Dr Ozgehan Uştuk
Research Assistant Professor
- HHB916
- +852 2766 7570
- ozgehan.ustuk@polyu.edu.hk
ORCID ID
SCOPUS ID
Research GateResearch Overview
My recent research covers teacher learning with a focus on identity and emotions and teacher professional development on classroom discourse. To add, I have also engaged in practitioner research both as a teacher educator and a language teacher. That said, my research interests include teacher learning, practitioner research, drama-in-education, and teacher talk in multilingual classroom settings.
I am the chair of the TESOL International Association's Research Professional Council (2022-2024) and a MAXQDA professional trainer (VERBI Software).
Education and Academic Qualifications
- PhD in English Language Teaching, Dokuz Eylul University, Turkey
- MA in English Language Teaching, Balikesir University, Turkey
- MA in Theatre Pedagogy and Child/Play/Drama, Ankara University, Turkey
Academic and Professional Experience
- Postdoctoral Research Fellow, The Hong Kong Polytechnic University
- Visiting Student/Researcher, Michigan State University
- Research Assistant, Balikesir University, Turkey
- Research Assistant, Dokuz Eylul University, Turkey
Teaching Areas
- Drama in language education
- Practitioner research
- Academic writing
- Qualitative research
- Second language acquisition
Research Interests
Research Output
- Raza, K., Uştuk, Ö., & Reynolds D. (Eds.) (forthcoming, under contract). Multilingual TESOL: De-constructing and re-constructing power ‘of’, ‘in’ and ‘for’ language classrooms. Springer
- Curtis, J., & Uştuk, Ö. (Eds.) (2024). Global perspectives on building a culture of research in TESOL: Collaborations and communities. Springer
- De Costa, P. I., & Uştuk, Ö. (Eds.) (2024). A sociopolitical agenda for TESOL teacher education. Bloomsbury Academic.
- Aydin, S., Harputlu, L., Uştuk, Ö., Çelik, S. S., & Güzel, S. (2017). Çocuklarda yabancı dil kaygısı üzerine bir araştırma. [A research on foreign language anxiety among children]. Pegem Publishing.
- Uştuk, Ö., Ye, X., & Hu, G. (in press). Examining Teacher Questioning in EMI classrooms: A Four-Tier Analytical Procedure. TESOL Quarterly.https://doi.org/10.1002/tesq.3382 (SSCI, Q1)
- Uştuk, Ö., Yazan, B., Uzum, B., Akayoglu, S., & Keles, U. (in press). The nexus of identity, emotions, and agency in virtual exchanges between pre-service teachers from Türkiye and the US. International Journal of Applied Linguistics.https://doi.org/10.1111/ijal.12707 (SSCI, Q2)
- Uştuk, Ö., & Hu, G. (in press). Teacher questioning for engaging EMI: A quest for the holy grail?. The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-024-00924-4 (SSCI, Q1)
- Uştuk, Ö., & Hu, G. (in press). Pedagogizing Identity in Professional Development: The Case of Two Native English-speaking Teachers in Hong Kong. RELC Journal. https://doi.org/10.1177/00336882241291608 (SSCI, Q1)
- Uştuk, Ö., (in press). A transnational language teacher educator’s autoethnographic pursuit of reflexivity in Hong Kong. TESOL Journal. https://doi.org/10.1002/tesj.888(ESCI, Q2; SCOPUS, Q1)
- Uştuk, Ö., Yazan, B., & Barkhuizen, G., (in press). In Conversation with Gary Barkhuizen: Pedagogizing identity in language teacher education. RELC Journal. (SSCI, Q1)
- Uştuk, Ö. (in press). The call of the new normal in teaching and learning English for academic purposes: An Exploratory Practice on self-directed learning. Language Teaching Research. https://doi.org/10.1177/13621688241254991(SSCI, Q1)
- Uştuk, Ö. (in press). Drama-in-teacher-education: A “metaxical” approach for juxtaposing EFL teacher identity and tensions. Language Teaching Research. https://doi.org/10.1177/13621688221118644 (SSCI, Q1)
- Uştuk, Ö., & Yazan, B. (2024). Pedagogizing identity through perezhivanie: A longitudinal study of identity-oriented practicum in Türkiye. Teaching and Teacher Education, 146, 104643. https://doi.org/10.1016/j.tate.2024.104643 (SSCI, Q1)
- Uştuk, Ö. & Yazan, B. (2024). Tensions in an identity-oriented language teaching practicum: A dialogic approach. TESOL Quarterly. 58(1), 363-393 https://doi.org/10.1002/tesq.3234 (SSCI, Q1)
- Uştuk, Ö. (2023). “This made me feel honoured”: Process drama and investigating language learner emotions with ethics of care. Research in Drama Education: The Journal of Applied Theatre and Performance. 28(2), 279–294. https://doi.org/10.1080/13569783.2022.2106127 (SSCI, Q4)
- Uştuk, Ö. (2022). How massive open online courses constitute digital learning spaces for EFL teachers: A netnographic case study. The Journal of Teaching English with Technology. 22(3-4), 43-62 (SCOPUS, Q1)
- Uştuk, Ö., & Van Gorp, K. (2021). Putting process drama in practice with TBLT principles: TESOL in action. TESOL Quarterly. 55(2), 643-654. https://doi.org/10.1002/tesq.3003 (SSCI, Q1)
- Uştuk, Ö., & De Costa, P. I. (2021) Reflection as meta‐action: Lesson study and EFL teacher professional development. TESOL Journal. 12(1), e00531. https://doi.org/10.1002/tesj.531 (ESCI, Q2; SCOPUS, Q1)
- Uştuk, Ö., & Çomoğlu, İ. (2021). Reflexive professional development in reflective practice: What lesson study can offer. International Journal of Lesson and Learning Studies. 10(3), 260-273. https://doi.org/10.1108/ IJLLS-12-2020-0092 (SSCI, Q3)
- Uştuk, Ö. (2021). “Not me with my American flag”: Transnational teachers’ trajectories of language teacher socialization. TESL-EJ. 25(3). https://tesl-ej.org/pdf/ej99/a6.pdf (SCOPUS, Q1)
- Uştuk, Ö. (2021). From ‘robot’ to ‘rejuvenating warrior’: An EFL learner’s conceptual metaphors during school transition. The Qualitative Report. 26(2), 525-540. https://doi.org/10.46743/2160-3715/2021.4550 (ESCI, Q2; SCOPUS, Q1)
- Aydin, S., Harputlu, L., Uştuk, Ö., Çelik, Ş. S., & Güzel, S. (2021). Difficulties in collecting data from children aged 7–12. International Journal of Teacher Education and Professional Development (IJTEPD), 4(1), 89-101. https://doi.org/10.4018/IJTEPD.2021010106 (ESCI, Q4)
- Aydin, S., & Uştuk, Ö. (2020). The Foreign Language Teaching Anxiety Scale: Preliminary Tests of Validity and Reliability. Journal of Language and Education, 6(2), 44-55. https://doi.org/10.17323/jle.2020.10083 (ESCI, Q3; SCOPUS, Q2)
- Uştuk, Ö., & Çomoğlu, İ. (2019). Lesson study for professional development of English language teachers: Key takeaways from international practices. Journal on Efficiency and Responsibility in Education and Science, 12(2), 41-50. http://dx.doi.org/10.7160/eriesj.2019.120103 (ESCI, Q3; SCOPUS, Q3)
- Uştuk, Ö., & Aydın, S. (2018). The effects of the use of paralinguistic cues on foreign language anxiety among English as a foreign language speakers. Innovation in Language Learning and Teaching, 12(3), 289-302. https://doi.org/10.1080/17501229.2016.1211133 (SSCI, Q1)
- Aydin, S., Harputlu, L., Çelik, Ş. S., Uştuk, Ö., & Güzel, S. (2018). A Descriptive Study on Foreign Language Anxiety among Children. Hacettepe University Journal of Education, 33(1): 229-241. https://doi.org/10.16986/HUJE.2017028070 (ESCI, Q4; SCOPUS, Q4)
- Aydin, S., Harputlu, L., Çelik, S. S., Uştuk, Ö., & Güzel, S. (2017). Age, gender and grade effect on foreign language anxiety among children. TEFLIN Journal, 28(2), 133-154. http://dx.doi.org/10.15639/teflinjournal.v28i2/133-154(SCOPUS, Q2)
- Aydin, S., Harputlu, L., Uştuk, Ö., Güzel, S., & Çelik, Ş. S. (2017). The children’s foreign language anxiety scale: Reliability and validity. Journal of Language and Linguistic Studies, 13(2), 43-52. (SCOPUS, Q2)
- Uştuk, Ö., & Inan, D. (2017). A Comparative Literature Review of the Studies on Drama in English Language Teaching in Turkey. Novitas-ROYAL (Research on Youth and Language), 11(1), 27-41. (SCOPUS, Q2)
- Uştuk, Ö. (2025). Becoming a TESOL teacher educator and a leader: Facilitating the learning Space and the art of letting go. In E. Trinh, L. C. de Oliveira, & A. F. Selvi (Eds.). Multilingual Leadership in TESOL. Springer
- Uştuk, Ö. & Yazan, B. (2024). An English language teacher candidate’s tensions in the context of Turkey: What does an identity-oriented practicum course offer?. In K. Bailey & D. Nunan (Eds.). English teaching and learning in the Middle East and North Africa. TIRF/Routledge Series.
- Uştuk, Ö. (2024). A new ELT program in Turkey and the teaching practicum: A space for promoting reflective practice. In A. Cirocki, A. Gao, & M. Wyatt (Eds.). Developing Reflective ELT Practitioners through Teacher Education: Insights from Asian Contexts. Springer
- Uştuk, Ö. & Özer, İ. S. (2024). Understanding and promoting inclusive TESOL through participatory community engagements: A duoethnographic study. In Z. Tajeddin & B. Yazan (Eds.). Language teacher identity tensions: Nexus of agency, emotion, and investment. Routledge
- Uştuk, Ö., & Comoglu, I. (2023). Mediating reflective practice through lesson study: The case of an EFL teacher. In B. Gun, & E. Ustunluoglu (Eds.). Exploring the principles of reflective practice in ELT: Research and perspectives from Turkey. Equinox
- Uştuk, Ö., & De Costa, P. I. (2022). “Started working as a global volunteer ...”: Developing professional transnational habitus through Erasmus+. In R. Jain, B. Yazan, & S. Canagarajah (Eds.). Transnational research in English language teaching: Critical pedagogies, practices, and identities. Multilingual Matters.
- Uştuk, Ö. (2022). Pretexts: Igniter materials of dramatic elsewhere in EFL classrooms. In D. LaScotte, C. S. Mathieu, & S. David (Eds.). New perspectives on material mediation in language learner pedagogy. Springer.
- Uştuk, Ö. & Çomoğlu, İ. (2019). Reframing as a mentor-coaching technique in initial EFL teacher education. In K. Dikilitas, M. Wyatt, A. Burns, & G. Barkhuizen (Eds.). Energizing teacher research. Kent, UK: IATEFL.
- Hu, G. & Uştuk, Ö. (2024). Teacher questioning as pedagogy: EMI classrooms in Hong Kong secondary schools. International Association of Applied Linguistics World Congress, Kuala Lumpur, Malaysia.
- Uştuk, Ö. & Hu, G. (2024). Transnational language teachers' academic socialization in Hong Kong through teacher questioning. International Association of Applied Linguistics World Congress, Kuala Lumpur, Malaysia.
- Uştuk, Ö., Ye, X., & Hu, G. (2024). Teacher questions in Hong Kong: what secondary-level EMI classroom discourse reveals about academic discourse. International Symposium on Language Sciences, Hong Kong.
- Uştuk, Ö., Hu, G., Lockwood, J. (2024). More of a dentist than teacher”: EMI in Hong Kong from native speaker teachers’ eyes. American Association of Applied Linguistics (AAAL) 2024 International Conference, Houston, USA.
- Uştuk, Ö., & Coombe, C. (2024). Roadmapping Your Classroom Research with TESOL Research Directions. TESOL 2024 Convention, Tampa, USA.
- Uştuk, Ö., Hu, G., Lockwood, J. (2024). Teacher questioning as pedagogy in Hong Kong secondary schools. TESOL 2024 Convention, Tampa, USA.
- Uştuk, Ö. & Hu, G. (2023). Short passes on a narrow pitch: Focusing on teacher questions in Hong Kong secondary school EMI settings. HAAL 2023 Conference, Hong Kong.
- Uştuk, Ö., & Aslan, E. (2023). Creating a Praxis of Psychology in TESOL through Teacher-led Research, TESOL 2023 Convention, Portland, USA.
- Uştuk, Ö., & Yazan B. (2023). Pedagogizing teacher identity in language teacher education practices, American Association of Applied Linguistics (AAAL) 2023 International Conference, Portland, USA.
- Uştuk, Ö. & De Costa, P. (2023). Voices from the Moorland: A critical linguistic ethnography of language educators. AILA 2023 International Conference, Lyon, France.
- Uştuk, Ö. (2023). “Started working as a global volunteer ...”: Developing professional transnational habitus through the Erasmus+. American Association of Applied Linguistics (AAAL) 2023 International Conference, Portland, USA.
- Uştuk, Ö., & Yazan, B. (2022). Designing an identity-oriented teaching practicum: A dialogical perspective to language teacher identity work. American Association of Applied Linguistics (AAAL) 2022 International Conference, Pittsburg, USA.
Others
- “A critical ethnographic understanding of lesson study as an EFL teacher professional development strategy” 2018-2019. Funded by Turkish-Fulbright Commission Doctoral Research Program Scholarships.
- “Foreign language anxiety among children” [115K738-3001]. 2015-2017, Funded by Scientific and Technological Research Council of Turkey.
- “Teaching English as a foreign language through theatre: Theatre-makers’ perspectives” [BAP.2015.0001]. 2015, Funded by Balikesir University, Research Projects Fund.
- “Presidential Plenary: Inspiring the Future of Research in ELT”, TESOL 2023 International Convention & English Language Expo, Oregon, Portland, US.
Esteem Measures
- TESOL International Association
- American Association for Applied Linguistics
- Hong Kong Association for Applied Linguistics
- The Literacy Trek, Associate Editor
- ERIES Journal, Editorial Board Member
- TESOL International Association - The Outstanding Advocate Honor Award 2025
- TESOL International Association - The Betty Azar Practicing ESL/EFL Teacher Grant 2022
- Balikesir University, Academic Incentive Award, 2021
- U.S. Embassy Ankara & TESOL Turkey - Advanced TESOL Practitioner Program Grant 2020
- TESOL International Association - Albert H. Marckwardt Grant 2020
- Fulbright Visiting Ph.D. Researcher Grant 2018-2019
- Balikesir University, Academic Incentive Award, 2019
- Balikesir University, Academic Incentive Award, 2017
- Balikesir University, Academic Incentive Award, 2016
- Scientific and Technological Research Council of Turkey (TÜBİTAK) Ph.D. Grant 2016-2020
- Scientific and Technological Research Council of Turkey (TÜBİTAK) MA Grant 2014-2016
- Erasmus Student Mobility Program Grant 2007-2008
