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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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