Olcay Sert


Olcay Sert works as a senior lecturer in the School of Education, Culture and Communication at Mälardalen University, Sweden. He is the editor of Classroom Discourse (Routledge,T&F) and is the author of Social Interaction and L2 Classroom Discourse (Edinburgh University Press), which was shortlisted for the BAAL Book Prize in 2016 and became a finalist for the AAAL first book award in 2017. His research deals with classroom discourse, second language talk, and language teacher education.



Kunitz, S., Sert, O. & Markee, N. (forthcoming, 2019). Classroom-based conversation analytic research: Theoretical and applied perspectives on pedagogy. Springer.

Sert, O. (2015). Social Interaction and L2 Classroom Discourse. Edinburgh: Edinburgh University Press. (Click to order)
               - Shortlisted for BAAL (British Association for Applied Linguistics) Book Prize 2016!
               - Finalist for AAAL (American Association for Applied Linguistics) First Book Award 2017!

Selected articles

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. https://doi.org/10.1016/j.linged.2018.12.006 

Sert, O. & Aşık, A. (2018). A Corpus Linguistic Investigation into Online Peer Feedback Practices in CALL Teacher Education. Applied Linguistics Review. https://doi.org/10.1515/applirev-2017-0054

aus der Wieschen, M. V. & Sert, O. (2018). Divergent Language Choices and Maintenance of Intersubjectivity: The Case of Danish EFL Young Learners. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2018.1447544

Çelik, S., Baran, E. & Sert, O. (2018). The Affordances Of Mobile-app Supported Teacher Observations for Peer Feedback. International Journal of Mobile and Blended Learning. 10(2). 36-49. https://doi.org/10.4018/IJMBL.2018040104

Sert, O. & Balaman, U. (2018). Orientations to Negotiated Language and Task Rules in Online L2 Interaction. ReCALL. 30(3), 355-374. https://doi.org/10.1017/S0958344017000325

Sert, O. (2017). Creating Opportunities for L2 Learning in a Prediction Activity. System. 70, 14-25.

Balaman, U. & Sert, O. (2017). Development of L2 Interactional Resources for Online Collaborative Task Accomplishment. Computer Assisted Language Learning. (30)7, 601-630. http://dx.doi.org/10.1080/09588221.2017.1334667

Balaman, U. & Sert, O. (2017). The Coordination of Online L2 Interaction and Orientations to Task Interface for Epistemic Progression. Journal of Pragmatics. 115, 115-129.

Balaman, U. & Sert, O. (2017). Local Contingencies in L2 Tasks: A Comparison of Context-Sensitive Interactional Achievements across Two Different Task Types. Bellaterra Journal of Teaching & Learning Language & Literature. 10(3). 9-27.

Sert, O. & Li, L. (2017). A Qualitative Study on CALL Knowledge and Materials Design: Insights from Pre-service EFL Teachers. International Journal of Computer Assisted Language Learning and Teaching. 7(3). 73-87.

Sert, O. & Jacknick, C. (2015). Student Smiles and the Negotiation of Epistemics in L2 Classrooms. Journal of Pragmatics. 77(1), 97-112.

Ziegler, G., Durus, N. & Sert, O. (2013). Plurilingual Repertoires in the ESL Classroom: The Case of the European School. TESOL Quarterly. 47(3), 643-650.

Sert, O. (2013). Epistemic Status Check as an Interactional Phenomenon in Instructed Learning Settings. Journal of Pragmatics. 45(1), 13-28. 

Sert, O. & Walsh, S. (2013). The Interactional Management of Claims of Insufficient Knowledge in English Language Classrooms. Language and Education. 27(6), 542-565.

Click here to see the full list of publications

Book chapters

Sert, O. (forthcoming). Transforming CA findings into future L2 teaching practices: Challenges and prospects. In S. Kunitz, O. Sert & N. Markee (Eds.), Classroom-based conversation analytic research: Theoretical and applied perspectives on pedagogy. Springer.

Sert, O. (forthcoming). Classroom Interaction and Language Teacher Education. In S. Mann & S. Walsh (Eds.), The Routledge Handbook of Language Teacher Education. New York: Routledge.

Sert, O. (forthcoming). 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. New York: Routledge.

Sert, O. (forthcoming). 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. Bristol: Multilingual Matters.

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.

Çimenli, B. & Sert, O. (2017). Orientations to Linguistic Form in Meaning and Fluency Contexts in a Turkish as a Foreign Language Classroom. In G. Schwab, S. Hoffmann and A. Schön (eds.). Interaktion im Fremdsprachenunterricht: Beiträge aus der empirischen Forschung (pp. 17-32). Münster: LIT Verlag.

Sert, O. (2016). L2 Classroom Interactional Competence. In B. İnan-Karagül and D. Yüksel (eds.). The Theory and Practice of English Language Teaching. Kocaeli: Kocaeli Üniversitesi Vakfı Yayınları.

Sert, O. (2016). Sınıf İçi Etkileşim ve Yabancı Dil Öğretmeni Yetiştirme. (Ed.) Akcan, S. ve Bayyurt, Y. Türkiye’deki Yabancı Dil Eğitimi Üzerine Görüş ve Düşünceler (s.14-30). İstanbul: Boğaziçi Üniversitesi Yayınevi. DOI: 10.13140/RG.2.1.3171.4966 [click to view]

Ziegler, G., Durus, N., Sert, O. & Family, N. (2015). Analysing ELT in the European Arena: Multilingual Practices. In C.J. Jenks and P. Seedhouse (eds.). International Perspectives on ELT Classroom Interaction (pp.188-207). Hampshire: Palgrave MacMillan. [click to view]

Sert, O. (2012). Speaking. In E. Gursoy and A. Arikan (eds.). Teaching English to Young Learners: An Activity-based Guide for Prospective Teachers (pp.165-188). Ankara: Eğiten Kitap.

Book reviews

Sert, O. (2013). Jenks, C. J., Transcribing talk and interaction: Issues in the representation of communication data. Discourse Studies. 15(3). 353-355. [Click to download]

Edited Special Issue(s)

Seedhouse, P., Balaman U. & Sert, O. (2018). Conversation Analytic Studies on Teaching and Learning Practices: International Perspectives. Hacettepe University Journal of Education. 33, 1-357.

Seedhouse, P. & Sert, O. (2011). Special Issue: Conversation Analysis in Educational and Applied Linguistics. Novitas-ROYAL (Research on Youth and Language). 5(1), 1-168.

Articles published in Turkish

Sert, O., Balaman, U., Can Daşkın, N., Büyükgüzel, S., & Ergül, H. (2015). Konuşma Çözümlemesi Yöntemi. Mersin Üniversitesi Dil ve Edebiyat Dergisi, 12 (2). 1-43. [click here to download]

Sert, O. ve Balaman, U. (2015). Çevrimiçi Görev-Temelli Etkileşimde Ortaklaşa Bilgi Yapılandırmasının Konuşma Çözümlemesi ile İncelenmesi. Mersin Üniversitesi Dil ve Edebiyat Dergisi, 12 (2). 45-72. [click here to download]

Sert, O., Bozbıyık M., Elçin, M. ve Turan, S. (2015). Standart Hasta – Tıp Öğrencisi Etkileşiminde Ön Bilgi İddiaları ve Etkileşimsel Sorunlar. Mersin Üniversitesi Dil ve Edebiyat Dergisi, 12 (2). 45-72. [click here to download]

Papers Published in Conference Reports and Proceedings

Sert, O. (2013). Integrating Digital Video 

Analysis Software into Language Teacher Education: Insights from Conversation Analysis. Procedia- Social and Behavioral Sciences (Proceedings of Akdeniz Language Studies Conference). 70, 231-238. http://www.sciencedirect.com/science/article/pii/S1877042813000608

Sert, O. (2007). Code-switching to English in the German as a Second Foreign Language Classroom: The Case of Turkish Learners. Languages for Europe Conferences: British Council-Berlin; Preparing for the World of Work- Language Education for the Future. Conference Report. 56-63. January 26-27, 2007. British Council, Berlin-Germany.