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Dr Ozgehan Uştuk

Dr Ozgehan Uştuk

Research Assistant Professor

Research 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

  • Teacher learning
  • Teacher education
  • Teacher identity
  • Sociopolitics of language education
  • Language policy
  • Practitioner research
  • Multilingual education
  • Drama in education
  • TESOL

Research Output

  1. 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
  2. Curtis, J., & Uştuk, Ö. (Eds.) (2024). Global perspectives on building a culture of research in TESOL: Collaborations and communities. Springer
  3. De Costa, P. I., & Uştuk, Ö. (Eds.) (2024). A sociopolitical agenda for TESOL teacher education. Bloomsbury Academic.
  4. 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. 
  1. 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)
  2. 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)
  3. 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)
  4. 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)
  5. 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)
  6. Uştuk, Ö., Yazan, B., & Barkhuizen, G., (in press). In Conversation with Gary Barkhuizen: Pedagogizing identity in language teacher education. RELC Journal. (SSCI, Q1)
  7. 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)
  8. 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)
  9. 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)
  10. 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)
  11. 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)
  12. 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)
  13. 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)
  14. Uştuk, Ö., & De Costa, P. I. (2021) Reflection as metaaction: Lesson study and EFL teacher professional development. TESOL Journal. 12(1), e00531. https://doi.org/10.1002/tesj.531 (ESCI, Q2; SCOPUS, Q1)
  15. 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)
  16. 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)
  17. 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)
  18. 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)
  19. 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)
  20. 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)
  21. 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)
  22. 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)
  23. 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)
  24. 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)
  25. 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)
  1. 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
  2. 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.
  3. 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
  4. 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
  5. 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
  6. 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.
  7. 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.
  8. 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.
  1. 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.
  2. 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.
  3. 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. 
  4. 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.
  5. Uştuk, Ö., & Coombe, C. (2024). Roadmapping Your Classroom Research with TESOL Research Directions. TESOL 2024 Convention, Tampa, USA.
  6. Uştuk, Ö., Hu, G., Lockwood, J. (2024). Teacher questioning as pedagogy in Hong Kong secondary schools. TESOL 2024 Convention, Tampa, USA. 
  7. 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.
  8. Uştuk, Ö., & Aslan, E. (2023). Creating a Praxis of Psychology in TESOL through Teacher-led Research, TESOL 2023 Convention, Portland, USA.
  9. Uştuk, Ö., & Yazan B. (2023). Pedagogizing teacher identity in language teacher education practices, American Association of Applied Linguistics (AAAL) 2023 International Conference, Portland, USA.
  10. Uştuk, Ö. & De Costa, P. (2023). Voices from the Moorland: A critical linguistic ethnography of language educators. AILA 2023 International Conference, Lyon, France.
  11. 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.
  12. 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

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