Linguistics at Newcastle

Staff Profile

Dr Müge Satar

Lecturer in Applied Linguistics and TESOL


I am a Lecturer in Applied Linguistics and TESOL at Newcastle University, UK. I am interested in communicative and pedagogical aspects of multimodal interaction for online language learning and teaching, focusing on social presence, meaning-making, instruction-giving, and translanguaging. I am the co-editor of the Journal of Virtual Exchange and have publications in leading journals in the field such as Language Learning and TechnologyReCALL, and System. I am the Primary Investigator of the ENACT project co-funded by the European Union.

I joined the Applied Linguistics and Communication team at Newcastle University in December 2016. Prior to that I worked as a Lecturer 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. 


I currently supervise 10 doctoral candidates. PhD candidates, please read the information under the Teaching tab.

Chair of the International Virtual Exchange Conference - IVEC 2020 host, 14-16 September 2020



Satar, M., & Wigham, C. R. (2020). Delivering task instructions in multimodal synchronous online language teaching. ALSIC, 23.

Satar, M. (2020). L1 for social presence in videoconferencing: A social semiotic accountLanguage Learning and Technology, 24(1), 129–153.

Akayoglu, S., Satar, H. M., Dikilitaş, K., Cirit, N. C., & Korkmazgil, S. (2020). Digital Literacy Practices of Turkish Pre-service EFL teachersAustralasian Journal of Educational Technology, 36(1), 85–97.

Hauck, M., & Satar, H. M.. (2018). Learning and teaching languages in technology-mediated contexts: The relevance of social presence, co-presence, participatory literacy and multimodal competence. In R. Kern & D. Develotte (Eds.), Screens and scenes: Online multimodal communication and intercultural encounters (pp.133-157). London: Routledge.

Satar, H. M., & Akcan, S. (2018). Pre-service EFL teachers' online participation, interaction, and social presenceLanguage Learning & Technology, 22(1), 157-183.

Satar, H. M., & Wigham, C. R. (2017). Multimodal instruction-giving practices in webconferencing-supported language teachingSystem, 70, 63-80.

Satar, H. M. (2016). Meaning-making in online language learner interactions via desktop videoconferencingReCALL, 28(3), 305-325. 



Doçent (associate professor) in Educational Sciences, Foreign Language Teaching, awarded by Inter-university Council (UAK) of Turkey

PhD, MA in Computer and Instructional Technologies, BA in English Language Teaching



  • Director of internationalisation at the School of Education, Communication and Language Sciences. (2018-2020 co-director, 2020-ongoing director)
  • Chair of Board of Studies for our degree programmes at our section, Applied Linguistics and Communication (2018-2019).
  • Co-editor of Journal of Virtual Exchange and ARECLS (Annual Review of Education, Communication, and Language Sciences)
  • Co-editor of a special issue of Writing & Pedagogy, titled Multimodality in Electronic Feedback in Writing
  • Executive Board member of UNICollaboration: for the 2018-2020 period acting as the second publications officer.
  • Secretary for the Computer Mediated Communication Special Interest Group (CMC SIG) for EuroCALL(2014-2018)
  • Member of EuroCALL,  BAAL and ELTER


Computer-Assisted Language Learning; Online Language Learning and Teaching; Computer-Mediated Communication; Social Presence; Multimodality 


Google scholar: Click here.

ORCIDClick 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 social semiotic analysis, multimodal interaction analysis, thematic analysis, content analysis and social network analysis.

To get free electronic access to a number of my publications, please go to:

Current research projects

Communities, Languages, and Activities App (ENACT), a €270 Erasmus Key Action 2 Strategic Partnerships for Higher Education, (PI). (with Paul Seedhouse, Ahmed Kharrufa (CoIs). Consortium partners: Boğaziçi University, Cultura Foundation, Universitat Autonoma de Barcelona, and University of Helsinki. (2019-2022)

Stevens Initiative: The Causes and Remedies for Marginalization and Underrepresentation in Global Virtual Exchange Initiatives: A Comprehensive Survey of Stakeholders in Four Geopolitical Sectors, January-October 2021, Co-I, USD19,619 (2021)

Completed research projects

An examination of experienced online language teachers' multimodal instruction-giving practices, funded by Newcastle University, HaSS Faculty Research Fund (PI) (2018-2019)

Providing Technology Enhanced Training for EFL Teacher Trainees, funded by Bogazici University Scientific Research Projects (PI) (2013-2015)

Embedding translation AI in the L2 secondary school classroom: creative applications and potential barriers, funded by Creative Multilingualism (with Nick Riches, PI, and Elaine Lopez) (2019-2020)

British Council IELTS Research Programme on ‘Which specific features of candidate talk do examiners orient to when taking scoring decisions?’ (with Paul Seedhouse, PI) (2019)

Virtual Exchange for Teacher Education: A focus on Critical Digital Literacy, funded by TED University, Scientific Research Projects (with Zeynep Bilki, PI, and Mirjam Hauck) (2019-2020)

Newcastle University, ECLS School Research Committee: Follow-up work on E Critical Skills for Life and Work (2019)

Critical Skills for Life and Work: Developing the Professional Intercultural Communicative Competence of Highly-Skilled Refugees, funded by Erasmus, (Tony Young, PI) (2017-2019)

A comparison of synchronous computer-mediated communication technologies for the development of oral skills in a foreign language, funded by Marmara University, Scientific Research Projects Commission. (with Prof. Dr. Nesrin Ozdener, PI and Prof Dr. Servet Bayram). (2006-2007)


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.

I contribute to lectures in ALC8020 Research Methods in Applied Linguistics.

Newcastle University Student Union The Education Aawards nominations:

- Outstanding Contribution to Teaching – HASS Faculty (2019)

- Research Supervisor of the Year (2019, 2020).

For PhD candidates:

I currently supervise a high number of PhD students, and would only consider exceptional applications closely related to my research areaonline multimodal language learner interactions or online language teaching both specifically in the context of videoconferencing or virtual exchange.

I will also consider applications related to the ENACT project: Communities, Languages, and Activities App.

Please send me your IELTS scores and your academic transcripts with your proposal.

Potential research topics include: Social presence; Intersubjectivity; Engagement; Interpersonal relations; Translanguaging; Topic management; Digital/multimodal literacies; Teacher education/teaching skills.

I would welcome proposals using the following research methods: Social semiotics; Interactional Sociolinguistics; Multimodal Interaction Analysis; Ethnography; Social Network Analysis; Eye-tracking.

Some of the projects that I supervise:

Ali Alghamdi: The role of the teacher in managing collaboration in synchronous online collaborative language learning: A multimodal analysis

Please be advised that I check similarity scores for post-graduate proposals using Turnitin. You can find more information about plagiarism on the following links: 




Also see Activity 10.16 (page198) in Gillet, A., Hammond, A., & Martala, M. (2009). Inside track to successful academic writing. Canada: Pearson Education.