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  • 1.
    Balaman, Ufuk
    et al.
    Hacettepe Univ, English Language Teaching, Fac Educ, Ankara, Turkey.
    Sert, Olcay
    Hacettepe Univ, English Language Teaching, Fac Educ, Ankara, Turkey.
    Development of L2 interactional resources for online collaborative task accomplishment2017In: Computer Assisted Language Learning, ISSN 0958-8221, E-ISSN 1744-3210, Vol. 30, no 7, p. 601-630Article in journal (Refereed)
    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.

  • 2.
    Balaman, Ufuk
    et al.
    Hacettepe University.
    Sert, Olcay
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Local Contingencies in L2 Tasks: A Comparison of Context-Sensitive Interactional Achievements across Two Different Task Types2017In: Bellaterra Journal of Teaching & Learning Language & Literature, ISSN 2013-6196, Vol. 10, no 3, p. 9-27Article in journal (Refereed)
    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.

  • 3.
    Celik, Sercan
    et al.
    TED University, Ankara, Turkey.
    Baran, Evrim
    Iowa State University, Ames, USA.
    Sert, Olcay
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    The Affordances of Mobile-App Supported Teacher Observations for Peer Feedback2018In: International Journal of Mobile and Blended Learning, ISSN 1941-8647, E-ISSN 1941-8655, Vol. 10, no 2, p. 36-49Article in journal (Refereed)
    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.

  • 4.
    Deniz, Elif Ulutas
    et al.
    Hacettepe Univ, Fac Pharm, Dept Pharm Management, Ankara, Turkey..
    Sahne, Bilge Sozen
    Hacettepe Univ, Fac Pharm, Dept Pharm Management, Ankara, Turkey..
    Sert, Olcay
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Yegenoglu, Selen
    Hacettepe Univ, Fac Pharm, Dept Pharm Management, Ankara, Turkey..
    A STUDY ON POST EXPANSIONS IN PHARMACIST-INITIATED SEQUENCES IN PHARMACY INTERACTION: CONVERSATION ANALYSIS2018In: Research in Social and Administrative Pharmacy, ISSN 1551-7411, E-ISSN 1934-8150, Vol. 14, no 8, p. E42-E42Article in journal (Other academic)
  • 5.
    Duran, Derya
    et al.
    Foreign Language Education, Hacettepe University, Ankara, Turkey.
    Sert, Olcay
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Preference organization in English as a Medium of Instruction classrooms in a Turkish higher education setting2019In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 49, p. 72-85Article in journal (Refereed)
    Abstract [en]

    Previous conversation analytic research has documented various aspects of preference organization and the ways dispreference is displayed in relation to pedagogical focus in L2 and CLIL classrooms (Seedhouse, 1997; Hellermann, 2009; Kääntä, 2010). This study explores preference organization in an under-researched context, an English as a Medium of Instruction (EMI) setting, and it specifically focuses on how a teacher displays dispreference for preceding learner turns. The data consist of 30 h of video recordings from two EMI classes, which were recorded for an academic term at a university in Turkey. Using Conversation Analysis, we demonstrate that the teacher employs a variety of interactional resources such as changing body position, gaze movements, hedging, and delaying devices to show dispreference for preceding student answers. Based on our empirical analysis, the ways the teacher prioritizes content and task over form/language are illustrated. The analyses also reveal that negotiation of meaning at content level and production of complex L2 structures can simultaneously be enabled through teachers’ specific turn designs in EMI classroom interaction. This demonstrates that preference organization, particularly in a teacher's responsive turns, can act as a catalyst for complex L2 production and enhance student participation. This study has implications for conversation analytic research on instructed learning settings, and in particular on teachers’ turn design in classroom interaction. 

  • 6.
    Sert, Olcay
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Classroom Interaction and Language Teacher Education2019In: The Routledge Handbook of English Language Teacher Education / [ed] Steve Walsh; Steve Mann, Routledge, 2019, p. 216-238Chapter in book (Refereed)
  • 7.
    Sert, Olcay
    Hacettepe University, Ankara, Turkey.
    Creating opportunities for L2 learning in a prediction activity2017In: System (Linköping), ISSN 0346-251X, E-ISSN 1879-3282, Vol. 70, p. 14-25Article in journal (Refereed)
    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. 

  • 8.
    Sert, Olcay
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Editorial2020In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 11, no 1, p. 1-3Article in journal (Other academic)
  • 9.
    Sert, Olcay
    Hacettepe Univ, Egitim Fak, Beytepe, Turkey..
    ‘Epistemic status check’ as an interactional phenomenon in instructed learning settings2013In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 45, no 1, p. 13-28Article in journal (Refereed)
    Abstract [en]

    This study explores the interactional unfolding of ‘epistemic status check’ (ESC) (e.g. ‘no idea?’, or ‘you don’t know?’), which is a frequently observed feature of teacher talk in language classrooms. The paper aims at contributing to the literature of institutional interaction and classroom discourse by introducing and defining ‘ESCs’, which also will indirectly be conducive to expanding the scope of the idea of epistemic engine (Heritage, 2012a,b). An ESC can be defined as a speaker’s interpretation of another interactant’s state of knowledge, which (in the case of classrooms) can be initiated in order to pursue certain pedagogical goals when a second-pair part of an adjacency pair is delayed. It is employed subsequent to inter-turn gaps (Schegloff, 2007) that are accompanied by non-verbal cues. The study draws on 16 h of video-recorded interactions in two English language classrooms in a public school in Luxembourg. The participants are adolescent multilingual students, aged between 15 and 18, and a local teacher. The analysis was carried out using conversation analysis, by also drawing on the use of multi-semiotic resources including gaze directions, gestures, and body orientations. The findings show that teachers treat these embodied actions as displays of insufficient knowledge in classroom talk-in-interaction, and initiate ESCs subsequent to certain student non-verbal cues including gaze withdrawals, long silences, and headshakes. These displays of insufficient knowledge were found to be visual resources that the teacher uses in order to move the classroom activity forward, by first initiating an ESC, and then by allocating the turn to another student. These findings have implications for the analysis of ‘claims of insufficient knowledge’ (e.g. ‘I don’t know’) in general and their management in instructed learning environments in particular. (C) 2012 Elsevier B.V. All rights reserved.

  • 10.
    Sert, Olcay
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Integrating digital video analysis software into language teacher education: insights from conversation analysis2013In: AKDENIZ LANGUAGE STUDIES CONFERENCE, 2013, Vol. 70, p. 231-238Conference paper (Refereed)
    Abstract [en]

    This study aims at contributing to the development of language teacher education programmes in Turkey by integrating Conversation Analysis into the current curriculum. This short paper will argue for the use of digital video analysis software, namely Transana,in order to improve teachers’ Classroom Interactional Competence. It will be suggested that by critically reflecting on video-recordings, teachers will develop a better understanding of the relationship between their language use and the learning opportunities they give to their students. It will also be argued that Transana, compared to audio-software, brings certain advantages to the training process, since it enables users to observe multimodal resources (e.g. body language) employed during classroom interaction. (C) 2012 Published by Elsevier Ltd.

  • 11.
    Sert, Olcay
    Hacettepe University.
    Social Interaction and L2 Classroom Discourse2015 (ed. 1)Book (Refereed)
  • 12.
    Sert, Olcay
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    The Interplay between Collaborative Turn Sequences and Active Listenership: Implications for the Development of L2 Interactional Competence2019In: Teaching and testing L2 interactional competence: bridging theory and practice / [ed] Rafael Salaberry; Silvia Kunitz, Routledge, 2019, p. 110-131Chapter in book (Refereed)
    Abstract [en]

    This chapter shows that preliminary findings based on analyses of second language (L2) discussion task interactions involving learners who had previously had limited opportunities to practice oral communication. It focuses on participants’ deployment of responsive actions, and specifically focuses on turn completions in collaborative turn sequences. The chapter explains completions as ‘demonstrations of active listenership’ and argues that an interplay between collaborative turn sequences and demonstration of active listenership in relation to L2 interactional competence (IC). It provides a conversation analytic approach to data, followed by a post-analytic corpus linguistic annotation to present frequencies and a plot analysis using corpus software. Social interaction is a co-constructed accomplishment. The chapter presents a review of listenership, collaborative completions and L2 IC. It also presents a sequential analysis of representative extracts from the collection. The chapter outlines the quantitative findings from post-analytic observations.

  • 13.
    Sert, Olcay
    Hacettepe Univ, Dept Foreign Languages Educ, Ankara, Turkey..
    Transcribing Talk and Interaction: by Christopher Joseph Jenks2013In: Discourse Studies, ISSN 1461-4456, E-ISSN 1461-7080, Vol. 15, no 3, p. 353-355Article, book review (Refereed)
  • 14.
    Sert, Olcay
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Asik, Asuman
    Gazi Univ, Ankara, Turkey..
    A corpus linguistic investigation into online peer feedback practices in CALL teacher education2020In: Applied Linguistics Review, ISSN 1868-6303, E-ISSN 1868-6311, Vol. 11, no 1, p. 55-78Article in journal (Refereed)
    Abstract [en]

    This study investigates the online peer feedback practices of teacher trainees who are engaged in designing CALL materials. The participants are 111 pre-service English language teachers enrolled in a teacher education programme in Turkey, who post the materials they produce to an online course blog and then evaluate each other's materials. The data come from the compilation of blog posts produced to provide online peer feedback, forming the Corpus of Online Peer Feedback in Teaching. The data are analysed using corpus linguistics, drawing on frequency, collocation, concordance, and keyword analyses. Our findings show that the participants highlight particular features of CALL materials such as student-centeredness, learner interest, and visual aspects by using constructive peer feedback with hedged evaluations, which brings data-based evidence for their knowledge on and beliefs about CALL materials. This research makes a methodological contribution to the study of online data in the field of language teacher education by employing the analytical lense of corpus linguistics. More importantly, the findings reveal that such an analytic approach can bring new insights into understanding the technological and pedagogical knowledge and beliefs of teachers in relation to language teaching materials design and development. The implications of the findings for research on CALL teacher education as well as on feedback and reflection practices are discussed.

  • 15.
    Sert, Olcay
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    aus der Wieschen, Maria Vanessa
    University of Southern Denmark.
    Divergent language choices and maintenance of intersubjectivity: the case of Danish EFL young learnersIn: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522Article in journal (Refereed)
    Abstract [en]

    The role of students’ first language(s) in foreign language classrooms has been hotly debated in the last decades. Although this line of research has advanced our understanding of language choice in the L2 classroom, it has mostly dealt with adolescent and adult learners. From a contextual perspective, then, more micro-analytic research that focuses on language choice at the primary school level is needed. Against this background, this paper presents a case study of a Danish third-grade English as a foreign language classroom, in which a pattern of divergent language choices has been observed: the teacher consistently uses English, whereas the learners almost exclusively speak Danish, which might entail trouble in maintaining intersubjectivity and a joint pedagogical focus. Using Conversation Analysis methodology, we found two sequential formats that help ensure student understanding and thus maintain intersubjectivity: (1) learner translations and reformulations for peer support in expansion sequences, and (2) expansions initiated by students requesting information or clarification that display partial or no understanding. We argue that the sense-making practices co-constructed in this classroom context are possible because the teacher encourages shared multilingual meaning-making practices. This research has implications for teaching EFL to young learners, and classroom language policies.

  • 16.
    Sert, Olcay
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Mälardalen University, Sweden.
    Balaman, Ufuk
    Hacettepe University, Turkey.
    Orientations to Negotiated Language and Task Rules in Online L2 Interaction2018In: ReCALL, ISSN 0958-3440, E-ISSN 1474-0109, Vol. 30, no 3, p. 355-374Article in journal (Refereed)
    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).

  • 17.
    Sert, Olcay
    et al.
    Hacettepe Univ, Ankara, Turkey..
    Jacknick, Christine M.
    The City University of New York.
    Student smiles and the negotiation of epistemics in L2 classrooms2015In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 77, p. 97-112Article in journal (Refereed)
    Abstract [en]

    This study investigates the interactional unfolding of student smiles in instructed language learning settings drawing on data from both English as a Second Language and as a Foreign Language classrooms. Conversational actions performed by participants through ‘smiles’ is an under-researched area, especially in classroom settings where teachers’ and students’ smiles may serve different functions due to the institutional nature of ongoing interactions. To address this research gap, we aim at investigating the interactional unfolding of student smiles in English language classrooms based on 16 h of video-recordings in Luxembourg and 45 h of video-recordings in the US. Taking a conversation-analytic approach, we show how participants use smiles to index and resolve interactional trouble. Our analysis shows that smiles and epistemic issues in the classroom are intricately connected, and in the case of interactional trouble related to epistemic access, student smiles serve to maintain affiliation and to promote the progressivity of talk. The findings of the paper have implications for understanding the interactional unfolding of smiles in institutional interaction in general, and in classroom interaction in particular.

  • 18.
    Sert, Olcay
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Kunitz, S.
    Stockholm University, Sweden.
    Markee, N.
    University of Illinois Urbana-Champaign, United States.
    Editorial2018In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 9, no 1, p. 1-2Article in journal (Refereed)
  • 19.
    Sert, Olcay
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Kunitz, Silvia
    Stockholm Univ, Stockholm, Sweden..
    Markee, Numa
    Univ Illinois, Champaign, IL USA..
    Editorial2017In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 8, no 3, p. 191-193Article in journal (Other academic)
  • 20.
    Sert, Olcay
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Kunitz, Silvia
    Stockholm Univ, Stockholm, Sweden..
    Markee, Numa
    Univ Illinois, Champaign, IL USA..
    Editorial2018In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 9, no 3, p. 183-184Article in journal (Other academic)
  • 21.
    Sert, Olcay
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Li, Li
    University of Exeter, England..
    A Qualitative Study on CALL Knowledge and Materials Design: Insights From Pre-Service EFL Teachers2017In: INTERNATIONAL JOURNAL OF COMPUTER-ASSISTED LANGUAGE LEARNING AND TEACHING, ISSN 2155-7098, Vol. 7, no 3, p. 73-87Article in journal (Refereed)
    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.

  • 22.
    Somuncu, Dilara
    et al.
    Gaziantep University.
    Sert, Olcay
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    EFL Trainee Teachers’ Orientations to Students’ Non-understanding: A Focus on Task Instructions2019In: 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.

  • 23.
    Walsh, Steve
    et al.
    Newcastle University, UK.
    Sert, Olcay
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Mediating L2 Learning Through Classroom Interaction2019In: Second Handbook of English Language Teaching / [ed] Xuesong Gao, Springer, 2019Chapter in book (Refereed)
    Abstract [en]

    This chapter focuses on the interactional dynamics of L2 English classrooms with an emphasis on how teachers mediate opportunities for learning. In L2 English classrooms, including English as a foreign language, English as a medium of instruction, and content and language-integrated learning settings, teachers require particular skills which allow them to make structures of L2 accessible through their interactional decisions. These teachers, we suggest, need an appropriate level of interactional competence to create opportunities and space where learning can occur. In this chapter, using data from a range of contexts, we present transcripts of video-recorded classes and demonstrate the ways in which learning is mediated, space created, and opportunities for learning established through a focus on Classroom Interactional Competence (CIC). We illustrate a variety of interactional practices that evidence CIC, including increased wait time, reduced teacher echo, and various feedback practices including the shaping of learner contributions. We also highlight the multimodal and multilingual aspects of CIC and discuss implications for L2 teacher education.

  • 24.
    Ziegler, Gudrun
    et al.
    University of Luxembourg, Luxembourg.
    Durus, Natalia
    University of Luxembourg, Luxembourg.
    Sert, Olcay
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Hacettepe University, Ankara Turkey.
    Plurilingual Repertoires in the ESL Classroom: The Case of the European School2013In: TESOL quarterly (Print), ISSN 0039-8322, E-ISSN 1545-7249, Vol. 47, no 3, SI, p. 643-650Article in journal (Refereed)
  • 25.
    Ziegler, Gudrun
    et al.
    University of Luxembourg.
    Durus, Natalia
    University of Luxembourg.
    Sert, Olcay
    Hacettepe University, Turkey .
    Family, Neiloufar
    University of Luxembourg.
    Analyzing ELT in the European Arena: Multilingual Practices2015In: International Perspectives on ELT Classroom Interaction / [ed] Christopher Joseph Jenks and Paul Seedhouse, Palgrave Macmillan, 2015, 1, p. 188-207Chapter in book (Refereed)
1 - 25 of 25
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