Müge Satar

954 total citations
30 papers, 514 citations indexed

About

Müge Satar is a scholar working on Literature and Literary Theory, Language and Linguistics and Education. According to data from OpenAlex, Müge Satar has authored 30 papers receiving a total of 514 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Literature and Literary Theory, 15 papers in Language and Linguistics and 7 papers in Education. Recurrent topics in Müge Satar's work include EFL/ESL Teaching and Learning (14 papers), Second Language Learning and Teaching (12 papers) and Language, Discourse, Communication Strategies (6 papers). Müge Satar is often cited by papers focused on EFL/ESL Teaching and Learning (14 papers), Second Language Learning and Teaching (12 papers) and Language, Discourse, Communication Strategies (6 papers). Müge Satar collaborates with scholars based in United Kingdom, Türkiye and France. Müge Satar's co-authors include Nesrin Özdener, Ciara R. Wigham, Sumru Akcan, Sedat Akayoğlu, Kenan Dikilitaş, Carola Strobl, Mirjam Hauck, Kelly J. Cunningham, Paul Seedhouse and Sara Ganassin and has published in prestigious journals such as SHILAP Revista de lepidopterología, Modern Language Journal and TESOL Quarterly.

In The Last Decade

Müge Satar

26 papers receiving 464 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Müge Satar United Kingdom	12	260	215	173	123	106	30	514
Boning Lyu Hong Kong	8	214 0.8×	149 0.7×	152 0.9×	142 1.2×	68 0.6×	15	415
Fernando Rosell-Aguilar United Kingdom	11	207 0.8×	292 1.4×	136 0.8×	139 1.1×	209 2.0×	16	596
Ali Farhan AbuSeileek Jordan	13	284 1.1×	266 1.2×	133 0.8×	279 2.3×	110 1.0×	28	586
Mark R. Freiermuth Japan	12	279 1.1×	91 0.4×	163 0.9×	108 0.9×	60 0.6×	26	445
Senta Goertler United States	9	176 0.7×	261 1.2×	160 0.9×	83 0.7×	116 1.1×	15	454
Joel Bloch United States	9	249 1.0×	173 0.8×	247 1.4×	152 1.2×	49 0.5×	15	505
Mirjam Hauck United Kingdom	13	411 1.6×	299 1.4×	367 2.1×	150 1.2×	102 1.0×	18	726
Ghaleb Rabab’ah Jordan	13	392 1.5×	99 0.5×	244 1.4×	125 1.0×	79 0.7×	64	579
María Camino Bueno Alastuey Spain	11	253 1.0×	184 0.9×	218 1.3×	140 1.1×	105 1.0×	29	470
Uschi Felix Australia	13	387 1.5×	252 1.2×	247 1.4×	233 1.9×	89 0.8×	35	650

Countries citing papers authored by Müge Satar

Since Specialization

Citations

This map shows the geographic impact of Müge Satar's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Müge Satar with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Müge Satar more than expected).

Fields of papers citing papers by Müge Satar

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Müge Satar. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Müge Satar. The network helps show where Müge Satar may publish in the future.

Co-authorship network of co-authors of Müge Satar

This figure shows the co-authorship network connecting the top 25 collaborators of Müge Satar. A scholar is included among the top collaborators of Müge Satar based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Müge Satar. Müge Satar is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Satar, Müge, Paul Seedhouse, Ahmed Kharrufa, et al.. (2025). Migrants’ digital skills development: Engaging with and creating digital cultural activities on the ENACT web app. ReCALL. 37(2). 191–214. 1 indexed citations

Satar, Müge, et al.. (2025). Online intercultural exchange in language teacher education: interactional resources for topic transition. Classroom Discourse. 16(3). 361–389. 2 indexed citations

Wigham, Ciara R. & Müge Satar. (2024). Adapting and extending multimodal (inter)action analysis to investigate synchronous multimodal online language teaching. SPIRE - Sciences Po Institutional REpository. 13(3). 415–426. 2 indexed citations

Ganassin, Sara, et al.. (2023). Designing a collaborative and virtual exchange-embedded virtual summer school. SHILAP Revista de lepidopterología. 6 SI-IVEC2022. 1–14.

Satar, Müge, et al.. (2023). Multimodal representation in virtual exchange: A social semiotic approach to critical digital literacy. Language learning & technology. 27(2). 72–96. 8 indexed citations

Satar, Müge, et al.. (2023). Low proficiency level learners' translingual and transmodal practices in teletandem: Challenging the separation of languages principle. System. 120. 103187–103187. 1 indexed citations

Satar, Müge, et al.. (2023). Teachers’ perceptions of machine translation as a pedagogical tool. The JALT CALL Journal. 19(1). 92–112. 2 indexed citations

Satar, Müge, et al.. (2022). Critical digital literacy in virtual exchange for ELT teacher education: An interpretivist methodology. ReCALL. 35(1). 58–73. 19 indexed citations

Ganassin, Sara, et al.. (2021). Virtual exchange for internationalisation at home in China: staff perspectives. SHILAP Revista de lepidopterología. 4 SI:IVEC 2020. 95–116. 6 indexed citations

10.

Seedhouse, Paul & Müge Satar. (2021). The Rashomon effect: which features of a speaker’s talk do listeners notice?. Classroom Discourse. 14(1). 1–23. 1 indexed citations

11.

Satar, Müge. (2020). L1 for social presence in videoconferencing: A social semiotic account. Language learning & technology. 24(1). 129–153. 8 indexed citations

12.

Satar, Müge, et al.. (2020). English as a Foreign Language Learner Interactions with Chatbots: Negotiation for Meaning.. 7(2). 390–410. 28 indexed citations

13.

Satar, Müge & Ciara R. Wigham. (2020). Delivering task instructions in multimodal synchronous online language teaching. SHILAP Revista de lepidopterología. Vol. 23, n° 1. 8 indexed citations

14.

Satar, Müge & Sumru Akcan. (2018). Pre-service EFL teachers’ online participation, interaction, and social presence. Language learning & technology. 22(1). 157–183. 45 indexed citations

15.

Cunningham, Kelly J., et al.. (2018). Electronic feedback on second language writing. Writing & Pedagogy. 9(3). 405–428. 11 indexed citations

16.

Satar, Müge. (2018). New Technologies and Language LearningLiLi. London, England: Palgrave, 2017. Pp. xi + 253. TESOL Quarterly. 52(1). 236–238.

17.

Satar, Müge & Ciara R. Wigham. (2017). Multimodal instruction-giving practices in webconferencing-supported language teaching. System. 70. 63–80. 22 indexed citations

18.

Özdener, Nesrin & Müge Satar. (2009). Effectiveness of Various Oral Feedback Techniques in CALL Vocabulary Learning Materials. Eurasian Journal of Educational Research. 9(34). 75–96. 4 indexed citations

19.

Özdener, Nesrin & Müge Satar. (2008). DergiPark (Istanbul University). 13 indexed citations

20.

Satar, Müge & Nesrin Özdener. (2008). The Effects of Synchronous CMC on Speaking Proficiency and Anxiety: Text Versus Voice Chat. Modern Language Journal. 92(4). 595–613. 153 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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