Ufuk Balaman
Biographic Data
| ID | 1508239 |
|---|---|
| NAME | Ufuk Balaman |
| GIVEN NAMES | Ufuk |
| FAMILY NAME | Balaman |
| SIGNATURE | BALAMAN U |
| AFFILIATIONS | Hacettepe University |
| ORCID | 0000-0001-5092-9414 |
| VERIFIED | Yes |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 34 |
| AUTHOR COUNT | 25 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Teachers’ screen-based repair practices in video-mediated Turkish as a foreign language classroom interactions
The use of a shared screen plays a central role in the overall architecture of video-mediated interactions, and it becomes even more prominent when a teacher uses it for pedagogical purposes in online classes. In this study, we investigate an underexplored setting, fully-online, synchronous, video-mediated Turkish as a foreign language classrooms. Using multimodal conversation analysis to examine a dataset of screen-recorded video-mediated L2 cla…
Managing negative evaluation and alternative action proposals using modal verb constructions: Pre-service teachers’ academic language use in video-mediated interactions
Claims of teacher learning and retrospective tracing of claimed events in video-mediated transnational virtual exchange interactions
Teachers are increasingly being recognized as active agents whose in situ pedagogical decisions are socially manifested. Relatedly, teacher education cycles, including collaborative pedagogical design work and reflective conversations on the pedagogical outcomes of design decisions, gained momentum in preservice language teacher education to explore the affordances of these decisions for teacher learning in talk-in-interaction across multiple ped…
An Investigation into Student Dietitians’ Professional Development through Video-Mediated Communication Training on Patient Counselling
The aim of the study is to describe a student dietitian's professional development process in a video-mediated communication skills training cycle designed for undergraduate nutrition and dietetics education and including activities such as simulated and real patient counseling, feedback, and reflection. The design of the training cycle is inspired by (reflective) interventionist Conversation Analysis (CA) through researcher and trainer collabora…
Pre-service language teachers’ collaborative management of the shared video-mediated interactional space for pedagogical task design
Why micro-teaching falls short in pre-service teacher education: A conversation analytic comparison of designed and actual troubles in teaching practices
Despite the common use of micro-teaching in pre-service teacher education programs, the authenticity of teacher-learning opportunities afforded by micro-teachings and the transferability of these opportunities into actual classrooms remain questionable to date. This study employs multimodal conversation analysis to examine video-recordings of micro-teachings and actual-teachings of the same lessons delivered in university settings and then in act…
Dealing with divergent feedback trajectories in video-mediated, transnational, and collaborative task design meetings
Word search sequences in video-mediated task-oriented L2 interactions: Affordances for intercultural exchange
A Longitudinal Case Study of L2 Interactional Competence Development in the ELT Classroom: Teachability and Learnability of L2 Interactional Practices
{en} This study presents insights into L2 interactional competence (IC) development in an English language teaching (ELT) classroom. The study context is an Oral Communication Skills course restructured to deliver L2 IC instruction through (i) lectures on conversation analysis (CA) findings on L2 IC; (ii) video‐recorded conversational tasks; (iii) students’ self‐evaluation of their own recordings; and (iv) end‐of‐semester L2 IC assessment tasks. …
From a Learner's Perspective: Tracing L2 Interactional Competence Development in Video‐Mediated Task‐Based Interactions
In task‐based language learning, learners have to deal with the challenge of moving the task and the talk concurrently forward. In doing so, they develop sets of task‐relevant, interactional, and multimodal resources. In this study we use multimodal longitudinal conversation analysis to investigate one learner's L2 interactional competence development in video‐mediated task‐based interactions in English as a foreign language. We present how the L…
Displays of co-constructed content knowledge using translanguaging in breakout and main sessions of online EMI classrooms
Tracking telecollaborative tasks through design, feedback, implementation, and reflection processes in pre-service language teacher education
Telecollaborative exchanges between students from different countries are increasingly becoming a common practice in foreign language education and calling for new teacher competences for task design in order to maximize interactional opportunities in these settings. Considering that tasks are dynamic in nature and subject to constant change from their initial design to implementation by L2 learners, there is a need for teacher training activitie…
The spatial organization of hybrid Scrum meetings: A multimodal conversation analysis study
Bridging the physical distance between remote locations, video mediated interaction has long been an integral part of workplace activities. Hybrid meetings are instances of video-mediated interaction combining in-person and virtual attendance with some of the participants being co-located, and others joining from remote locations with real-time streaming. This study sets out to explore the ways in which participants co-construct space across mult…
The use of Video Enhanced Observation in video-mediated post-observation conversations on pre-service EFL teachers’ online practicum teaching
The role of translingual peer involvement in resolving understanding troubles in the English medium of instruction classroom
Facilitating Students' Learning of a Target Construction Through Teacher Interactional Resources in EFL Kindergarten Classrooms
This paper presents research‐led responses to two central questions concerning English as a foreign language (EFL) learning in kindergartens, namely how do the teachers facilitate EFL learning? and how does the impact of certain teacher interactional resources on learning become observable in interaction? Previous research showed that classroom routines facilitate learning, and learners' increased participation through repeating teacher turns is …
Navigating the complex social ecology of screen-based activity in video-mediated interaction
Task-oriented video-mediated interaction takes place within a complex digital-social ecology which presents, to participants, a practical problem of social coordination: How to navigate, in mutually accountable ways, between interacting with the remote co-participants and scrutinizing one’s own screen –which suspends interaction–, for instance when searching for information on a search engine. Using conversation analysis for the examination of sc…
The use of online dictionaries in video-mediated L2 interactions for the social accomplishment of Virtual Exchange tasks
The Routinization of Grammar as a Social Action Format: A Longitudinal Study of Video-Mediated Interactions
In this article, we provide longitudinal evidence for the progressive routinization of a grammatical construction used for social coordination purposes in a highly specialized activity context: task-oriented video-mediated interactions. We focus on the methodic ways in which, over the course of 4 years, a second language speaker and initially novice to such interactions coordinates the transition between interacting with her coparticipants and co…
The Interactional Organization of Video‐Mediated Collaborative Writing: Focus on Repair Practices
Computer‐supported collaborative writing in online interactional settings has long been a central research topic in TESOL at the interface of social interaction and writing. Although some studies focused on side‐by‐side participants’ social interactions for the co‐production of texts, geographically dispersed participants’ video‐mediated interactional practices for collaborative writing in digital spaces have largely remained a research gap. Usin…
Third position repair for resolving troubles in understanding teacher instructions
The interactional management of learner initiatives in social studies classroom discourse
Sequential organization of hinting in online task-oriented L2 interaction
This study aims to explore the sequential organization of hinting in an online task-oriented L2 interactional setting. Although hinting has been studied within conversation analysis literature, it has not yet been treated as a distinct type of social action. With this in mind, the study sets out to describe the sequential environment of hinting through the unfolding of the action with pre-hinting sequences initiated through the deployment of inte…
Second language interactional competence and its development: An overview of conversation analytic research on interactional change over time
This paper reviews the research on the development of second language (L2) interactional competence. We first provide an overview of the historical advancements in L2 learning research that have occasioned the current interest in this topic and discuss some methodological issues involved in developmental investigations of this kind. We then review a number of recent empirical studies that use micro-analysis of naturally occurring social interacti…
The coordination of online L2 interaction and orientations to task interface for epistemic progression
The Routinization of Grammar as a Social Action Format: A Longitudinal Study of Video-Mediated Interactions
In this article, we provide longitudinal evidence for the progressive routinization of a grammatical construction used for social coordination purposes in a highly specialized activity context: task-oriented video-mediated interactions. We focus on the methodic ways in which, over the course of 4 years, a second language speaker and initially novice to such interactions coordinates the transition between interacting with her coparticipants and co…
The coordination of online L2 interaction and orientations to task interface for epistemic progression
The use of online dictionaries in video-mediated L2 interactions for the social accomplishment of Virtual Exchange tasks
The role of translingual peer involvement in resolving understanding troubles in the English medium of instruction classroom
The Interactional Organization of Video‐Mediated Collaborative Writing: Focus on Repair Practices
Computer‐supported collaborative writing in online interactional settings has long been a central research topic in TESOL at the interface of social interaction and writing. Although some studies focused on side‐by‐side participants’ social interactions for the co‐production of texts, geographically dispersed participants’ video‐mediated interactional practices for collaborative writing in digital spaces have largely remained a research gap. Usin…
Second language interactional competence and its development: An overview of conversation analytic research on interactional change over time
This paper reviews the research on the development of second language (L2) interactional competence. We first provide an overview of the historical advancements in L2 learning research that have occasioned the current interest in this topic and discuss some methodological issues involved in developmental investigations of this kind. We then review a number of recent empirical studies that use micro-analysis of naturally occurring social interacti…
The use of Video Enhanced Observation in video-mediated post-observation conversations on pre-service EFL teachers’ online practicum teaching
Facilitating Students' Learning of a Target Construction Through Teacher Interactional Resources in EFL Kindergarten Classrooms
This paper presents research‐led responses to two central questions concerning English as a foreign language (EFL) learning in kindergartens, namely how do the teachers facilitate EFL learning? and how does the impact of certain teacher interactional resources on learning become observable in interaction? Previous research showed that classroom routines facilitate learning, and learners' increased participation through repeating teacher turns is …
The coordination of online L2 interaction and orientations to task interface for epistemic progression
Second language interactional competence and its development: An overview of conversation analytic research on interactional change over time
This paper reviews the research on the development of second language (L2) interactional competence. We first provide an overview of the historical advancements in L2 learning research that have occasioned the current interest in this topic and discuss some methodological issues involved in developmental investigations of this kind. We then review a number of recent empirical studies that use micro-analysis of naturally occurring social interacti…
The interactional management of learner initiatives in social studies classroom discourse
Sequential organization of hinting in online task-oriented L2 interaction
This study aims to explore the sequential organization of hinting in an online task-oriented L2 interactional setting. Although hinting has been studied within conversation analysis literature, it has not yet been treated as a distinct type of social action. With this in mind, the study sets out to describe the sequential environment of hinting through the unfolding of the action with pre-hinting sequences initiated through the deployment of inte…
Third position repair for resolving troubles in understanding teacher instructions
The Routinization of Grammar as a Social Action Format: A Longitudinal Study of Video-Mediated Interactions
In this article, we provide longitudinal evidence for the progressive routinization of a grammatical construction used for social coordination purposes in a highly specialized activity context: task-oriented video-mediated interactions. We focus on the methodic ways in which, over the course of 4 years, a second language speaker and initially novice to such interactions coordinates the transition between interacting with her coparticipants and co…
The Interactional Organization of Video‐Mediated Collaborative Writing: Focus on Repair Practices
Computer‐supported collaborative writing in online interactional settings has long been a central research topic in TESOL at the interface of social interaction and writing. Although some studies focused on side‐by‐side participants’ social interactions for the co‐production of texts, geographically dispersed participants’ video‐mediated interactional practices for collaborative writing in digital spaces have largely remained a research gap. Usin…
Navigating the complex social ecology of screen-based activity in video-mediated interaction
Task-oriented video-mediated interaction takes place within a complex digital-social ecology which presents, to participants, a practical problem of social coordination: How to navigate, in mutually accountable ways, between interacting with the remote co-participants and scrutinizing one’s own screen –which suspends interaction–, for instance when searching for information on a search engine. Using conversation analysis for the examination of sc…
The use of online dictionaries in video-mediated L2 interactions for the social accomplishment of Virtual Exchange tasks
The spatial organization of hybrid Scrum meetings: A multimodal conversation analysis study
Bridging the physical distance between remote locations, video mediated interaction has long been an integral part of workplace activities. Hybrid meetings are instances of video-mediated interaction combining in-person and virtual attendance with some of the participants being co-located, and others joining from remote locations with real-time streaming. This study sets out to explore the ways in which participants co-construct space across mult…
The use of Video Enhanced Observation in video-mediated post-observation conversations on pre-service EFL teachers’ online practicum teaching
The role of translingual peer involvement in resolving understanding troubles in the English medium of instruction classroom
Facilitating Students' Learning of a Target Construction Through Teacher Interactional Resources in EFL Kindergarten Classrooms
This paper presents research‐led responses to two central questions concerning English as a foreign language (EFL) learning in kindergartens, namely how do the teachers facilitate EFL learning? and how does the impact of certain teacher interactional resources on learning become observable in interaction? Previous research showed that classroom routines facilitate learning, and learners' increased participation through repeating teacher turns is …
Displays of co-constructed content knowledge using translanguaging in breakout and main sessions of online EMI classrooms
Tracking telecollaborative tasks through design, feedback, implementation, and reflection processes in pre-service language teacher education
Telecollaborative exchanges between students from different countries are increasingly becoming a common practice in foreign language education and calling for new teacher competences for task design in order to maximize interactional opportunities in these settings. Considering that tasks are dynamic in nature and subject to constant change from their initial design to implementation by L2 learners, there is a need for teacher training activitie…
Claims of teacher learning and retrospective tracing of claimed events in video-mediated transnational virtual exchange interactions
Teachers are increasingly being recognized as active agents whose in situ pedagogical decisions are socially manifested. Relatedly, teacher education cycles, including collaborative pedagogical design work and reflective conversations on the pedagogical outcomes of design decisions, gained momentum in preservice language teacher education to explore the affordances of these decisions for teacher learning in talk-in-interaction across multiple ped…
An Investigation into Student Dietitians’ Professional Development through Video-Mediated Communication Training on Patient Counselling
The aim of the study is to describe a student dietitian's professional development process in a video-mediated communication skills training cycle designed for undergraduate nutrition and dietetics education and including activities such as simulated and real patient counseling, feedback, and reflection. The design of the training cycle is inspired by (reflective) interventionist Conversation Analysis (CA) through researcher and trainer collabora…
Pre-service language teachers’ collaborative management of the shared video-mediated interactional space for pedagogical task design
Why micro-teaching falls short in pre-service teacher education: A conversation analytic comparison of designed and actual troubles in teaching practices
Despite the common use of micro-teaching in pre-service teacher education programs, the authenticity of teacher-learning opportunities afforded by micro-teachings and the transferability of these opportunities into actual classrooms remain questionable to date. This study employs multimodal conversation analysis to examine video-recordings of micro-teachings and actual-teachings of the same lessons delivered in university settings and then in act…
Dealing with divergent feedback trajectories in video-mediated, transnational, and collaborative task design meetings
Word search sequences in video-mediated task-oriented L2 interactions: Affordances for intercultural exchange
A Longitudinal Case Study of L2 Interactional Competence Development in the ELT Classroom: Teachability and Learnability of L2 Interactional Practices
{en} This study presents insights into L2 interactional competence (IC) development in an English language teaching (ELT) classroom. The study context is an Oral Communication Skills course restructured to deliver L2 IC instruction through (i) lectures on conversation analysis (CA) findings on L2 IC; (ii) video‐recorded conversational tasks; (iii) students’ self‐evaluation of their own recordings; and (iv) end‐of‐semester L2 IC assessment tasks. …
From a Learner's Perspective: Tracing L2 Interactional Competence Development in Video‐Mediated Task‐Based Interactions
In task‐based language learning, learners have to deal with the challenge of moving the task and the talk concurrently forward. In doing so, they develop sets of task‐relevant, interactional, and multimodal resources. In this study we use multimodal longitudinal conversation analysis to investigate one learner's L2 interactional competence development in video‐mediated task‐based interactions in English as a foreign language. We present how the L…
Teachers’ screen-based repair practices in video-mediated Turkish as a foreign language classroom interactions
The use of a shared screen plays a central role in the overall architecture of video-mediated interactions, and it becomes even more prominent when a teacher uses it for pedagogical purposes in online classes. In this study, we investigate an underexplored setting, fully-online, synchronous, video-mediated Turkish as a foreign language classrooms. Using multimodal conversation analysis to examine a dataset of screen-recorded video-mediated L2 cla…
Managing negative evaluation and alternative action proposals using modal verb constructions: Pre-service teachers’ academic language use in video-mediated interactions
Psychology (21 works) · EFL/ESL Teaching and Learning (19 works) · Conversation (18 works) · Computer Science (17 works) · Communication (15 works) · Language, Discourse, Communication Strategies (14 works) · Conversation analysis (13 works) · Pedagogy (12 works) · Linguistics (11 works) · Discourse Analysis in Language Studies (9 works)