Selected Research articles

Sert, O. & Ishino, M. (2025). Collaborative Noticing of Multimodality in Language Classroom Interaction: A telecollaboration project between student-teachers of English in Sweden and Japan. TESOL Journal, 16(4). 1-17. https://doi.org/10.1002/tesj.70072

Amri, M. & Sert, O. (2025). Teachers’ responses in student-initiated question sequences during between-desk interactions in EFL project work. 88, 1-12. Linguistics and Education. https://doi.org/10.1016/j.linged.2025.101444

Sert, O. (2025). Partnering with AI in Teacher Education? Using an Automatic Question Detection Tool to Reflect on Classroom Interaction. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2025.2504355

Samuelsson, R., Sert, O., & Tegler, H. (2025). Designing for computational collaboration. Using a storyboard educational design to scaffold collaborative coding for childhood education. Constructionism Conference Proceedings, 8/2025, 157–167. https://doi.org/10.21240/constr/2025/37.X

Sert, O., Wulff Sahlén, E., & Schröter, T. (2025). Corpus-Based Reflective Practice for Professional Development: A Collaborative Micro Auto-Ethnography. Education Sciences, 15(1), 79. https://doi.org/10.3390/educsci15010079

Jakonen, T., Jauni, H. & Sert, O. (2025). Achieving joint attention and understanding of task responsibilities in synchronous hybrid L2 classroom group work. Applied Linguistics. 46(2), 211-229. 10.1093/applin/amae017

Sert, O., Gynne, A. & Larsson, M. (2025). Developing Student-Teachers’ Interactional Competence through Video-Enhanced Reflection: A Discursive Timeline Analysis of Negative Evaluation in Classroom Interaction. Classroom Discourse, 16(2), 142-171. https://doi.org/10.1080/19463014.2024.2337184

Waring, H. Z. & Sert, O. (2025). Language Teacher Education and Conversation Analytic Interventions. In O. Sert & H. Z. Waring (eds.). Conversation Analysis and Language Teacher Education – Intervention Studies (pp. 1-19). Springer. https://doi.org/10.1007/978-3-031-88310-1_1

Sert, O., & Lind, K. (2025). Learning to respond to student utterances during a classroom interaction course in a Swedish higher education context. In O. Sert & H. Z. Waring (eds.). Conversation Analysis and Language Teacher Education – Intervention Studies (pp. 43-67). Springer. https://doi.org/10.1007/978-3-031-88310-1_3

Bozbıyık, M., & Sert, O. (2025). Increasing Awareness of Teacher Corrective Feedback Practices through a Data-led Teacher Education Framework. In O. Sert & H. Z. Waring (Eds.), Conversation Analysis and Language Teacher Education – Intervention Studies (pp. 121-142). Springer. https://doi.org/10.1007/978-3-031-88310-1_7

Sert, O. (2024). “It helped me grow and develop”: Video Enhanced Reflection and Feedback in a Swedish Teacher Education Context. TESOL Journal. 15(3) https://doi.org/10.1002/tesj.771. [pdf download] [video download]

Amri, M. & Sert, O. (2022). Establishing Understanding During Student-Initiated Between-Desk Instructions in Project Work. Cambridge Journal of Education. 52(6), 667-689https://doi.org/10.1080/0305764X.2022.2047890

Gynne, A., Larsson, M. & Sert, O. (2022). Digitaliserad reflektion kring lärares agerande i klassrumsinteraktion. I A. Nordin & M. Uljens (red.), Didaktikens språk – om skolundervisningens mål, innehåll och form (s. 171-180). Malmö: Gleerups.

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.