Ufuk Balaman is the coordinator of the DIGITASK4IC. He is an Associate Professor of Applied Linguistics in the department of English Language Teaching at Hacettepe University, Turkey. He is also the director of Hacettepe University Micro-Analysis Network (HUMAN) Research Centre. Using conversation analysis as research methodology, his research primarily deals with technology-mediated interaction for L2 learning, teaching and teacher education. His recent publications appeared in Computer Assisted Language Learning, ReCALL, Language Learning & Technology, Journal of Pragmatics, Text & Talk, Learning, Culture, and Social Interaction, and Linguistics & Education. Visit his personal website http://www.ubalaman.com for further info.
Semih Ekin is a PhD candidate and research assistant in English Language Teaching program at Hacettepe University. His research areas are telecollaboration, virtual exchanges, task-design, conversation analysis, and teacher education.
Fatma Badem-Korkmaz is a PhD candidate and research assistant in the department of English Language Teaching at Hacettepe University. She is also a researcher at Hacettepe University Micro Analysis Network (HUMAN) Research Centre. Her research interests primarily include classroom discourse and interaction, conversation analysis, and teacher education.
Fulya Çolak is currently a PhD student in English Language Education program at Hacettepe University. She has taught English from primary school students to university students for 10 years. At the moment, she is working as an English instructor at School of Foreign Languages at Izmir Institute of Technology. She holds SIT TESOL Certificate and she is also a candidate for TESOL Certificate: Advanced Practitioner. Her research interests include Applied Linguistics, Conversation Analysis, Multimodal Conversation Analysis and, Video-Mediated Interaction.
Gülşah Uyar is a PhD student in English Language Teaching program at Hacettepe University. She is also an instructor of English Language at Erzincan Binali Yıldırım University. She gives lectures in different proficiency levels in various undergraduate programs. She is interested in interactional competence, online task based language teaching, assessment of interactional competence and multimodal conversation analysis.
Carmen Konzett-Firth is an Assistant Professor at the Department of Romance Philology and at the Department of Subject-Specific Didactics at the University of Innsbruck. She teaches French linguistics and foreign language didactics to future school teachers. Her research focuses on classroom interaction and the development of interactional competence.
Nicola Brocca is an Assistant Professor at the Department of Subject-Specific Didactics at the University of Innsbruck. He teaches foreign language (especially Italian) didactics to future school teachers. His research focuses on didactics of pragmatics, digitalization in foreign language classes, technology supported TBLT, corpus based language teaching.
Elisa Guggenbichler is a researcher and lecturer at the University of Innsbruck. She studied French and English as foreign languages and holds an MA degree in Teaching from the University of Innsbruck, Austria. She is a member of the Language Testing Research Group Innsbruck at the Department of Subject-Specific Didactics. Elisa’s interests lie in language assessment and task development.
Katrin Schmiderer is a university assistant at the Department of Subject-Specific Didactics at the University of Innsbruck and also works as a secondary school teacher for Italian and Spanish. She holds an MA degree in Teaching (Italian and Spanish) and a BA in Translation Studies and is currently finishing her PhD-thesis on receptive and productive grammar development in Italian as an L3. Katrin’s further research interests lie in language learning materials development, learner autonomy and multilingualism in teacher education.
Jasmin Peskoller is a researcher and lecturer in language education at the University of Innsbruck, Austria, from which she holds an MA in teaching Mathematics and English as a foreign language. Her research interests include intercultural learning, global (citizenship) education, and diversity-sensitive teaching approaches focusing on EFL classrooms. She received an honorary state prize from the Austrian government of science, research, and economy for her research on Indigenous perspectives in contemporary Australian education, which was recently published as a monograph.
Dolors Masats is a senior lecturer and researcher at Universitat Autònoma de Barcelona. She has led various research projects at national level and published widely in the field of conversational analysis applied to language learning in multilingual and multicultural settings, including language awareness, task-based and project-based teaching and learning, technology-enhanced learning, video production and education for indigenous peoples. She is the co-leader of A+ project team and a founding member of the Research Centre on Plurilingual Interaction and Teaching (GREIP) and of the International Association on Éducation et Diversité Linguistique et Culturelle (EDiLiC). She also works as a curriculum advisor for the Ministry of Education & Youth of Govern d’Andorra and as materials designer. Plurilingual education and project-based learning are her main areas of expertise. Webpage: http://dolorsmasats.cat/
Melinda Dooly is Full Professor, Chair in Technology-Enhanced Language & Intercultural Education in the Department of Language & Literature Education and Social Science Education at the Universitat Autònoma de Barcelona. Her principal research addresses technology-enhanced project-based language learning, intercultural communication and 21st century competences in teacher education. She has published widely in international journals and authored chapters and books in this area of study. She is the former (and founding) editor of Bellaterra Journal of Teaching & Learning Language & Literature and co-editor of the book series Telecollaboration in Education (Peter Lang). She is lead researcher of GREIP: Grup de Recerca en Ensenyament i Interacció Plurilingües (Research Centre for Teaching & Plurilingual Interaction). Webpage: https://www.melindadooly.com/
Emilee Moore is a Serra Húnter Associate Professor at the Universitat Autònoma de Barcelona. She is interested in language practices in multilingual and multicultural educational contexts from a perspective that integrates linguistic ethnography, interactional sociolinguistics, ethnomethodology and sociocultural learning theories. She helps develop primary and secondary school teachers who are prepared to educate children and youth in contexts of linguistic diversity. She is a member of the GREIP Research Centre at the Universitat Autònoma de Barcelona and co-convenor of the AILA Research Network on Creative Inquiry in Applied Linguistics. Webpage: https://emileemoore.net/
Claudia Vallejo is a PhD candidate, adjunct lecturer and member of GREIP (Research Centre for Plurilingual Teaching and Interaction) at the Universitat Autònoma de Barcelona, where she teaches subjects on plurilingualism for pre-service teachers. She has participated in local and international projects on plurilingualism and social inequalities in education. Her PhD research analyses an after-school reading program for children categorised as being ‘at-risk’ of not meeting established curricular objectives on language and literacy, and the transformative potential of their plurilingual practices and pluriliteracies for creating more inclusive educational environments. Webpage: http://cvallejorubinstein.blogspot.com/
Nathaly González-Acevedo holds a PhD in Education by the UAB. Her dissertation “Preschoolers’ Peer Interaction in Autonomous and Collaborative EFL Tasks Supported by Beebots and iPads” and her research is interested in preschoolers, foreign language learning and the use of digital technology. She has a master’s degree in Research in Education, UAB, and a master’s degree in Language and Literature Teaching and Learning, UAB. Nathaly has been awarded a Short Term Scientific Mission financed by COST as part of the DigiLitEY project (Digital Literacy Practices in the Early Years) hosted by the University of Helsinki with referent scholars in Preschool Education resulting in the report “Preschoolers’ Agency in Technology Supported Language Learning Activities”. Nathaly is an active member of an AGAUR’s consolidated research group GREIP, and an adjunct lecturer at the UAB, UIC and UOC. She has edited and published articles related to her fields of interest and has presented her work in international conferences in the field of education. She is also a preschool teacher at an international school and a certified IB workshop leader and visiting team member.
Mónica López has worked in the field of education for over 25 years; firstly, by being the owner and an English language teacher of a private language school, secondly by working as an English teacher in Primary Education, thirdly by becoming a teacher educator of in service teachers at the Catalan Department of Education; and fourthly, by working at the UAB as an adjunct lecturer in the Primary Education Degree, where she also mentors pre-service teachers. Her working experience and academic knowledge has enriched her competences in guiding students and teachers to experience new ways of teaching and learning through digital tools, project work, cooperative work, Content and Language Integrated Learning (CLIL) and, lately, the UNESCO’s 2030 agenda (17SDG).
Maria Mont is currently a teacher trainer and an educational advisor at Vallès Oriental IV resource center. Since 2014 she has also been an adjunct professor at Universitat Autònoma de Barcelona (UAB) and a member of the Research Centre on Plurilingual Interaction and Teaching (GREIP) . Her main research interests revolve around the fields of project-based language learning, gamification and 21st century skills in teacher education. She has published articles and chapters in these areas of study. She also worked as an English primary teacher for 15 years where she experimented with the use of ICT and telecollaborative projects in the foreign language class and coordinated and was actively involved in several international and government-funded projects.
Xavier Pascual Calvo is a member of the GREIP research centre and an adjunct lecturer at the Department of Language and Literature Education and Social Science Education, Autonomous University of Barcelona (Universitat Autònoma de Barcelona). He teaches French language didactics and specializes in intercultural education. His research interests lie in developing intercultural competence. Dr. Xavier Pascual has participated in several international expert groups in the European Council of Modern Languages (ECML) in Graz developing projects in plurilingualism and intercultural communication.
Cèlia Pratginestós is a PhD student in the field of language teaching at the Faculty of Education (Universitat Autònoma de Barcelona) and a member of the Research Centre for Teaching & Plurilingual Interaction (GREIP). She currently works as an English teacher for specific purposes at Universitat Autònoma de Barcelona and at EUNCET Business School (Universitat Politècnica de Catalunya). She has participated in research and innovation projects within the field of project-based learning and plurilingualism. Her research interests revolve around the study of conversation analysis applied to language learning and the deployment of interactive competence in plurilingual peer-to-peer interactions and in virtual formal and non-formal environments.
Eda Üstünel took her PhD at Newcastle University, UK, and is currently working as a Professor of Applied Linguistics at the Faculty of Education at Muğla Sıtkı Koçman University, Muğla, Turkey. Her main research is in spoken interaction in relation to foreign language learning and teaching.
Ece Dilber started working as a full-time English lecturer at the University of Turkish Aeronautical Association Vocational School of Aviation in İzmir. She completed her master’s degree at Bahçeşehir University in the department of English Language Education in 2018. She presented her data at HUMAN Research Centre in 2017 and later decided to use a Conversation Analytic (CA) Framework and worked on Designedly Incomplete Utterances (DIU) in her thesis. This was later published as a book chapter in “Pedagogic and Instructional Perspectives in Language Education: The Context of Higher Education” in 2020. She is currently a PhD student at Muğla Sıtkı Koçman University in the department of English Language Teaching.
Arzu Yılmaz completed her Master’s degree at Çağ University in the Department of English Language Teaching in 2017. The research subject of her thesis was Professional Development. She presented her data at four international conferences. She has been working as a full-time English instructor for more than twelve years at state universities. She is currently working at Muğla Sıtkı Koçman University in School of Foreign Languages and she is a PhD student at Muğla Sıtkı Koçman University in the Department of English Language Teaching.