Sert, O. & Amri, M. (2021). Learning Potentials Afforded by a Film in Task-Based Language Classroom Interactions. The Modern Language Journal. 105 (S1), 126-141. DOI: 10.1111/modl.12684.

aus der Wieschen, M. V. & Sert, O. (2021). Divergent Language Choices and Maintenance of Intersubjectivity: The Case of Danish EFL Young Learners. International Journal of Bilingual Education and Bilingualism. 24(1), 107-123.

Sert, O. & Aşık, A. (2020). A Corpus Linguistic Investigation into Online Peer Feedback Practices in CALL Teacher Education. Applied Linguistics Review. 11(1), 55-78.

Duran, D., Kurhila, S. & Sert, O. (2019). Word Search Sequences in Teacher-Student interaction in an English as Medium of Instruction Context. International Journal of Bilingual Education and Bilingualism.

Gynne, A. (2019). ‘English or Swedish please, no Dari!’–(trans) languaging and language policing in upper secondary school’s language introduction programme in Sweden. Classroom Discourse, 10(3-4), 347-368.

Duran, D. & Sert, O. (2019). Preference organization in English as a Medium of Instruction classrooms in a Turkish higher education setting. Linguistics and Education. 49, 72-85.

Sert, O. (2019). Mutual Gaze, Embodied Go-aheads, and their Interactional Consequences in L2 Classrooms. In J. K. Hall & S. D. Looney (Eds.). The Embodied Work of Teaching (p. 142-159). Bristol: Multilingual Matters.

Sert, O. (2019). Classroom Interaction and Language Teacher Education. In S. Walsh & S. Mann (Eds.), The Routledge Handbook of English Language Teacher Education (pp.216-238). New York: Routledge.

Sert, O. (2019). The Interplay between Collaborative Turn Sequences and Active Listenership: Implications for the Development of L2 Interactional Competence. In M. R. Salaberry & S. Kunitz (Eds.), Teaching and testing L2 interactional competence: bridging theory and practice (pp.142-166). New York: Routledge.

Somuncu, D. & Sert, O. (2019). EFL Trainee Teachers’ Orientations to Students’ Non-understanding: A Focus on Task Instructions. In H. T. Nguyen & T. Malabarba (Eds.). Conversation Analytic Perspectives on English Language Learning, Teaching, and Testing in Global Contexts (pp. 110-131). Bristol: Multilingual Matters.

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