Melissa Reed

Melissa Reed is a part-time Lecturer in Applied Linguistics and TESOL within the Department of Linguistics at Macquarie University, teaching postgraduate programs including the Grad Cert TESOL and Master of Applied Linguistics and TESOL. Her background as an English language teacher, academic manager, and exams centre manager directly informs her pedagogical approach.

Her academic qualifications include:

• Doctor of Philosophy in Applied Linguistics from Macquarie University (awarded 2024) for "Sharing through the tough times: Teacher professional development in a social media community during COVID-19"
• Master of Research in Applied Linguistics from Macquarie University (awarded 2020) for "Teacher-centred professional development: Exploring teacher cognition and autonomy in Australian English language centres"
• MA TESOL from University of Technology Sydney (awarded 2016)

Reed's research centers on teacher professional development through sociocultural frameworks, with emphasis on teacher education, learner/teacher autonomy, and dialogic learning in higher education. Her work examines how language teachers develop professionally via social media communities and reflective practices, grounded in activity theory and professional identity formation.

Her 2019-2025 publications reveal a cohesive trajectory in empowering language educators: recent chapters address action research in grammar instruction and sustainable teacher preparation for uncertain futures, while her 2020-2021 articles analyze microteaching innovations and self-directed professional development. Technology-mediated learning (e.g., VoiceThread) and crisis-responsive pedagogy during COVID-19 emerge as critical threads across her work.

Recognition for her teaching excellence includes:

• 3 Minute Thesis Macquarie University Finalist (2023)
• Faculty Learning and Teaching Award (Learning Innovation): Highly Commended (2021)
• Vice Chancellor's Learning and Teaching Award: Highly Commended finalist (2021)

Reed actively supervises postgraduate TESOL students and develops curriculum innovations, though specific student names and research grants aren't documented in available records. Her collaborative projects with Agnes Bodis and Yulia Kharchenko on learning technology integration have driven award-winning pedagogical frameworks.

She maintains active research partnerships through presentations at international forums, most recently exploring dialogic teaching (2023) and social media-based professional communities (2024), demonstrating sustained scholarly engagement beyond classroom instruction.