91µ¼º½

Masters, PhD and EdD Level Supervision offered in these areas:

• Second language learner strategies and their relationship with proficiency and self-efficacy
• Motivation for language learning, particularly at points of educational transition
• 91µ¼º½ and listening comprehension in a second language
• Creativity and language learning
• Second language vocabulary development
• Language learning and technology

Current and Recent PhD and Ed D Students, with Topics/Titles of their research:

Completed:

• Emre Debreli.ÌýThe impact of teacher training programs on pre-service teachers' beliefs about teaching and learning English.
• Tom Parkinson.ÌýHow does canon formation impact upon Popular Music pedagogy at undergraduate level?
• Radhika De Silva.ÌýLearner strategy instruction in writing (English for Specific Purposes).
• Nantikarn Simasangyaporn.ÌýAn investigation of the nature of and relationship between self-efficacy and English as a foreign language listening skill in Thai university students.
• Suttawan Sriwantaneeyakul.ÌýFactors influencing Critical 91µ¼º½ development in university EFL students.
• Jinghui Wang.ÌýLearner autonomy and computer assisted language learning for Chinese learners of English.
• Shahla Yassaei.ÌýTeachers' reflective practice.
• Heike Krüsemann.ÌýAn investigation into the subject of German in UK schools.
• Fang-I Chu.ÌýEnglish learning motivation in a Taiwanese university context: A study of its dynamic nature from socio-dynamic perspectives.
• Ruth Koro.ÌýRethinking the Foreign Language curriculum through content and language integrated practice.
• Pengchong Zhang.ÌýLanguage teaching strategies and lexical acquisition in high school English as a foreign language (EFL) context in China.
• Mohammed Alshaikhi.ÌýInvestigating Saudi English teachers’ use and perceptions of the IWB when teaching vocabulary as a Foreign Language in English classrooms in Saudi primary schools.
• Yasir Yahya.ÌýThe development and implementation of a Speaking Module in Oral Presentation among undergraduate students in Malaysia.
• Nezha Badi.ÌýThe impact of collaborative strategic reading on learners’ reading comprehension and self-efficacy. The case of EFL students in Algerian universities.
• Keltoum Mansouri.ÌýEFL listening self-efficacy and metacognitive instruction.
• Abrar Owaidah.ÌýThe development of learner autonomy for EFL writing.
• James Wagstaffe (SENSS ESRC student).ÌýProcessing cohesive devices as a second language reader: A mixed methods study.
• James Bury.ÌýDeveloping and enhancing productive language and retention of lexis among foreign language learners in Japan.
• Chuyi Wang.ÌýMotivation and motivational strategies among Chinese as a foreign language adult learners in the UK.
• Ghadeer Alghahtani.ÌýTeaching L2 idioms through cognitive-linguistics inspired approaches: An experimental study with Saudi EFL learners.
• Sarah Alamoudi.ÌýLearning lexical chunks through CALL.
• Xiaobo Li.ÌýExploring a combined input and output- oriented teaching approach to develop Chinese secondary school students’ English grammatical knowledge: A classroom-based experimental study.

Current students:

• Phoebe Graham. Exploring the effects of French and Latin learning on the metalinguistic abilities of Year 7 children.
• Huining Yang. The development of learners’ listening comprehension, self-efficacy, and anxiety within an informal digital learning of English listening (IDLEL) context: Examining the role of frequency, diversity of use, and self-regulation.
• Sarah Alrashdi. Teaching EFL academic writing and metadiscourse: Teachers’ knowledge, beliefs, and classroom practices.
• Deborah Buttery (SENSS ESRC Student). The use of picturebooks in the languages classroom: Impact on linguistic and non-linguistic outcomes.
• Areen Badri.ÌýListening comprehension and L2 learners with visual impairment.
• Gail Hickman.ÌýVocabulary learning and self-regulation among work-based adult learners of English.