Dr Muge Satar Coen
Lecturer in Applied Linguistics and TESOL
- Email: firstname.lastname@example.org
- Telephone: +44 (0) 191 208 7797
- Address: Room 1.35
School of Education, Communication and Language Sciences
King George VI Building
Newcastle upon Tyne
I joined the Applied Linguistics and Communication team at Newcastle University in December 2016. Prior to that I worked as a Lectuer at Boğaziçi University, Istanbul teaching academic English and TESOL courses. I have also taught English as a foreign language and Turkish as a foreign language at both secondary school level and in adult education in Turkey and in the UK, at King's College, London.
My research interests include Computer Assisted Language Learning (CALL), in particular Computer Mediated Communication (CMC) and online language learning and teaching.
Satar, H. M., & Akcan, S. (2018). Pre-service EFL teachers' online participation, interaction, and social presence. Language Learning & Technology, 22(1), 157-183.
Satar, H. M., & Wigham, C. R. (2017). Multimodal instruction-giving practices in webconferencing-supported language teaching. System, 70, 63-80.
Satar, H. M. (2016). Meaning-making in online language learner interactions via desktop videoconferencing. ReCALL, 28(3), 305-325.
PhD, MRes in Education, MA in Computer and Instructional Technologies, BA in English Language Teaching
UniCollaboration: I am elected to be an Executive Board member for the 2018-2020 period acting as the second publications officer.
I co-edited a special issue of Writing & Pedagogy, titled Multimodality in Electronic Feedback in Writing
Computer-Assisted Language Learning
Online Language Learning and Teaching
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ORCID: Click here.
My research to date has focused on technology enhanced foreign language learning and teacher education, particularly on the concept of social presence in multimodal online communication among language learners, interaction and participation in blended learning contexts, instruction-giving sequences in online language teaching, development of speaking and writing skills, task-based language teaching, and affective factors in language learning.
In my research, I employ both qualitative and quantitative data collection and analysis methods, including experimental research design, case studies, questionnaires, interviews, multimodal interteraction analysis, thematic analysis, content analysis and social network analysis.
I am currently co-editing a special issue of Writing & Pedagogy titled "Multimodality in Electronic Feedback on Writing".
Current research project
An examination of experienced online language teachers' multimodal instruction-giving practices (Faculty Research Funding, 2018-19) PI
Critical Skills for Life and Work: Developing the Professional Intercultural Communicative Competence of Highly-Skilled Refugees, funded by Erasmus , project website
I teach on the MA in Applied Linguistics and TESOL degree. I am the module leader for ALC8022 Computer-Assisted Language Learning (CALL), ALC8036 Materials Design and Evaluation in TESOL, and I contribute to lectures in ALC8020 Research Methods in Applied Linguistics.
I am interested in supervising masters and PhD students interested in all aspects of CALL and the use of technologies in foreign language learning and teaching. Potential research areas and methods include:
Computer Mediated Communication; Distance language learning and teacher education; TESOL and TESOL teacher education; Affective factors in especially online language learning settings, including motivation and anxiety; Social presence in online language learning communities; Intercultural communication/Telecollaboration; Digital/multimodal literacies in TESOL; Multimodal Interaction Analysis; Semiotics/Social semiotics; Interactional Sociolinguistics
I am most passionate about:
Computer-Assisted and Online Language Learning and Teaching
Multimodal analysis of online language learner/teacher interactions
- Satar HM. New Technologies and Language Learning. TESOL Quarterly 2018, 52(1), 236-238.
- Satar HM, Akcan S. Pre-service EFL Teachers' Online Participation, Interaction and Social Presence. Language Learning and Technology 2018, 22(1), 157-183.
- Chang C, Kelly JC, Satar HM, Strobl C. Electronic feedback on second language writing: A retrospective and prospective essay on multimodality. Writing & Pedagogy 2017, 9(3), 405-428.
- Satar HM, Wigham CR. Multimodal instruction-giving practices in webconferencing-supported language teaching. System 2017, 70, 63-80.
- Strobl C, Satar HM. Spoilt for choice: A plethora of modes for electronic feedback on second language writing. Writing & Pedagogy 2017, 9(3), 393-403.
- Wigham CR, Satar HM. A Multimodal Analysis of Task Instructions for Webconferencing-supported L2 Interactions: A Pilot Study of the ISMAEL Corpus. In: 4th Conference on CMC and Social Media Corpora for the Humanities. 2016, Ljubljana, Slovenia: Ljubljana University Press, Faculty of Arts.
- Satar HM. Meaning-making in Online Language Learner Interactions via Desktop Videoconferencing. ReCALL, The Journal of the European Association for Computer Assisted Language Learning 2016, 28(3), 305-325.
- Satar HM. Sustaining multimodal language learner interactions online. CALICO Journal 2015, 32(3), 480-507.
- Satar HM, Akcan S. Pre-Service Language Teachers’ Reflections on the Implementation of a Blended-Learning Environment. Turkish Online Journal of Qualitative Inquiry 2014, 5(3), 42-61.
- Satar HM. Multimodal Language Learner Interactions via Desktop Videoconferencing within a Framework of Social Presence: Gaze. ReCALL: The Journal of the European Association for Computer Assisted Language Learning 2013, 25(1), 122-142.
- Özdener N, Satar HM. Computer-Mediated Communication in Foreign Language Education: Use of Target Language and Learner Perceptions. Turkish Online Journal of Distance Education 2008, 9(2), 9.
- Satar HM, Özdener N. The Effects of Synchronous CMC on Speaking Proficiency and Anxiety: Text vs. Voice Chat. The Modern Language Journal 2008, 92(4), 595-613.