instructions
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-40961 (URN)9781788922890 (ISBN)
Available from: 2018-09-19 Created: 2018-09-19 Last updated: 2018-10-12Bibliographically approved
Deniz, E. U., Sahne, B. S., Sert, O. & Yegenoglu, S. (2018). A STUDY ON POST EXPANSIONS IN PHARMACIST-INITIATED SEQUENCES IN PHARMACY INTERACTION: CONVERSATION ANALYSIS. Research in Social and Administrative Pharmacy, 14(8), E42-E42
Open this publication in new window or tab >>A STUDY ON POST EXPANSIONS IN PHARMACIST-INITIATED SEQUENCES IN PHARMACY INTERACTION: CONVERSATION ANALYSIS
2018 (English)In: Research in Social and Administrative Pharmacy, ISSN 1551-7411, E-ISSN 1934-8150, Vol. 14, no 8, p. E42-E42Article in journal, Meeting abstract (Other academic) Published
Place, publisher, year, edition, pages
ELSEVIER SCIENCE INC, 2018
National Category
Other Social Sciences
Identifiers
urn:nbn:se:mdh:diva-40377 (URN)000439415000064 ()
Available from: 2018-08-17 Created: 2018-08-17 Last updated: 2018-08-17Bibliographically approved
Sert, O., Kunitz, S. & Markee, N. (2018). Editorial. Classroom Discourse, 9(1), 1-2
Open this publication in new window or tab >>Editorial
2018 (English)In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 9, no 1, p. 1-2Article in journal, Editorial material (Refereed) Published
Place, publisher, year, edition, pages
Routledge, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-38869 (URN)10.1080/19463014.2018.1437953 (DOI)2-s2.0-85043595453 (Scopus ID)
Available from: 2018-03-22 Created: 2018-03-22 Last updated: 2018-03-22Bibliographically approved
Sert, O. & Balaman, U. (2018). Orientations to Negotiated Language and Task Rules in Online L2 Interaction. ReCALL, 30(3), 355-374
Open this publication in new window or tab >>Orientations to Negotiated Language and Task Rules in Online L2 Interaction
2018 (English)In: ReCALL, ISSN 0958-3440, E-ISSN 1474-0109, Vol. 30, no 3, p. 355-374Article in journal (Refereed) Published
Abstract [en]

Recent research shows that negotiation of meaning in online task-oriented interactions can be a catalyst for L2 (second/foreign/additional language) development. However, how learners undertake such negotiation work and what kind of an impact it has on interactional development in an L2 are still largely unknown mainly due to a lack of focus on task engagement processes. A conversation analytic investigation into negotiation of meaning (NoM) in task-oriented interactions can bring evidence to such development, as conversation analysis (CA), given its analytic tools, allows us to see how participant orientations in interaction evolve over time. Based on an examination of screen-recorded multiparty online task-oriented interactions, this study aimed to describe how users (n=8) of an L2 (1) negotiate and co-construct language and task rules and (2) later show orientations to these rules both in the short term (50 minutes) and in the long term (8 weeks). The findings showed that in addition to negotiating existing rules, the learners co-constructed new rules around an action called policing, which occurred when the learners attended to the breach of language and task rules. Furthermore, even after the negotiation work was completed, they oriented to negotiated rules through policing their own utterances (i.e. self-policing). Overall, this interactional continuum (from other-repairs to self-repairs) brought longitudinal evidence to bear on the role of NoM in the development of L2 interactional competence. These findings bring new insights into NoM, technology-mediated task-based language teaching (TBLT), and CA for second language acquisition (SLA).

Place, publisher, year, edition, pages
Cambridge University Press, 2018
Keywords
negotiation of meaning, task-based, online interaction, conversation analysis
National Category
General Language Studies and Linguistics Learning Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-40819 (URN)10.1017/S0958344017000325 (DOI)000441138000007 ()2-s2.0-85041631679 (Scopus ID)
Available from: 2018-09-10 Created: 2018-09-10 Last updated: 2018-09-18Bibliographically approved
Celik, 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
Open this publication in new window or tab >>The Affordances of Mobile-App Supported Teacher Observations for Peer Feedback
2018 (English)In: International Journal of Mobile and Blended Learning, ISSN 1941-8647, E-ISSN 1941-8655, Vol. 10, no 2, p. 36-49Article in journal (Refereed) Published
Abstract [en]

Mobile technologies offer new affordances for teacher observation in teacher education programs, albeit under-examined in contrast to video technologies. The purpose of this article is to investigate the integration of mobile technologies into teacher observation. Using a case study method, the authors compare the traditional narrative paper-pen, mobile app-supported, and video observation methods. Participants included 2 experienced teachers of English as a Foreign Language who were selected as the observers and observees in a higher education institutional context. The data was collected in three different teaching sessions over 4 weeks. Data sources included lesson observation notes and semi structured interviews conducted with teachers after each session. Results suggest recommendations for the integration of mobile and video based observation tools into teacher professional development programs, pre-service and in-service teacher education programs, as well as teacher certificate programs.

Place, publisher, year, edition, pages
IGI Global, 2018
National Category
Educational Sciences Didactics Pedagogy Interaction Technologies
Research subject
Didactics; Innovation and Design
Identifiers
urn:nbn:se:mdh:diva-38867 (URN)10.4018/IJMBL.2018040104 (DOI)2-s2.0-85044078369 (Scopus ID)
Available from: 2018-03-21 Created: 2018-03-21 Last updated: 2018-09-18Bibliographically approved
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
Open this publication in new window or tab >>A Qualitative Study on CALL Knowledge and Materials Design: Insights From Pre-Service EFL Teachers
2017 (English)In: INTERNATIONAL JOURNAL OF COMPUTER-ASSISTED LANGUAGE LEARNING AND TEACHING, ISSN 2155-7098, Vol. 7, no 3, p. 73-87Article in journal (Refereed) Published
Abstract [en]

The present study investigates how academic coursework and formal learning of instructional technology and materials design help pre-service English language teachers' development of critical knowledge of CALL materials. The participants are 111 pre-service English language teachers enrolled in a TEFL programme at a Turkish University. Throughout a 14-week semester, these participants learn to design a variety of CALL materials including online teaching tools and a set of Web 2.0 tools. The article explores the skills and knowledge of pre-service teachers on the design and development of audio-visual web-based activities, through qualitative content analysis of their written reflections. The analyses of reflections on practice have revealed that these teachers demonstrate strong and critical understanding of CALL in enriching authenticity, enhancing motivation, facilitating language learning, and providing multimodal resources. They also display great awareness of instructional knowledge, in particular, in the design and interface of technology to facilitate learning.

Place, publisher, year, edition, pages
IGI GLOBAL, 2017
Keywords
CALL Knowledge, EFL, Qualitative, Reflection, Teacher Education
National Category
Learning Didactics Pedagogy
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-37196 (URN)10.4018/IJCALLT.2017070105 (DOI)000413268500005 ()2-s2.0-85048505831 (Scopus ID)
Available from: 2017-11-07 Created: 2017-11-07 Last updated: 2018-06-28Bibliographically approved
Sert, O. (2017). Creating opportunities for L2 learning in a prediction activity. System (Linköping), 70, 14-25
Open this publication in new window or tab >>Creating opportunities for L2 learning in a prediction activity
2017 (English)In: System (Linköping), ISSN 0346-251X, E-ISSN 1879-3282, Vol. 70, p. 14-25Article in journal (Refereed) Published
Abstract [en]

In addressing teacher talk and its role in providing opportunities for learning in L2 classrooms, a growing number of studies have investigated different ways teachers manage learner initiatives and demonstrate L2 Classroom Interactional Competence. However, despite their commonness in L2 classrooms, an investigation into pre-listening/watching activities (e.g. prediction activities) is scarce in terms of how learning opportunities are created. Based on a corpus of fourteen 45-min EFL classes videotaped at a secondary school in Turkey, the current paper explores the ways student engagement is enhanced and learning opportunities are enacted in pre-watching activities in meaning and fluency contexts. Drawing on the analyses of detailed transcriptions of such activities and utilizing the micro-analytic lens of multimodal conversation analysis, it is revealed that the teacher creates opportunities for language learning by successfully managing learner initiatives and emergent knowledge gaps; evidenced through the appropriate use of resources like embedded correction, embodied repair, and embodied explanations. Evidence for potential language learning will be shown by tracking students’ use of a phrase in meaningful communicative events. The findings have implications for research on L2 classroom interaction, teacher talk, and instructed language learning. 

Keywords
Prediction activities, Conversation analysis, L2 classroom interaction, Learning opportunities, Learner initiatives, CIC
National Category
Learning Didactics Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-37588 (URN)10.1016/j.system.2017.08.008 (DOI)000412685700002 ()
Available from: 2017-12-28 Created: 2017-12-28 Last updated: 2018-04-27Bibliographically approved
Balaman, U. & Sert, O. (2017). Development of L2 interactional resources for online collaborative task accomplishment. Computer Assisted Language Learning, 30(7), 601-630
Open this publication in new window or tab >>Development of L2 interactional resources for online collaborative task accomplishment
2017 (English)In: Computer Assisted Language Learning, ISSN 0958-8221, E-ISSN 1744-3210, Vol. 30, no 7, p. 601-630Article in journal (Refereed) Published
Abstract [en]

Technology-mediated task environments have long been considered integral parts of L2 learning and teaching processes. However, the interactional resources that the learners deploy to complete tasks in these environments have remained largely unexplored due to an overall focus on task design and outcomes rather than task engagement processes. With this gap in mind, we set out to describe the emergence, development, and diversification of L2 (English) interactional resources oriented to task completion using conversation analysis for the examination of 13hours of screen-recorded online task-oriented interactions collected over 18 weeks. The focal tasks in the study have been designed as emergent information-gap tasks that require the participants to maintain progressivity by both displaying their own and converging with their co-participants’ dynamic knowledgeability for task completion purposes. A longitudinal investigation into task engagement processes has demonstrated that the participants fail to display their knowledge congruently and they repeatedly disrupt the progressivity of task-oriented interaction in earlier weeks. However, an observable diversification of interactional resources for collaborative task accomplishment has been recorded in later weeks, which demonstrates the development of interactional competence over time. These findings bring insights into interactional competence, epistemics, and CALL with special reference to technology-mediated TBLT.

National Category
Interaction Technologies General Language Studies and Linguistics Learning
Research subject
Didactics; Innovation and Design; Computer Science
Identifiers
urn:nbn:se:mdh:diva-37591 (URN)10.1080/09588221.2017.1334667 (DOI)000416024100002 ()2-s2.0-85020289497 (Scopus ID)
Available from: 2017-12-28 Created: 2017-12-28 Last updated: 2018-01-13Bibliographically approved
Sert, O., Kunitz, S. & Markee, N. (2017). Editorial. Classroom Discourse, 8(3), 191-193
Open this publication in new window or tab >>Editorial
2017 (English)In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 8, no 3, p. 191-193Article in journal, Editorial material (Other academic) Published
Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2017
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-38014 (URN)10.1080/19463014.2017.1379284 (DOI)000418891200001 ()
Available from: 2018-01-11 Created: 2018-01-11 Last updated: 2018-01-11Bibliographically approved
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
Open this publication in new window or tab >>Local Contingencies in L2 Tasks: A Comparison of Context-Sensitive Interactional Achievements across Two Different Task Types
2017 (English)In: Bellaterra Journal of Teaching & Learning Language & Literature, ISSN 2013-6196, Vol. 10, no 3, p. 9-27Article in journal (Refereed) Published
Abstract [en]

Recent research on L2 interaction and interactional competencies shows that L2 learners deploy a great diversity of interactional resources and adapt their talk to context-sensitive differences in various institutional settings. Although there is a growing interest in how these resources vary in different settings, comparative investigations into the interactional mechanisms in different contexts is scarce. With this mind, using Conversation Analysis, this study sets out to provide a snapshot of how a focal L2 learner manifests an observable diversity in task openings of a face-to-face discussion task and an online emergent information gap task. We focus on the first encounters with these two task types and settings and describe participant orientations to context-sensitive conduct on a turn-by-turn basis. The findings demonstrate differences in turn taking, allocation and design as well as in action formation, thus contributing to L2 interactional competence research based on comparative analyses of two single cases.

Keywords
Conversation analysis, task-oriented interaction, L2 interactional competence, context sensitivity, task types
National Category
Learning General Language Studies and Linguistics
Identifiers
urn:nbn:se:mdh:diva-36754 (URN)2-s2.0-85036578477 (Scopus ID)
Available from: 2017-10-17 Created: 2017-10-17 Last updated: 2018-01-13Bibliographically approved
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