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Özgehan Uştuk

Research Assistant Professor

The Hong Kong Polytechnic University

Hong Kong

Research Interests

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Articles (20)

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Collaborators (5)

Ali Fuad Selvi

Assistant Professor of TESOL and Applied Linguistics

University of Alabama, Tuscaloosa

UNITED STATES

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Guangwei Hu

Chair Professor of Applied Linguistics

The Hong Kong Polytechnic University

HONG KONG

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Bedrettin Yazan

Professor

University of Texas at San Antonio

UNITED STATES

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Tiefu Zhang

Assistant Professor

The Hong Kong University of Science and Technology (Guangzhou)

CHINA

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Baburhan Uzum

Sam Houston State University

UNITED STATES

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Özgehan Uştuk

Research Interests

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Articles (20)

Sociotechnical imaginaries and acceptance of artificial intelligence in education: A longitudinal social media analysis

‘Every decision falls back on me’: ethical dilemmas and professional responses to generative AI among English language teacher educators

Framing an identity-oriented activity for agentive language teacher education: An ethico-political perspective

Decoding the marketing playbook of AI-powered language-learning platforms in Meta’s Ad Library

Conceptual development through teacher-mentor interactions: A case study of questioning by English language teachers

Getting puzzled about puzzling: Doing my first exploratory practice on self-directed English language learning

An Exploratory Practice on Task‐Based Pragmatics Instruction: Insights From an EFL Classroom

English language teachers' development of questioning skills: A study of classroom-based mentoring

Two TESOL Teacher Educators' Identity Work Through Transnational Collaboration to Pedagogize Identity in a Practicum Course

In Conversation with Gary Barkhuizen: Pedagogizing Identity in Language Teacher Education

Pedogogizing Identity in Language Teacher Education

The Nexus of Identity, Emotions, and Agency in Virtual Exchanges Between Pre‐Service Teachers From Türkiye and the United States

Drama-in-teacher-education: A ‘metaxical’ approach for juxtaposing EFL teacher identity and tensions

Investigating teacher questioning in Hong Kong secondary EMI classrooms: (Mis)alignment between beliefs and practices

Language teacher investment as resistance: Why do teachers engage in practitioner research in an uneven world

Examining Teacher Questioning in English‐Medium Instruction Classrooms: A Four‐Tier Analytical Procedure

Teacher Questioning for Engaging EMI: A Quest for the Holy Grail?

Pedagogizing Identity in Professional Development: The Case of Two Native English-Speaking Teachers in Hong Kong

A transnational language teacher educator's autoethnographic pursuit of reflexivity in Hong Kong

Rethinking Power Dynamics in Multilingual TESOL: De-constructing and Re-constructing Power ‘in,’ ‘of,’ and ‘for’ Multilingual Classrooms

Collaborators (5)

Ali Fuad Selvi

Guangwei Hu

Bedrettin Yazan

Tiefu Zhang

Baburhan Uzum

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