Mehmet Sak

Mehmet Sak, Hacettepe Üniversitesi İngilizce Öğretmenliği programından 2017 yılında mezun olmuş ve yüksek lisans derecesini de aynı üniversitenin İngiliz Dili Eğitimi programından 2020 yılında, doktora derecesini ise 2025 yılında ODTÜ'den almıştır. Kariyerine 2017'de TOBB Ekonomi ve Teknoloji Üniversitesi Yabancı Diller Bölümü'nde Okutman (Instructor) olarak başladıktan sonra 2018-2023 Ocak yılları arasında TED Üniversitesi İngilizce Öğretmenliği programında Araştırma Görevlisi (Research Assistant); Şubat 2023-Ekim 2025 arası ise Öğretim Görevlisi (Lecturer) olarak görev yapmıştır. Kasım 2025 itibariyle Dr. Öğretim Üyesi (Assistant Professor) kadrosuna atanan Sak, aynı zamanda bölüm başkan yardımcılığı yapmaktadır. 2025 Bahar döneminde TÜBİTAK 2214-A programı kapsamında University of Edinburgh'ta ziyaretçi araştırmacı olarak bulunan Sak'ın araştırma alanı temel olarak dil öğrenme/öğretme psikolojisi, öğretmen eğitimi, ve öğretmen eğitimcileridir. Çeşitli uluslararası dergilerde makaleleri, kitap incemeleri ve kitap bölümleri bulunan Sak, Mayıs 2025'te TESOL Quarterly dergisi Genç Yayın Kurulu (Junior Editorial Board) üyeliğine seçilmiş ve ICPLTL-2025 konferansında "Genç Araştırmacı Ödülü"nü (Young Researcher Award) almıştır.

MAKALELER

• Sak, M., & Bilki, Z. (2025). Virtual exchange as an aid for pre-service language teacher wellbeing: Evidence from a Turkish-Polish project. System, 134, 103802. https://doi.org/10.1016/j.system.2025.103802 (SSCI; Q1)
• Sak, M., & Yuan, R. (2025). Language teacher educator psychology: A research agenda. Language Teaching, 1-21. https://doi.org/10.1017/S0261444825000163 (SSCI; Q1)
• Sak, M. (2025). Language teacher educator wellbeing in online classes: An analytic autoethnography. European Journal of Education, 60(2), 1-11. https://doi.org/10.1111/ejed.70102  (SSCI; Q1)
• Pietluch A., & Sak, M. (2025). Navigating the flow: The dynamic nature of language learners' well-being in directed motivational currents. International Journal of Applied Linguistics, 35(3), 1427-1439. https://doi.org/10.1011/ijal.12716 (SSCI; Q1)
• 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). Caring for wellbeing in initial teacher education: A focus on language teacher educators' perceived roles and reported practices. 
• Sak, M., & Gurbuz, N. (under review). Language teacher educators' perspectives on what makes a wellbeing-supportive positive institution.

KİTAP İNCELEMELERİ

• Sak, M. (2024). Review of "The Routledge Handbook of the Psychology of Language Learning and Teaching". Journal of Multilingual and Multicultural Development, 45(5), 1814-1815. https://doi.org/10.1080/01434632.2022.2098916 (SSCI)
• Sak, M. (2022). Review of "Engaging Language Learners in Contemporary Classrooms". TESOL Journal, 13(1), e623. https://doi.org/10.1002/tesj.623  (ESCI)
• Sak, M. (2021). Review of "Directed Motivational Currents and Language Education: Exploring Implications for Pedagogy". System, 97, 102460. https://doi.org/10.1016/j.system.2021.102460 (SSCI)

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. (under review). Navigating wellbeing amidst role complexity: The experiences of language teacher educators in higher education. In D. Smid, A. Hasper, & S. Mercer (Eds.), Language teacher educator psychology. Cambridge.
• Sak, M., & Atasorkun, Z. (invited; in preparation). Language teacher educator wellbeing in times of Gen AI. In V. Tavares, & K. Dikilitaş (Eds.), Routledge handbook of generative AI and language teacher education. Routledge. 
• Elahi Shirvan, M., Solhi, M., & Sak, M. (in preparation). Linking EFL teachers' digital learning identity to creative thinking: The mediating role of teacher enthusiasm. In G. Stockwell, & J. Kamali (Eds.), Language teacher identity in the digital age: Concepts, methods, and tools. Springer.
• Sak, M. (invited; in preparation). The emotional ecology of Virtual Exchange in language teacher education. Implications for task engagement. In M. Azari Noughabi, & M. Solhi (Eds.), L2 teachers behind the screen: Psychological dimensions of L2 teaching in online contexts. Routledge. 

TEZLER

• Sak, M. (2025). An ecological look at language teacher educator wellbeing in Türkiye (Unpublished PhD Dissertation). Middle East Technical University, Ankara, Türkiye. https://hdl.handle.net/11511/115516
• Sak, M. (2020). A case study on the parameters underlying patterns of change in directed motivational currents (Unpublished MA Thesis). Hacettepe University, Ankara, Türkiye. https://hdl.handle.net/115655/22511

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. (2025, October 17-18). Exploring language teacher educators' agency enactment for wellbeing [Oral Presentation]. 4th International Conference on Psychology for Language Teachers and Learners (ICPLTL-2025), İstanbul, Türkiye. https://icpltl.medipol.edu.tr/
• Bilki, Z., Burhan-Horasanlı, E., & Sak, M. (2025, April 24-27). Integrating intersectionality into language teacher education: A curricular intervention for pre-service EFL teachers [Workshop]. The 22st INGED International ELT Conference, Bolu, Türkiye. https://www.inged2025.com/
• 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, Türkiye. 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, Türkiye. 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

DAVETLİ KONUŞMALAR

• Sak (2025). Researching language teacher educator psychology in (non)higher education settings. University of Edinburgh, LIL Hub Event Series, 05 March 2025. 

DAVETLİ DERSLER

• Sak, M. (2025). From integrative motivation to metamotivation. A brief overview of L2 motivation research. TED University, ELT 502 Second Language Acquisition (MA course). 24 NOV 2025. 
• Sak, M. (2025). Introduction to qualitative data collection and analysis. TED University, ELT 602 Research Methods (PhD course). 21 NOV 2025. 
• Sak, M. (2024). L2 Motivation. A brief overview of theory and practice. TED University, ELT 502 Second Language Acquisition (MA course). 16 DEC 2024. 

ÖDÜLLER

• TED Üniversitesi Araştırma Teşvik Ödülü (Kasım 2025)
• Genç Araştırmacı Ödülü (Young Researcher Award) (Ekim 2025, ICPLTL Konferansı)
• TED Üniversitesi Araştırma Teşvik Ödülü (Ağustos 2025)
• TED Üniversitesi Araştırma Teşvik Ödülü (Haziran 2025)
• TED Üniversitesi Araştırma Teşvik Ödülü (Mayıs 2025)
• TÜBİTAK Uluslararası Bilimsel Yayınları Teşvik Ödülü (Şubat 2025)
• TÜBİTAK Uluslararası Bilimsel Yayınları Teşvik Ödülü (Aralık 2024)
• TED Üniversitesi Araştırma Teşvik Ödülü (Kasım 2024)
• TED Üniversitesi Araştırma Teşvik Ödülü (Haziran 2024)
• TED Üniversitesi Araştırma Teşvik Ödülü (Mayıs 2024)
• TÜBİTAK Uluslararası Bilimsel Yayınları Teşvik Ödülü (Ekim 2023)
• TÜBİTAK Uluslararası Bilimsel Yayınları Teşvik Ödülü (Ağustos 2023)
• TED Üniversitesi Araştırma Teşvik Ödülü (Mayıs 2023)
• TÜBİTAK Uluslararası Bilimsel Yayınları Teşvik Ödülü (Mart 2023)
• TED Üniversitesi Araştırma Teşvik Ödülü (Mart 2023)
• TÜBİTAK Uluslararası Bilimsel Yayınları Teşvik Ödülü (Aralık 2022)
• TED Üniversitesi Araştırma Teşvik Ödülü (Aralık 2022)
• TED Üniversitesi Araştırma Teşvik Ödülü (Eylül 2022)
• TÜBİTAK Uluslararası Bilimsel Yayınları Teşvik Ödülü (Kasım 2021)
• TED Üniversitesi Araştırma Teşvik Ödülü (Ağustos 2021)
• TED Üniversitesi Araştırma Teşvik Ödülü (Mart 2021)

BURSLAR

• TÜBİTAK 2214-A Yurt Dışı Doktora Sırası Araştırma Burs Programı (5 Ay; Şubat-Haziran 2025) 
• TÜBİTAK 2211-A Genel Yurt İçi Doktora Burs Programı (48 Ay; 2020-2024)

DERGİ YAYIN KURULU ÜYELİKLERİ

• TESOL Quarterly Genç Yayın Kurulu (Junior Editorial Board) Üyeliği (Mayıs 2025 - Devam Ediyor)

HİBE BAŞVURUSU DEĞERLENDİRME

• Polonya Ulusal Bilim Merkezi (Poland National Science Center, Nisan 2025)

HAKEMLİKLER

• International Journal of Applied Linguistics (SSCI; Aralık 2025)
• Innovation in Language Learning and Teaching (SSCI; Kasım 2025)
• Acta Psychologica (SSCI; Ekim 2025)
• TESL-EJ (ESCI; Eylül 2025)
• System (SSCI; Eylül 2025)
• International Journal of Applied Linguistics (SSCI; Eylül 2025)
• Innovation in Language Learning and Teaching (SSCI; Ağustos 2025)
• System (SSCI; Ağustos 2025)
• TESOL Journal (ESCI; Ağustos 2025)
• International Journal of Qualitative Methods (SSCI; Temmuz 2025)
• System (SSCI; Haziran 2025)
• International Journal of Applied Linguistics (SSCI; Nisan 2025)
• TESOL Quarterly (SSCI; Mart 2025)
• 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 2025

• ELT 101 Critical Reading and Writing
• ELT 303 Teaching Speaking Skills
• ELT 405 Teaching Writing Skills

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