With 26 years in the EFL classroom and a career built on designing systems that actually work, I help EdTech organizations build products grounded in real pedagogical thinking — not assumptions about how people learn.
I've spent 26 years learning what good language education looks like — from the inside. Now I bring that experience to the organizations shaping the future of learning.
I started in Turkish public schools, spent 17 years at Terakki Foundation Schools in Istanbul — where I led a school-wide BYOD initiative integrating devices across the full curriculum — and now serve as Head of Foreign Languages at a private middle school in Balıkesir.
I hold a BA in English Language Teaching (Trakya University) and am completing an MA in Educational Technology at İstanbul Üniversitesi–Cerrahpaşa.
I am the creator of GCS — Guided Collaborative Storywriting, a classroom-tested model integrating narrative writing with curriculum outcomes across Grades 5–8.
My work lives at the intersection of MEB compliance, CEFR, IB MYP, and AI integration — built over decades of real implementation, not theory.
Consulting built on classroom reality — for the teams and schools shaping how languages are learned.
I review apps, learning flows, and product frameworks for pedagogical soundness — identifying gaps between design assumptions and how language learning actually works.
Practical, sustainable workflows that embed AI into daily teaching and planning — without losing pedagogical integrity.
Specialist advisory for schools building or transforming their foreign language departments — from curriculum architecture to team culture and assessment systems.
Direct work with department teams through structured, recurring sessions. Not a one-day workshop — a real process.
A one-time keynote or in-person training on using EdTech without losing the classroom — the full pitch, slide by slide.
Four projects. Each one built from a real classroom problem, tested with real students, and designed to scale beyond one school.
GCS replaces the traditional coursebook unit with a collaboratively built story that students actively shape. The teacher acts as Game Master, embedding curriculum targets into the plot while students make decisions, propose characters, and contribute ideas that appear in the next chapter. The story becomes theirs.
The Grade 7 iteration — a six-chapter sci-fi mystery set in a fictional Arctic research facility, each chapter built around a specific grammar target. Run across a full academic year with 30 students, two sessions per week.
Mid-year, one class stopped the teacher and asked to write Season 2 themselves — integrating the grammar topics into a story they would build together. This had never happened with a coursebook.
GCS is the subject of an academic case study completed at İstanbul Üniversitesi–Cerrahpaşa, grounded in Dörnyei's L2 Motivational Self System and Self-Determination Theory. The findings point to one consistent conclusion: what drives student motivation is not the story itself, but the sense of ownership students develop when their decisions shape what happens next.
GCS has been implemented across Grades 5–8 with age-differentiated story series, each linked to UN Sustainable Development Goals. The model is adaptable to different school contexts, language levels, and curriculum frameworks.
Most EFL departments in Turkish schools follow wherever the coursebook leads — even when that content drifts from MEB requirements. The result is a curriculum that serves the publisher, not the student or the system.
MOVE+ flips that dependency. MEB outcomes are the anchor. Everything else — coursebooks, projects, creative writing, thematic units — is adapted around them, not the other way around.
The result is a Grades 5–8 curriculum that is fully compliant, internationally coherent, and genuinely engaging — without requiring schools to abandon the materials they already use.
MOVE+ gives schools a principled architecture for curriculum decisions. Instead of asking "what does the next unit cover?" teachers ask "what does this learner need, and how does this unit serve that?" That shift changes everything about how a department plans and teaches.
ParagraphIQ is an AI-powered writing assessment tool for EFL teachers marking opinion paragraphs at A2–B1 CEFR level. The teacher inputs a student paragraph — typed, pasted, or photographed — and the AI scores it, applies a custom analytical rubric, and generates personalized written feedback in 2–3 minutes. The teacher reviews, edits if needed, and exports a PDF feedback sheet.
Writing assessment in EFL classrooms suffers from three persistent failures: inconsistent scoring across teachers, bundled criteria that penalize unfairly, and a time cost of up to 20 minutes per paper. ParagraphIQ addresses all three — one rubric applied uniformly, seven independently scored sub-criteria, and an AI pipeline that does the first pass so the teacher doesn't have to.
AI does the assessment. The teacher does the review. Every score and every feedback line is editable before export. Teacher authority is never removed — only supported.
The rubric includes compensation rules — a key architectural decision that prevents structural injustice. A student who writes with natural coherence cannot be penalized for a missing template element. A student who attempts complex structures without accuracy cannot have that inflate their score. These rules encode pedagogical judgment into the system itself.
Free. No login. Any device. Live at practigo.xyz
An AI-powered LGS English exam preparation tool designed for simplicity and accessibility. Quick tests, clean interface, any device — a student can open it on a phone, a teacher can run it on a smartboard in class.
Most LGS prep tools are either bloated platforms that require accounts and onboarding, or static PDF worksheets with no intelligence behind them. LGS İngilizce generates fresh, curriculum-aligned questions on demand, in a format that works everywhere without setup.
Everyone in the preparation process — students studying independently, teachers running in-class practice sessions, parents supporting at home. No technical barrier. Just open and use.
Free. Any device. lgsingilizce.com.tr — launching September 2026.
A keynote drawing on a full academic year of classroom implementation, documented through qualitative case study research — addressing a question every language educator faces: what actually makes students want to use the target language?
Covers the GCS model and the Game Master role, AI as a production tool in the EFL classroom, and student agency as a curriculum design principle — with practical implications for schools and EdTech product teams.
Whether you're building an EdTech product, developing a foreign language department, or looking for a keynote speaker — I'd like to hear from you.
