Mehmet Sak

Mehmet Sak, Hacettepe Üniversitesi İngilizce Öğretmenliği programından 2017 yılında mezun olmuş ve yüksek lisans derecesini de aynı üniversitenin aynı bölümünden 2020 yılında almıştır. 2017 yılında TOBB Ekonomi ve Teknoloji Üniversitesi Yabancı Diller Bölümü'nde başlayıp 6 ay sürdürdüğü okutmanlık görevinden sonra 2018-2023 Ocak yılları arasında TED Üniversitesi İngilizce Öğretmenliği lisans programında Araştırma Görevlisi olarak görev yapmış olan Mehmet Sak, Şubat 2023'ten bu yana aynı programda Öğretim Görevlisi olarak görevini sürdürmektedir. Doktora çalışmalarına 2021 yılından bu yana Orta Doğu Teknik Üniversitesi'nde devam eden ve doktora çalışmaları TÜBİTAK tarafından desteklenen Mehmet Sak, 2025 Bahar döneminde University of Edinburgh'ta ziyaretçi araştırmacı olarak görev yapacaktır. Çalışma alanı temel olarak dil öğrenme/öğretme psikolojisi ve öğretmen eğitimi olan Mehmet Sak'ın çeşitli uluslararası dergilerde yayınları, kitap bölümleri, kitap incelemeleri, projeleri, ve yayın ödülleri bulunmaktadır.

MAKALELER

• Sak, M., & Pietluch, A. (2024). Sources and outcomes of distressing emotions in directed motivational currents. System, 123, 103317. https://doi.org/10.1016/j.system.2024.103317 (SSCI; Q1)
• Sak, M. (2024). Tracking motivational changes in self-initiated professional development in ELT: A single-case analysis. Innovation in Language Learning and Teaching,18(5), 480-490. https://doi.org/10.1080/17501229.2024.2315107 (SSCI; Q1)
• Sak, M., & Gurbuz, N. (2024). Dynamic changes in pre-service language teacher well-being in the classroom ecology: A micro approach. TESOL Quarterly, 58(1),168-194. https://doi.org/10.1002/tesq.3222 (SSCI; Q1)
• Bilki, Z., Satar, M., Sak, M. (2023). Critical digital literacy in virtual exchange for ELT teacher education: An interpretivist methodology. ReCALL, 35(1), 58-73. https://doi.org/10.1017/S095834402200009X (SSCI; Q1)
• Sak, M. (2022). Dynamicity of language teacher motivation in online EFL classes. System, 111, 102948. https://doi.org/10.1016/j.system.2022.102948 (SSCI; Q1)
• Sak, M., & Gurbuz, N. (2022). Unpacking the negative side-effects of directed motivational currents in L2: An interpretative phenomenological analysis. Language Teaching Research, 1-20. https://doi.org/10.1177/13621688221125995 (SSCI; Q1)
• Sak, M. (2021). Understanding the role of personality in explaining L2 learners’ DMC disposition. Foreign Language Annals, 54(2), 429-451. https://doi.org/10.1111/flan.12524 (SSCI; Q1)
• Sak, M. (2020). The role of ideal L2 self in predicting L2 willingness to communicate inside and outside the classroom. Eurasian Journal of Applied Linguistics, 6(2), 189-203. https://doi.org/10.32601/ejal.775798  (ESCI)
• Sak, M. (2019). Contextual factors that enhance and impair directed motivational currents in instructed L2 classroom settings. Novitas-ROYAL (Research on Youth and Language), 13(2), 155-174. https://eric.ed.gov/?id=EJ1231981  (ERIC)
• Sak, M. (under review). Language teacher educator well-being in online classes: An analytic autoethnography.
• Sak, M., & Yuan, R. (under review). Language teacher educator psychology: A research agenda.
• Pietluch, A., & Sak, M. (under review). Navigating the flow: The dynamic nature of well-being in directed motivational currents.
• Gümüş, Ö., & Sak, M. (in preparation). Exploring EFL learners' emotion regulation in directed motivational currents: Consequences for goal-striving.
• Sak, M. (in preparation). Towards an ecological understanding of language teacher educator motivation in higher education.
• Sak, M. (in preparation). Language teacher educators' perceived roles and practices in promoting pre-service teacher well-being.
• Sak, M. (in preparation). The institutional landscape of well-being: Insights from university-based EFL teacher educators.
• Sak, M. (in preparation). Exploring emotion regulation among university-based language teacher educators: A case study. 
• Sak, M. (in preparation). Directed motivational currents in L2: A scoping review of the empirical landscape (2015-2025).
• Sak, M., & Bilki, Z. (in preparation). Examining pre-service language teacher well-being in a Turkish-Polish telecollaboration.
• Sak, M., & Bilki, Z. (in preparation). Telecollaboration as an aid for trainee ELT teachers' well-being.

KİTAP İNCELEMELERİ

• Sak, M. (2022). Review of "The Routledge Handbook of the Psychology of Language Learning and Teaching". Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2022.2098916 (SSCI)
• Sak, M. (2021). Review of "Directed Motivational Currents and Language Education: Exploring Implications for Pedagogy". System, 97, 1-2. https://doi.org/10.1016/j.system.2021.102460 (SSCI)
• Sak, M. (2022). Review of "Engaging Language Learners in Contemporary Classrooms". TESOL Journal, 13(1), 1-4. https://doi.org/10.1002/tesj.623  (ESCI)

KİTAP BÖLÜMLERİ

• Sak, M., & Acar, M. (2024). A trainee EFL teacher's self-reflexivity in exploring motivational dynamics in self-guided professional learning. In K. M. Reynolds, & K. D. Kuttig (Eds.), K-12 classroom research in language teaching and learning: Narratives for understanding and engaging in teacher research, (pp. 208-220). Routledge.
• Sak, M., & Aydın-Yazıcı, E. (in preparation). Navigating tensions of role complexity: Language teacher educator well-being in higher education.

TEZLER

• Sak, M. (2020). A case study on the parameters underlying patterns of change in directed motivational currents (Unpublished MA thesis). Hacettepe University, Ankara, Türkiye.
• Sak, M. (PhD thesis in progress). A multiple-case study on language teacher educator well-being from an ecological perspective. Middle East Technical University, Ankara, Türkiye.

PROJELER

• Pre-service language teacher well-being in digital spaces: The case in telecollaborative exchanges (Principal Investigator, 2023-2024). Funded by TED University as part of Institutional Research Fund (IRF) program.
• Virtual exchange for teacher education: A focus on critical digital literacy (Researcher, 2019-2020). Funded by TED University as part of Institutional Research Fund (IRF) program (Principal Investigator: Dr. Zeynep Bilki)

KONFERANS SUNUMLARI

• Sak, M., & Gümüş, Ö. (2024, May 16-18). Emotion regulation in directed motivational currents: Consequences for goal-striving [Oral presentation]. Psychology of Language Learning Conference 2024 (PLL5), Madrid, Spain. https://www.iapll.com/pll5
• Sak, M. (2023, November 3-5). Changes in motivation during self-initiated professional development in ELT: Insights from a single-case study [Oral presentation]. The 21st INGED International ELT Conference, Kayseri, Turkey. https://www.inged2023.com/
• Sak, M. (2022, October 6-7). Exploring fluctuations of language teacher motivation in online EFL classes [Oral presentation]. Language Teacher Psychology Conference, Mersin, Turkey. https://www.ltpc2022.org/
• Sak, M., Bursalı, N., & Daloğlu, A. (2022, March 17-18-19). EFL teacher educators' wellbeing in distance education [Oral presentation]. The 4th TESOL Turkey International ELT Conference (Virtual). https://drive.google.com/file/d/1yWiJsC8v_ByXnqeiyvhphiJc0z9GuY4C/view
• Bilki, Z., & Sak, M. (2021, August 25-27). Exploring the dynamics of critical digital literacy development: Insights from a telecollaborative exchange project [Oral presentation]. The EuroCALL 2021 Conference, Paris, France. https://whova.com/web/euroc1_202108/Agenda
• Sak, M., & Öz, H. (2019, April 11-14). Exploring the relationship between big-five personality traits and directed motivational currents [Oral presentation]. GlobELT 2019 Conference, Kyrenia, Northern Cyprus. https://globets.org/globeltconference/2019_book_of_abstract.html
• Sak, M. (2019, April 11-14). Contextual factors that influence directed motivational currents: A longitudinal study [Oral presentation]. GlobELT 2019 Conference, Kyrenia, Northern Cyprus.  https://globets.org/globeltconference/2019_book_of_abstract.html

ÖDÜLLER

• TED Üniversitesi Yayın Ödülü (Kasım 2024)
• TED Üniversitesi Yayın Ödülü (Haziran 2024)
• TED Üniversitesi Yayın Ödülü (Mayıs 2024)
• TÜBİTAK Uluslararası Bilimsel Yayınları Teşvik Ödülü (Ekim 2023)
• TÜBİTAK Uluslararası Bilimsel Yayınları Teşvik Ödülü (Ağustos 2023)
• TED Üniversitesi Yayın Ödülü (Mayıs 2023)
• TÜBİTAK Uluslararası Bilimsel Yayınları Teşvik Ödülü (Mart 2023)
• TED Üniversitesi Yayın Ödülü (Mart 2023)
• TÜBİTAK Uluslararası Bilimsel Yayınları Teşvik Ödülü (Aralık 2022)
• TED Üniversitesi Yayın Ödülü (Aralık 2022)
• TED Üniversitesi Yayın Ödülü (Eylül 2022)
• TÜBİTAK Uluslararası Bilimsel Yayınları Teşvik Ödülü (Kasım 2021)
• TED Üniversitesi Yayın Ödülü (Ağustos 2021)
• TED Üniversitesi Yayın Ödülü (Mart 2021)

HAKEMLİKLER

• Teaching and Teacher Education (SSCI; Kasım 2024)
• System (SSCI; Kasım 2024)
• British Educational Research Journal (SSCI; Eylül 2024)
• ReCALL (SSCI; Mayıs 2024)
• Journal of Education for Teaching (SSCI; Mayıs 2024)
• English Teaching & Learning (ESCI; Mart 2024)
• Journal of Multilingual and Multicultural Development (SSCI; Ocak 2024)
• International Review of Applied Linguistics in Language Teaching (SSCI; Ağustos 2023)
• English Teaching & Learning (ESCI; Ağustos 2023)
• TESOL Quarterly (SSCI; Ocak 2023)
• TESOL Quarterly (SSCI; Mayıs 2022)
• System (SSCI; Ağustos 2022)
• System (SSCI; Mart 2022)
• Asian-Pacific Journal of Second and Foreign Language Education (ESCI; Mart 2022)
• Foreign Language Annals (SSCI; Temmuz 2021)

VERDİĞİ DERSLER

Güz 2024

• ELT 101 Critical Reading and Writing
• ELT 260 Psychology of Language Learning and Teaching
• ELT 405 Teaching Writing Skills
• ELEP 403 Translation

Bahar 2024

• ELT 106 Linguistics
• ELT 200 Observation at Different Education Levels
• ELT 260 Psychology of Language Learning and Teaching

Güz 2023

• ELT 101 Critical Reading and Writing
• ELEP 403 Translation

Bahar 2023

• ELT 106 Linguistics
• ELT 104 Approaches in ELT