Olcay Sert
Biographic Data
| ID | 213644 |
|---|---|
| NAME | Olcay Sert |
| GIVEN NAMES | Olcay |
| FAMILY NAME | Sert |
| SIGNATURE | SERT O |
| AFFILIATIONS | Mälardalen University |
| ORCID | 0000-0001-7513-2399 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 70 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Analysis of Interaction in Language Learning and Teaching
We learn languages in and through interaction. Given the central role of interaction in learning (and teaching), analysis of interaction has become an object of scientific inquiry since the earliest days of second/additional language (L2) learning and teaching research. Analysis of interaction has also become a source and drive for methodological innovation. In this chapter, I unpack the components, contexts, and dimensions of interaction within …
I agree but’: Performing less-than-agreement during EFL oral proficiency exams
This study deals with L2 interactional competence (L2 IC) and its assessment in pair and group test interactions. When developing and using rubrics for the assessment of L2 IC, language testers and raters face the issue of having to assign separate scores to what is essentially a jointly constructed examinee performance. Driven by conversation analysis as a method for analysing social actions, recent advances in the field have shown that a soluti…
Achieving Joint Attention and Understanding of Task Responsibilities in Synchronous Hybrid L2 Classroom Group Work
This article addresses the need to better understand interactional asymmetries, challenges, and solutions in implementing synchronous hybrid language teaching. We investigate video-recorded peer interactions in a higher education language teaching context in which a student uses a telepresence robot, a remotely moveable videoconferencing tool, to participate in small-group task work in L2 English together with students who are physically located …
Corpus-Based Reflective Practice for Professional Development: A Collaborative Micro Auto-Ethnography
Recent research underscores the significance of data-led and collaborative reflection in enhancing teaching practices and professional development of teachers. While video-based reflections have been extensively studied, the potential of corpus-based methods remains underexplored. We address this gap in two ways. Firstly, we describe a research and development project in which we employed a corpus linguistic tool to analyse and reflect on our own…
Partnering with AI in teacher education? Using an automatic question detection tool to reflect on classroom interaction
In this paper, I investigate a group of student-teachers’ insights into an artificial intelligence (AI)-powered automatic question-detection tool designed for reflective practice: Question Bot (QBot). Six student-teachers (STs), who were enrolled in a secondary school teacher education program in Sweden, volunteered to use QBot to analyze their own classroom discourse and to reflect on their teaching. Findings based on the thematic analysis of in…
Teachers’ responses in student-initiated question sequences during between-desk interactions in EFL project work
A defining feature of project-based English-as-a-foreign-language (EFL) classrooms is teachers’ routine circulation between desks to answer students’ questions. Drawing on conversation analysis (CA), this study investigates how two teachers respond to students’ questions during between-desk interactions (BDIs) in project work. Specifically, it examines how the teachers structure their second-position turns in student-initiated question sequences …
Establishing understanding during student-initiated between-desk instructions in project work
This study investigates how shared understanding is established during a rarely researched instructional and interactional context, namely teacher–student interactions during between-desk instructions (BDIs). Specifically, the authors focus on instructional interactions initiated by students during project-based language teaching in an upper-secondary Swedish classroom and probe into how students’ formulations of understanding of a teacher’s prio…
Word search sequences in teacher-student interaction in an English as medium of instruction context
This study explores the ways students in a higher education setting engage in word searches. The investigation draws on 30-hour video recordings of content classes in an English as a medium of instruction university in Turkey. Using conversation analysis, the study focuses on the interactionally accomplished functions of vocal and visual practices deployed by the students in the course of a word search. We revealed that word searches are construc…
Topic maintenance in video-mediated virtual exchanges: Rolling the ball back in L2 interactions
This study investigates how topics are managed in virtual exchanges between tertiary-level English language learners from Turkey and Kazakhstan. The study reports on a previously unexplored interactional device referred to as “rolling the ball back” (RBB) that invites a co-participant to maintain a current topic of discussion through reciprocation of a question asked previously. Using multimodal conversation analysis, the findings show that RBBs …
Student-initiated multi-unit questions in EMI classrooms
This conversation analytic study investigates student-initiated multi-unit questions (MUQs) in whole class interaction. Based on a corpus of 30 hours of videotaped interactions from teacher education classrooms in an English-medium instruction university, we demonstrate that students use MUQs to introduce topics, either by recontextualizing some aspect of the prior topic, or alternatively, without these cohesive ties, which requires more interact…
Learning Potentials Afforded by a Film in Task‐Based Language Classroom Interactions
The use of films as teaching and learning materials can provide a variety of opportunities for interaction in second language classrooms. Research on the usage of films in language‐learning tasks to provide opportunities for learning and interaction, however, is scarce. Drawing on a database of video‐recorded interactions in an upper‐secondary English‐as‐a‐foreign‐language classroom in Sweden and using multimodal conversation analysis, this study…
Divergent language choices and maintenance of intersubjectivity: The case of Danish EFL young learners
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 pres…
Resolving interactional troubles and maintaining progressivity in paired speaking assessment in an EFL context
Any form of talk-in-interaction is organized in relation to progressivity (Schegloff, 2007; Hosoda & Aline, 2013). Progressivity of interaction may involve resolving interactional troubles and producing subsequent talk, and it is endemic to the organisation of conversation at the level of turn construction (Schegloff, 1979). In testing speaking skills, as progressivity of talk between peers is central for teachers to be able to assess students’ p…
A corpus linguistic investigation into online peer feedback practices in Call teacher education
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 Corp…
Creating opportunities for L2 learning in a prediction activity
The coordination of online L2 interaction and orientations to task interface for epistemic progression
Social Interaction and L2 Classroom Discourse
Provides a close investigation of interactional practices in L2 classrooms FINALIST: AAAL First Book Award FINALIST: BAAL Book Prize This book offers a close investigation of interactional practices in L2 classrooms, and provides a deeper appreciation of the processes involved in the co-construction of understanding and knowledge in settings for instructed language learning. Using Conversation Analysis, and referring to epistemic, multimodal, and…
Student smiles and the negotiation of epistemics in L2 classrooms
The interactional management of claims of insufficient knowledge in English language classrooms
This paper primarily investigates the interactional unfolding and management of ‘claims of insufficient knowledge’ (Beach and Metzger 1997) in two English language classrooms from a multi-modal, conversation-analytic perspective. The analyses draw on a close, micro-analytic account of sequential organisation of talk as well as on various multi-semiotic resources the participants enact including gaze, gestures, body movements and orientations to c…
Plurilingual Repertoires in the ESL Classroom: The Case of the European School
Epistemic status check' as an interactional phenomenon in instructed learning settings
Epistemic status check' as an interactional phenomenon in instructed learning settings
Student smiles and the negotiation of epistemics in L2 classrooms
The coordination of online L2 interaction and orientations to task interface for epistemic progression
Topic maintenance in video-mediated virtual exchanges: Rolling the ball back in L2 interactions
This study investigates how topics are managed in virtual exchanges between tertiary-level English language learners from Turkey and Kazakhstan. The study reports on a previously unexplored interactional device referred to as “rolling the ball back” (RBB) that invites a co-participant to maintain a current topic of discussion through reciprocation of a question asked previously. Using multimodal conversation analysis, the findings show that RBBs …
Creating opportunities for L2 learning in a prediction activity
Plurilingual Repertoires in the ESL Classroom: The Case of the European School
The interactional management of claims of insufficient knowledge in English language classrooms
This paper primarily investigates the interactional unfolding and management of ‘claims of insufficient knowledge’ (Beach and Metzger 1997) in two English language classrooms from a multi-modal, conversation-analytic perspective. The analyses draw on a close, micro-analytic account of sequential organisation of talk as well as on various multi-semiotic resources the participants enact including gaze, gestures, body movements and orientations to c…
Plurilingual Repertoires in the ESL Classroom: The Case of the European School
Epistemic status check' as an interactional phenomenon in instructed learning settings
Social Interaction and L2 Classroom Discourse
Provides a close investigation of interactional practices in L2 classrooms FINALIST: AAAL First Book Award FINALIST: BAAL Book Prize This book offers a close investigation of interactional practices in L2 classrooms, and provides a deeper appreciation of the processes involved in the co-construction of understanding and knowledge in settings for instructed language learning. Using Conversation Analysis, and referring to epistemic, multimodal, and…
Student smiles and the negotiation of epistemics in L2 classrooms
Creating opportunities for L2 learning in a prediction activity
The coordination of online L2 interaction and orientations to task interface for epistemic progression
Resolving interactional troubles and maintaining progressivity in paired speaking assessment in an EFL context
Any form of talk-in-interaction is organized in relation to progressivity (Schegloff, 2007; Hosoda & Aline, 2013). Progressivity of interaction may involve resolving interactional troubles and producing subsequent talk, and it is endemic to the organisation of conversation at the level of turn construction (Schegloff, 1979). In testing speaking skills, as progressivity of talk between peers is central for teachers to be able to assess students’ p…
A corpus linguistic investigation into online peer feedback practices in Call teacher education
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 Corp…
Student-initiated multi-unit questions in EMI classrooms
This conversation analytic study investigates student-initiated multi-unit questions (MUQs) in whole class interaction. Based on a corpus of 30 hours of videotaped interactions from teacher education classrooms in an English-medium instruction university, we demonstrate that students use MUQs to introduce topics, either by recontextualizing some aspect of the prior topic, or alternatively, without these cohesive ties, which requires more interact…
Learning Potentials Afforded by a Film in Task‐Based Language Classroom Interactions
The use of films as teaching and learning materials can provide a variety of opportunities for interaction in second language classrooms. Research on the usage of films in language‐learning tasks to provide opportunities for learning and interaction, however, is scarce. Drawing on a database of video‐recorded interactions in an upper‐secondary English‐as‐a‐foreign‐language classroom in Sweden and using multimodal conversation analysis, this study…
Divergent language choices and maintenance of intersubjectivity: The case of Danish EFL young learners
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 pres…
Establishing understanding during student-initiated between-desk instructions in project work
This study investigates how shared understanding is established during a rarely researched instructional and interactional context, namely teacher–student interactions during between-desk instructions (BDIs). Specifically, the authors focus on instructional interactions initiated by students during project-based language teaching in an upper-secondary Swedish classroom and probe into how students’ formulations of understanding of a teacher’s prio…
Word search sequences in teacher-student interaction in an English as medium of instruction context
This study explores the ways students in a higher education setting engage in word searches. The investigation draws on 30-hour video recordings of content classes in an English as a medium of instruction university in Turkey. Using conversation analysis, the study focuses on the interactionally accomplished functions of vocal and visual practices deployed by the students in the course of a word search. We revealed that word searches are construc…
Topic maintenance in video-mediated virtual exchanges: Rolling the ball back in L2 interactions
This study investigates how topics are managed in virtual exchanges between tertiary-level English language learners from Turkey and Kazakhstan. The study reports on a previously unexplored interactional device referred to as “rolling the ball back” (RBB) that invites a co-participant to maintain a current topic of discussion through reciprocation of a question asked previously. Using multimodal conversation analysis, the findings show that RBBs …
Achieving Joint Attention and Understanding of Task Responsibilities in Synchronous Hybrid L2 Classroom Group Work
This article addresses the need to better understand interactional asymmetries, challenges, and solutions in implementing synchronous hybrid language teaching. We investigate video-recorded peer interactions in a higher education language teaching context in which a student uses a telepresence robot, a remotely moveable videoconferencing tool, to participate in small-group task work in L2 English together with students who are physically located …
Corpus-Based Reflective Practice for Professional Development: A Collaborative Micro Auto-Ethnography
Recent research underscores the significance of data-led and collaborative reflection in enhancing teaching practices and professional development of teachers. While video-based reflections have been extensively studied, the potential of corpus-based methods remains underexplored. We address this gap in two ways. Firstly, we describe a research and development project in which we employed a corpus linguistic tool to analyse and reflect on our own…
Partnering with AI in teacher education? Using an automatic question detection tool to reflect on classroom interaction
In this paper, I investigate a group of student-teachers’ insights into an artificial intelligence (AI)-powered automatic question-detection tool designed for reflective practice: Question Bot (QBot). Six student-teachers (STs), who were enrolled in a secondary school teacher education program in Sweden, volunteered to use QBot to analyze their own classroom discourse and to reflect on their teaching. Findings based on the thematic analysis of in…
Teachers’ responses in student-initiated question sequences during between-desk interactions in EFL project work
A defining feature of project-based English-as-a-foreign-language (EFL) classrooms is teachers’ routine circulation between desks to answer students’ questions. Drawing on conversation analysis (CA), this study investigates how two teachers respond to students’ questions during between-desk interactions (BDIs) in project work. Specifically, it examines how the teachers structure their second-position turns in student-initiated question sequences …
Analysis of Interaction in Language Learning and Teaching
We learn languages in and through interaction. Given the central role of interaction in learning (and teaching), analysis of interaction has become an object of scientific inquiry since the earliest days of second/additional language (L2) learning and teaching research. Analysis of interaction has also become a source and drive for methodological innovation. In this chapter, I unpack the components, contexts, and dimensions of interaction within …
I agree but’: Performing less-than-agreement during EFL oral proficiency exams
This study deals with L2 interactional competence (L2 IC) and its assessment in pair and group test interactions. When developing and using rubrics for the assessment of L2 IC, language testers and raters face the issue of having to assign separate scores to what is essentially a jointly constructed examinee performance. Driven by conversation analysis as a method for analysing social actions, recent advances in the field have shown that a soluti…
Psychology (18 works) · EFL/ESL Teaching and Learning (17 works) · Computer Science (13 works) · Language, Discourse, Communication Strategies (13 works) · Linguistics (12 works) · Conversation analysis (11 works) · Sociology (11 works) · Communication (10 works) · Conversation (10 works) · Mathematics education (10 works)