The effects of synchronous CMC on speaking proficiency and anxiety: Text versus voice chat HM Satar, N Özdener The Modern Language Journal 92 (4), 595-613, 2008 | 378 | 2008 |
Digital literacy practices of Turkish pre-service EFL teachers S Akayoglu, HM Satar, K Dikilitas, NC Cirit, S Korkmazgil Australasian Journal of Educational Technology 36 (1), 85-97, 2020 | 122 | 2020 |
Pre-service EFL teachers’ online participation, interaction, and social presence HM Satar, S Akcan Language Learning & Technology 22 (1), 157–183, 2018 | 92 | 2018 |
Multimodal language learner interactions via desktop videoconferencing within a framework of social presence: Gaze HM Satar ReCALL 25 (1), 122-142, 2013 | 79 | 2013 |
Sustaining multimodal language learner interactions online HM Satar CALICO Journal 32 (3), 449-479, 2015 | 68 | 2015 |
Meaning-making in online language learner interactions via desktop videoconferencing HM Satar ReCALL 28 (3), 305-325, 2016 | 56 | 2016 |
Computer-mediated communication in foreign language education: Use of target language and learner perceptions N Ozdener, HM Satar Turkish Online Journal of Distance Education 9 (2), 2008 | 50 | 2008 |
English as a foreign language learner interaction with chatbots: Negotiation for meaning Q Yin, M Satar International Online Journal of Education and Teaching (IOJET) 7 (2), 390-410, 2020 | 42 | 2020 |
Multimodal instruction-giving practices in webconferencing-supported language teaching HM Satar, CR Wigham System 70, 63-80, 2017 | 35 | 2017 |
Learning and teaching languages in technology-mediated contexts: The relevance of social presence, co-presence, participatory literacy, and multimodal competence M Hauck, HM Satar Screens and Scenes, 133-157, 2018 | 30 | 2018 |
Social presence in online multimodal communication: a framework to analyse online interactions between language learners HM Satar The Open University, 2011 | 27 | 2011 |
Critical digital literacy in virtual exchange for ELT teacher education: An interpretivist methodology Z Bilki, M Satar, M Sak ReCALL 35 (1), 58-73, 2023 | 24 | 2023 |
Multimodal (inter) action analysis of task instructions in language teaching via videoconferencing: A case study CR Wigham, M Satar ReCALL 33 (3), 195-213, 2021 | 24 | 2021 |
L1 for social presence in videoconferencing: A social semiotic account M Satar Language Learning & Technology 24 (1), 129-153, 2020 | 23 | 2020 |
Electronic feedback on second language writing: A retrospective and prospective essay on multimodality. C Chang, KJ Cunningham, HM Satar, C Strobl Writing & Pedagogy 9 (3), 2017 | 21 | 2017 |
Delivering task instructions in multimodal synchronous online language teaching M Satar, CR Wigham Alsic. Apprentissage Des Langues et Systèmes D’Information et de …, 2020 | 20 | 2020 |
Pre-service language teachers’ reflections on the implementation of a blended-learning environment HM Satar, S Akcan Turkish Online Journal of Qualitative Inquiry 5 (3), 42-61, 2014 | 14 | 2014 |
Marginalization and underrepresentation in virtual exchange: Reasons and remedies NH Alami, J Albuquerque, LS Ashton, JA Elwood, K Ewoodzie, M Hauck, ... STAR Scholars Network, 2022 | 12 | 2022 |
Where multimodal literacy meets online language learner autonomy:“Digital resources give us wings” M Hauck, M Satar, M Kurek Language education in digital spaces: Perspectives on autonomy and …, 2021 | 12 | 2021 |
Effectiveness of Various Oral Feedback Techniques in CALL Vocabulary Learning Materials. N Özdener, HM Satar Eurasian Journal of Educational Research (EJER), 2009 | 11* | 2009 |