Özgehan Uştuk
Biographic Data
| ID | 4621400 |
|---|---|
| NAME | Özgehan Uştuk |
| GIVEN NAMES | Özgehan |
| FAMILY NAME | Uştuk |
| SIGNATURE | UŞTUK O |
| AFFILIATIONS | Hong Kong Polytechnic University |
| ORCID | 0000-0002-7486-1386 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 16 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Decoding the marketing playbook of AI-powered language-learning platforms in Meta’s Ad Library
Despite growing critical scholarship on AI in language education, the promotional discourse of AI-powered platforms remains un(der)examined. This study investigates how AI-powered language-learning platforms position themselves and their ‘products’ through digital advertising. Drawing on 385 advertisements targeting social media users in Turkey over six months and retrieved from Meta's Ad Library, we employ iterative deductive and open qualitativ…
‘Every decision falls back on me’
This study explores how eight English language teacher educators (LTEs) in Mainland China, Hong Kong, and Macao experienced and worked through the ethical dilemmas and professional tensions emerging from generative artificial intelligence (GenAI) integration. Using a qualitative multiple-case study design, we conducted two rounds of interviews, including scenario-based critical incident prompts, and analysed the data thematically. For English LTE…
English language teachers' development of questioning skills
Given the challenging nature of effective teacher questioning, teachers often need support in asking more learning-conducive questions. However, little research has explored how professional development initiatives could contribute to language teachers’ effective questioning practices and the cognitions behind them. To address this gap, the present study explored the contributions of a classroom-based mentoring initiative to three Hong Kong Engli…
Framing an identity-oriented activity for agentive language teacher education
The Nexus of Identity, Emotions, and Agency in Virtual Exchanges Between Pre‐Service Teachers From Türkiye and the United States
This study draws on data gleaned from multimodal identity tasks in an eight‐week telecollaboration project involving 120 pre‐service teachers from two teacher education programs in Türkiye and the United States. The authors explore what emotions teachers expressed during their participation in telecollaboration and how their emotions intersected with their teacher agency and identity construction. The intersectionality of language teachers’ ident…
Investigating teacher questioning in Hong Kong secondary EMI classrooms
Teacher questioning plays a fundamental role in facilitating teaching and learning. In Hong Kong secondary English-medium instruction (EMI) classrooms, productive questioning is essential for promoting language and content learning. However, research on teacher-student interactions in such classrooms has seldom explored whether teachers’ beliefs about questioning and actual practices align, leaving a critical gap in our understanding of how these…
Language teacher investment as resistance
Two Tesol Teacher Educators' Identity Work Through Transnational Collaboration to Pedagogize Identity in a Practicum Course
In our study, we used self‐study of teacher education practices (S‐STEP), which helps teacher educators examine dimensions of their practice and offers implications to improve how they teach teachers in their professional context. Our study addressed this research question: How did we engage in identity work through transnational collaboration to design a new identity‐oriented TESOL practicum course during the global pandemic? We drew on the data…
Examining Teacher Questioning in English‐Medium Instruction Classrooms
Questions asked by teachers in English‐medium instruction (EMI) classrooms are widely recognized as crucial in mediating language and content learning. Nonetheless, studies on EMI classroom discourse have rarely attempted a comprehensive conceptualization of teacher questioning or an analytical model to operationalize such a conceptualization. Drawing on a conceptual framework that characterizes teacher questions in terms of cognitive demand and …
Pedagogizing identity through perezhivanie
Tensions in an Identity‐Oriented Language Teaching Practicum
In this study, we examine how teacher candidates navigate the tensions in their identity work as they complete the activities in the TESOL practicum course in Turkiye. Using the Bakhtinian approach to teacher identity, we conceptually maintain that identity work inevitably involves tensions that teachers encounter during their professional lives. We use a qualitative case study design to explore how two teacher candidates (Erdem and Murat) experi…
This made me feel honoured’
This study investigates English as a foreign language learners' emotions and questions the authenticity of the communication in language classrooms in Turkey. To become more aware of learners' emotions and to make a speaking module more engaging, the teacher-researcher decided to utilise process drama as a participatory action research intervention. The data were collected over a three-week process drama. Drawing on ‘ethics of care' and ‘social a…
From “Robot” to “Rejuvenating Warrior”
Drawing on conceptual metaphor theory, I investigated the school transition experience of an English as a foreign language (EFL) learner. In this narrative case study, the participant’s emotion labor was followed throughout his first semester at a high school in Turkey. Exploring narrative journals, conceptual metaphors, and interviews, I examined his dynamic emotional states. The findings revealed that school transition may entail inhibiting emo…
Putting Process Drama in Practice With TBLT Principles
status: Published
Tensions in an Identity‐Oriented Language Teaching Practicum
In this study, we examine how teacher candidates navigate the tensions in their identity work as they complete the activities in the TESOL practicum course in Turkiye. Using the Bakhtinian approach to teacher identity, we conceptually maintain that identity work inevitably involves tensions that teachers encounter during their professional lives. We use a qualitative case study design to explore how two teacher candidates (Erdem and Murat) experi…
Pedagogizing identity through perezhivanie
Two Tesol Teacher Educators' Identity Work Through Transnational Collaboration to Pedagogize Identity in a Practicum Course
In our study, we used self‐study of teacher education practices (S‐STEP), which helps teacher educators examine dimensions of their practice and offers implications to improve how they teach teachers in their professional context. Our study addressed this research question: How did we engage in identity work through transnational collaboration to design a new identity‐oriented TESOL practicum course during the global pandemic? We drew on the data…
Examining Teacher Questioning in English‐Medium Instruction Classrooms
Questions asked by teachers in English‐medium instruction (EMI) classrooms are widely recognized as crucial in mediating language and content learning. Nonetheless, studies on EMI classroom discourse have rarely attempted a comprehensive conceptualization of teacher questioning or an analytical model to operationalize such a conceptualization. Drawing on a conceptual framework that characterizes teacher questions in terms of cognitive demand and …
From “Robot” to “Rejuvenating Warrior”
Drawing on conceptual metaphor theory, I investigated the school transition experience of an English as a foreign language (EFL) learner. In this narrative case study, the participant’s emotion labor was followed throughout his first semester at a high school in Turkey. Exploring narrative journals, conceptual metaphors, and interviews, I examined his dynamic emotional states. The findings revealed that school transition may entail inhibiting emo…
Putting Process Drama in Practice With TBLT Principles
status: Published
This made me feel honoured’
This study investigates English as a foreign language learners' emotions and questions the authenticity of the communication in language classrooms in Turkey. To become more aware of learners' emotions and to make a speaking module more engaging, the teacher-researcher decided to utilise process drama as a participatory action research intervention. The data were collected over a three-week process drama. Drawing on ‘ethics of care' and ‘social a…
Pedagogizing identity through perezhivanie
Tensions in an Identity‐Oriented Language Teaching Practicum
In this study, we examine how teacher candidates navigate the tensions in their identity work as they complete the activities in the TESOL practicum course in Turkiye. Using the Bakhtinian approach to teacher identity, we conceptually maintain that identity work inevitably involves tensions that teachers encounter during their professional lives. We use a qualitative case study design to explore how two teacher candidates (Erdem and Murat) experi…
The Nexus of Identity, Emotions, and Agency in Virtual Exchanges Between Pre‐Service Teachers From Türkiye and the United States
This study draws on data gleaned from multimodal identity tasks in an eight‐week telecollaboration project involving 120 pre‐service teachers from two teacher education programs in Türkiye and the United States. The authors explore what emotions teachers expressed during their participation in telecollaboration and how their emotions intersected with their teacher agency and identity construction. The intersectionality of language teachers’ ident…
Investigating teacher questioning in Hong Kong secondary EMI classrooms
Teacher questioning plays a fundamental role in facilitating teaching and learning. In Hong Kong secondary English-medium instruction (EMI) classrooms, productive questioning is essential for promoting language and content learning. However, research on teacher-student interactions in such classrooms has seldom explored whether teachers’ beliefs about questioning and actual practices align, leaving a critical gap in our understanding of how these…
Language teacher investment as resistance
Two Tesol Teacher Educators' Identity Work Through Transnational Collaboration to Pedagogize Identity in a Practicum Course
In our study, we used self‐study of teacher education practices (S‐STEP), which helps teacher educators examine dimensions of their practice and offers implications to improve how they teach teachers in their professional context. Our study addressed this research question: How did we engage in identity work through transnational collaboration to design a new identity‐oriented TESOL practicum course during the global pandemic? We drew on the data…
Examining Teacher Questioning in English‐Medium Instruction Classrooms
Questions asked by teachers in English‐medium instruction (EMI) classrooms are widely recognized as crucial in mediating language and content learning. Nonetheless, studies on EMI classroom discourse have rarely attempted a comprehensive conceptualization of teacher questioning or an analytical model to operationalize such a conceptualization. Drawing on a conceptual framework that characterizes teacher questions in terms of cognitive demand and …
Decoding the marketing playbook of AI-powered language-learning platforms in Meta’s Ad Library
Despite growing critical scholarship on AI in language education, the promotional discourse of AI-powered platforms remains un(der)examined. This study investigates how AI-powered language-learning platforms position themselves and their ‘products’ through digital advertising. Drawing on 385 advertisements targeting social media users in Turkey over six months and retrieved from Meta's Ad Library, we employ iterative deductive and open qualitativ…
‘Every decision falls back on me’
This study explores how eight English language teacher educators (LTEs) in Mainland China, Hong Kong, and Macao experienced and worked through the ethical dilemmas and professional tensions emerging from generative artificial intelligence (GenAI) integration. Using a qualitative multiple-case study design, we conducted two rounds of interviews, including scenario-based critical incident prompts, and analysed the data thematically. For English LTE…
English language teachers' development of questioning skills
Given the challenging nature of effective teacher questioning, teachers often need support in asking more learning-conducive questions. However, little research has explored how professional development initiatives could contribute to language teachers’ effective questioning practices and the cognitions behind them. To address this gap, the present study explored the contributions of a classroom-based mentoring initiative to three Hong Kong Engli…
Framing an identity-oriented activity for agentive language teacher education
Psychology (9 works) · Pedagogy (8 works) · EFL/ESL Teaching and Learning (7 works) · Sociology (7 works) · Mathematics education (6 works) · Multilingual Education and Policy (6 works) · Computer Science (4 works) · Global Education and Multiculturalism (4 works) · Second Language Learning and Teaching (4 works) · Art (3 works)