Staff Profile
Dr Müge Satar
Lecturer in Applied Linguistics and TESOL
- Email: muge.satar@ncl.ac.uk
- Telephone: +44 (0) 191 208 7797
- Address: Room 1.35
School of Education, Communication and Language Sciences
King George VI Building
Newcastle University
Newcastle upon Tyne
NE1 7RU
Background
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 Technology, ReCALL, 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
SELECTED PUBLICATIONS
Satar, M., & Wigham, C. R. (2020). Delivering task instructions in multimodal synchronous online language teaching. ALSIC, 23. https://doi.org/10.4000/alsic.4571
Satar, M. (2020). L1 for social presence in videoconferencing: A social semiotic account. Language Learning and Technology, 24(1), 129–153. https://doi.org/10125/44713
Akayoglu, S., Satar, H. M., Dikilitaş, K., Cirit, N. C., & Korkmazgil, S. (2020). Digital Literacy Practices of Turkish Pre-service EFL teachers. Australasian 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 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.
QUALIFICATIONS
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
ESTEEM INDICATORS
- 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.
ORCID: Click here.
Research
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:
https://eprint.ncl.ac.uk/author_pubs.aspx?author_id=224989
Current research projects
Communities, Languages, and Activities App (ENACT), a €270 Erasmus Key Action 2 Strategic Partnerships for Higher Education, (PI). https://enacteuropa.com/ (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, www.cslw.eu (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)
Teaching
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 area: online 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:
1. https://www.ncl.ac.uk/library/subject-support/informed-learner/plagiarism.php
2. http://www.plagiarism.org/teaching-about-plagiarism
3. http://www.uefap.com/writing/writfram.htm
Also see Activity 10.16 (page198) in Gillet, A., Hammond, A., & Martala, M. (2009). Inside track to successful academic writing. Canada: Pearson Education.
Publications
- Ganassin S, Satar M, Song L. Internationalisation in Chinese Higher Education in the time of the Belt and Road Initiative: The experience of Harbin Institute of Harbin Institute of Technology. In: The International Virtual Exchange Conference (IVEC). 2020, Newcastle upon Tyne: IVEC.
- Satar M, Wigham CR. Delivering task instructions in multimodal synchronous online language teaching. Apprentissage des langues et systèmes d'information et de communication (Alsic) 2020, 23.
- Satar M. L1 for social presence in videoconferencing: A social semiotic account. Language Learning and Technology 2020, 24(1), 129-153.
- Cappellini M, Satar M, Combe C. Editorial. Journal of Virtual Exchange 2020, 3(SI), 1-4.
- Akayoglu S, Satar HM, Dikilitas K, Cirit NC, Korkmazgil S. Digital literacy practices of Turkish pre-service EFL teachers. Australasian Journal of Educational Technology 2020, 36(1), 85-97.
- Yin Q, Satar M. English as a foreign language learner interactions with chatbots: Negotiation for meaning. International Online Journal of Education and Teaching (IOJET) 2020, 7(2), 390-410.
- Satar HM, Akcan S. Pre-service EFL Teachers' Online Participation, Interaction and Social Presence. Language Learning and Technology 2018, 22(1), 157-183.
- Hauck M, Satar HM. Learning and Teaching Languages in Technology-Mediated Contexts: The Relevance of Social Presence, Co-Presence, Participatory Literacy and Multimodal Competence. In: Kern R; Develotte C, ed. Screens and Scenes: Online Multimodal Communication and Intercultural Encounters : Theoretical and Educational Perspectives. London: Routledge, 2018, pp.133-157.
- Satar HM. New Technologies and Language Learning. TESOL Quarterly 2018, 52(1), 236-238.
- Satar HM, Wigham CR. Multimodal instruction-giving practices in webconferencing-supported language teaching. System 2017, 70, 63-80.
- 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.
- 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.
- 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.
- 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. 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.
- Ganassin S, Satar M, Li S. Internationalisation in Chinese Higher Education: promoting equitable international and intercultural experiences through virtual exchange. In: International Rich-Ed Conference: Intercultural Learning in Higher Education in China: Global, Local and Glocal Perspectives. 2021, University of Nottingham Ningbo China (and online): RICH-Ed.