Hüseyin Kafes is an Associate Professor at Akdeniz University, Faculty of Education , specializing in English Language Teaching . With over 15 years of academic experience, he has held roles including Assistant Professor (2013–2019) and Lecturer (2009–2013) at Akdeniz University, and Instructor positions at Anadolu University (1999–2009) and Afyon Kocatepe University (1994–1999). His research spans linguistics, academic discourse analysis, EFL teaching methodologies, and 21st-century skill integration . PhD in English Language Teaching (Anadolu University, 2009) MA in English Language Teaching (Anadolu University, 1998) BA in English Language and Literature (Selçuk University, 1989) Research Interests encompass authorial stance in academic writing, metadiscourse features , code glosses in multilingual contexts, and impact of digital tools like podcasts and Wattpad on language learning. His work frequently examines cultural and discoursal influences on writing, pronunciation anxiety, and classroom technology integration. Recent publications highlight EFL learners' reading habits during the pandemic, 21st-century skill assessment in ELT coursebooks, and network analysis of academic achievement. He leads TUBITAK-funded projects on pronunciation training and podcast-based learning , supervising 6 postgraduate theses.
Victoria Lowell is a Clinical Professor in the Department of Curriculum and Instruction at Purdue University's College of Education, serving since 2023 after progressing from Assistant Professor (2012-2018) to Associate Professor (2018-2023). Her expertise centers on integrating emerging technologies for authentic learning experiences across educational contexts. Education: Ph.D. in Education, Regent University, Distance Education; Higher Education – Research and Institutional Planning (2009) M.Ed. in Educational Technology, University of Hawaii (2004) Post-Bac Teacher Education Certification, Secondary Social Studies, University of Hawaii (1998) B.A. in History, Virginia Wesleyan College, graduated with honors (1994) Research Interests: Dr. Lowell leads the Emerging Technologies in Learning, Design, and Technology (ETLDT) group, pioneering VR/AR/MR/AI applications for collaborative and experiential learning. Her parallel Language Learning and Technology (LLT) research explores digital tools for EFL/ELL development in speaking, writing, and pronunciation. Her work bridges immersive technology with situated learning theory to create authentic educational experiences from K-12 to professional training. Research Trends: Analysis of her recent publications reveals accelerating integration of generative AI (particularly ChatGPT) with extended reality in language education. Key themes include VR role-play for speaking skills, AI literacy development for educators, and AR-enhanced learning experience design. Systematic reviews dominate her methodology, emphasizing practical implementation frameworks and self-efficacy outcomes in authentic learning environments. Scientific Awards: Emerging Learning Technologies Award (AECT, 2023) Teaching Leadership Award (Purdue, 2023) Teaching for Tomorrow Fellowship Award (Purdue, 2023 & 2017) Distance Learning Article Award (AECT, 2022) Best Practices Awards (AECT, 2020 & 2016) Outstanding Graduate Faculty Mentor Award (Purdue, 2020) Research Best Paper Awards (AERA, 2020 & 2019) Distinguished Alumni Award (University of Hawaii, 2017) Advising and Grants: As former Online Program Convener (2012-2017) for Purdue's LDT Master's program, she developed mentoring frameworks recognized with AECT's Best Practices Award (2020). Current grants include 'Augmented Reality-Enhanced Instructional Resources for Taxonomy' (2023) and 'XR Integration for Experiential Learning' (2023), focusing on K-12 teacher training and higher education innovation. Labs and Teams: The ETLDT group conducts rigorous studies on VR/AR/AI implementation across formal/informal settings, while the LLT group investigates technology-mediated language acquisition through projects involving VR conversation simulations and AI-enhanced pronunciation tools for diverse learner populations.
Jacques Koreman is a Professor at the Norwegian University of Science and Technology (NTNU), affiliated with the Department of Language and Literature. His research focuses on experimental phonetics, speech technology, and applied linguistics. He leads projects like the Computer-Assisted Listening and Speaking Tutor (CALST), a multilingual platform for pronunciation training, and collaborates in EU initiatives such as the easyRights project to support language acquisition for migrants. His work spans cross-linguistic analysis, speech therapy tools, and digital education systems. Research Interests: Experimental phonetics and speech technology Development of multilingual pronunciation training tools (CALST, L1-L2map) Prosody analysis in Scandinavian languages and Bulgarian Speech therapy and clinical linguistics (e.g., digital phoneme tests) Cross-linguistic corpus studies and language acquisition Key Projects: easyRights: EU-funded platform for multilingual pronunciation training in European migrant languages CALST: Adaptive platform for L2 learners, supporting Norwegian dialects, Spanish, Greek, and Italian Scandinavian Prosody research (e.g., tonal variation in Norwegian, Swedish, and Danish) Articles Trends: His recent work emphasizes multilingual education systems, cross-linguistic phonetic analysis, and the application of technology in speech therapy and language learning. Key themes include prosodic features, consonant clusters in L2 teaching, and corpus-based studies of vowel systems. Advising & Grants: Project leader for CALST and easyRights Collaborations with institutions like the University of Valencia and Walter de Gruyter Labs/Teams: Involved in digital tool development teams at NTNU, including the L1-L2map database and CALST platform.
Na-Young Ryu is an Associate Teaching Professor of Korean in the Department of Asian Studies at Penn State University, part of the College of the Liberal Arts. She holds an M.A. in English Linguistics from Hankuk University of Foreign Studies (South Korea) and a Ph.D. in Linguistics from the University of Toronto (Canada). Her research focuses on Korean linguistics, phonology, and innovative language education methods, particularly integrating AI and web-based tools to enhance L2 learners' perception and pronunciation skills. Dr. Ryu’s work emphasizes perceptual training programs using audio-visual techniques and AI-driven conversational chatbots. She explores cross-linguistic perception challenges faced by English and Mandarin learners of Korean, as well as phonological adaptation in heritage Korean communities. Her contributions include developing reliable web-based language tests and mobile-assisted phonetic training tools. Her publications span topics like loanword phonology, vowel harmony in heritage Korean, and the impact of L1 inventory size on L2 perception. She actively promotes Korean culture through campus events like 'Krazy about Korea' and organizes conferences for language educators. Her interdisciplinary approach bridges linguistics, technology, and pedagogy to advance language education methodologies.
An Sakach is an Assistant Teaching Professor at Arizona State University (ASU), affiliated with the School of International Letters and Cultures and the Center for Asian Research. She holds an M.A. in Applied Linguistics from Ohio University and a B.A. in Linguistics from Hanoi National University, Vietnam. Her teaching spans K-12 international schools and college-level instruction in Vietnamese and English. Current courses include Vietnamese language levels (VTN 101-202), Special Topics, and Individualized Instruction. Her research focuses on language maintenance, revitalization, and applied linguistics with specialties in bilingualism, tone languages, and indigenous language preservation. She actively contributes to Vietnamese Studies through pedagogical materials like the Intermediate Vietnamese Taskbook and translation work. Teaching and research interests intersect in practical applications, such as mobile learning technologies (e.g., Blue Canoe app review) and cognitive approaches to language learning. Professional activities include founding VNSPEAK and roles at UNIS Hanoi and Hanoi University. She maintains global academic engagement via ORCID and LinkedIn profiles.
Professor Pamela Rogerson Revell is a Professor in Applied Linguistics at the University of Leicester's School of Education. Her research focuses on pronunciation teaching, English as a Lingua Franca (ELF), and technology-enhanced language learning. She has contributed to EU-funded projects on international business communication and led the development of a globally successful MOOC, 'An Introduction to Applied Linguistics and TESOL,' which has engaged over 45,000 participants from 160 countries. Her co-authored book English Pronunciation Teaching and Research: Contemporary Perspectives (2019) integrates phonology and sociolinguistics to address pronunciation in multilingual contexts. She has held roles in corporate language training and has served as an EU Research Executive Agency consultant. Education: Not explicitly stated in provided texts. Research Projects: EU-funded initiatives on workforce mobility, MOOC development, and pronunciation pedagogy. Professional Experience: Over 10 years in corporate training, prior academic roles in UK and Hong Kong institutions. Her work emphasizes the social functions of pronunciation in communication, particularly in business and multilingual settings. Recent projects highlight widening access to education through technology and enhancing language skills for global participation.
James Hartshorn is an Assistant Professor in the Department of Linguistics within the College of Humanities at Brigham Young University (BYU), Provo, Utah. He is actively engaged in research and teaching related to second language acquisition and applied linguistics. His research interests span a broad range of topics in second language education, including: Second Language Acquisition Second Language Writing Second Language Pronunciation Curriculum and Materials Development TESOL Teacher Training Second Language Measurement and Assessment Computer Assisted Language Learning Program Administration and Evaluation Though no recent publications are listed in the provided text, his scholarly focus appears to center on pedagogical innovation, learner feedback, and language program development. James Hartshorn contributes to the academic community through professional service, including editorial roles for key journals in the field. Board Member, Feedback Research in Second Language (2023–Present) Editorial Review Board Member, Journal of Second Language Writing (2019–Present) Editorial Review Board Member, Journal of Response to Writing (2015–2023) Ad Hoc Reviewer, BYU-Hawaii (2019) He advises on language program development and evaluation, and his work supports both teachers and learners in TESOL contexts. He is also involved in curriculum design and faculty development initiatives. James Hartshorn is based at 4061 JFSB, Brigham Young University, Provo, Utah 84602-2401, and can be reached at (801) 422-4034 or via email at james_hartshorn@byu.edu.
Adrián Cabedo Nebot is a Professor in the Department of Spanish Philology at the Universitat de València, affiliated with the Faculty of Philology, Translation and Communication. He is a core member of the Val.Es.Co research group, focusing on Colloquial Spanish and prosodic analysis. Research Interests: His work centers on speech prosody, acoustic phonetics, discourse analysis, and the pragmatics of colloquial Spanish. He investigates how intonation shapes discourse units, speaker subjectivity, linguistic politeness, and direct speech. His research also extends to clinical linguistics, particularly prosodic patterns in Wernicke’s aphasia, and applied areas such as teaching Spanish as a foreign language (E/LE), academic writing, and plagiarism detection. Publication Trends: His recent work emphasizes quantitative and qualitative analysis of prosodic features using tools like PRAAT, corpus-based studies (CORLEC, Val.Es.Co), and the development of segmentation models. He frequently explores the intersection of phonetics, pragmatics, and discourse structure in spoken Spanish. Collaborations: He has co-authored works with Antonio Hidalgo-Navarro and Bert Cornillie, among others, reflecting interdisciplinary and international research partnerships. Scientific Contributions: Developed and applied the Val.Es.Co model for oral discourse segmentation. Advanced understanding of prosodic cues in modal adverbs and intersubjectivity. Contributed to methodology in linguistic politeness and plagiarism detection. Advising and Grants: While specific students and grants are not mentioned in the provided texts, his supervisory role is indicated by his PhD supervision of others and collaborative research leadership. His work implies involvement in funded research projects related to language, prosody, and corpus development. Labs and Teams: He is an active member of the Val.Es.Co research group, which develops and applies tools for analyzing colloquial Spanish, including the Corpus Val.Es.Co 2.0. This team focuses on integrating prosodic, semantic, and pragmatic features in discourse analysis.
Prof. Dr. Ivana Ćirković-Miladinović is a Full Professor at the Department of Philological Sciences, Faculty of Pedagogical Sciences, University of Kragujevac, Jagodina. She holds a PhD in English language teaching methodology and has held academic positions since 2004. She currently serves as Vice-Dean for Teaching and Student Affairs, leading initiatives in curriculum development and international education programs. Her academic journey includes a Master's degree from the University of Nottingham (2006–2007) and a Diploma in Primary Education from the Faculty of Education in Jagodina (2004). She has taught extensively across undergraduate, master's, and doctoral programs, focusing on English language methodology, pedagogical strategies, and international education leadership. Research interests center on innovative language teaching methodologies for young learners, integrating technology (CALL/STREAM), and affective learning strategies. She has authored/co-authored monographs and peer-reviewed articles, such as Representation of affective strategies for learning English (2024) and Integrating technology in young learners' English language classrooms (2024). Prof. Ćirković-Miladinović leads multiple international projects including the Erasmus+ initiative Learning and Teaching STEAM – LETs STEAM (2024–2025) and STE(PA)M – Teacher Training in Physical Activities and Embodied Learning through STEAM Education (2023–2026). She is Editor-in-Chief of Uzdanica journal (ISSN 1451-673X) and serves on editorial boards of international journals. Her contributions include creating the MA in International Teacher Education Programme (MITEP) and developing its accreditation framework. She is actively involved in teacher training, peer micro-teaching processes, and cross-cultural communication initiatives with institutions in Hungary, Croatia, Montenegro, and Georgia.
Anastasiia Kryzhanivska is an Associate Teaching Professor in the English Department at Bowling Green State University (BGSU), part of the College of Arts and Sciences. She specializes in Teaching English to Speakers of Other Languages (TESOL), Linguistics, and Writing Center Pedagogy. Her roles include serving as an ESOL Writing Specialist in The Learning Commons and teaching courses across undergraduate and graduate programs. Dr. Kryzhanivska holds an M.A. in Applied Linguistics (TESOL) from Ohio University, complemented with certificates in TEFL, Computer Assisted Language Learning (CALL), and a B.A. in English Translation from Petro Mohyla Black Sea State University in Ukraine. Her educational journey reflects a strong foundation in language pedagogy and technology integration. Her research focuses on corpus linguistics applications in language teaching, innovative pedagogical strategies for ESOL learners, and professional development for nonnative English-speaking teachers (NNESTs). She emphasizes arts-based approaches, peer review systems, and technology-enhanced learning. Recent work explores identity negotiation among NNESTs and discipline-specific vocabulary acquisition. Key contributions include peer-reviewed articles on tutor-mediated ESOL writing support, preposition instruction via corpora, and cross-cultural media analysis of geopolitical conflicts. She actively presents at TESOL conferences and collaborates on projects addressing critical literacies and multicultural classroom dynamics. Professional memberships include TESOL, reflecting her commitment to advancing language education standards. Her teaching spans foundational writing courses, linguistics for educators, and specialized ESOL curricula, integrating cutting-edge methodologies and student-centered practices.
Dawid Pietrala is an Assistant Professor at the Faculty of English, Adam Mickiewicz University (AMU), Poznań, Poland. He is actively engaged in research and teaching with a focus on phonetics, phonology, and the integration of linguistic technologies in education. His work bridges theoretical linguistics with practical applications in speech processing and language acquisition. Research Interests: His research spans phonetics and phonology, pronunciation pedagogy, speech and language processing, and the interfaces between linguistics, technology, and speech therapy. He explores how natural speech processing can enhance literacy and language training, particularly for children. He is also involved in academic entrepreneurship and the development of innovative educational tools. Project Leadership: Dr. Pietrala has coordinated major educational initiatives including E-teacher of Science (funded at 3.2 million PLN, 2010–2013) and Tablit – an innovative kindergarten curriculum (3.7 million PLN, 2012–2015), demonstrating strong leadership in educational innovation and project management. Scientific Awards: AMU Rector's Prize for coordination achievements (2013) AMU Rector's Prize for teaching achievements (2013) Teaching and Professional Engagement: He teaches Practical English (pronunciation), Information Technology, and Academic Entrepreneurship. He has presented his work at 36 international conferences. His digital presence includes profiles on ORCID, ResearchGate, LinkedIn, and the AMU Research Portal (OMEGA PSiR), as well as the NAD Phonotactic Calculator, a tool supporting phonological research.
Dr. Walcir Cardoso is a Professor of Applied Linguistics in the Department of Education at Concordia University. He specializes in second language phonology and computer-assisted language learning, with a focus on pronunciation pedagogy in traditional and digital environments. His research integrates theoretical and applied linguistics, supported by grants from SSHRC, NSERC, and the Réseau de bio-imagerie du Québec (RBIQ). He serves as President of the Canadian Modern Language Review/La Revue canadienne des langues vivantes. Education PhD in Linguistics, McGill University (2003) MA (equivalent) in TESL, Pontifícia Universidade Católica de Minas Gerais (1993) BA in Portuguese Linguistics and Literature, Universidade Federal do Pará (1993) BA in Applied English Linguistics, Universidade Federal do Pará (1991) His research examines second language pronunciation acquisition, ultrasound imaging of articulatory kinematics, and mobile technology for language education. Recent projects include EEG studies on pronunciation errors, cooperative mobile gaming for ESL (Spaceteam ESL), and digital tools like Astronautes FLS for French vocabulary and phonetics. Collaborations span institutions like the Centre for the Study of Learning and Performance and Université du Québec à Montréal. Scientific Recognition Paul Pimsleur Award for Research in Foreign Language Education (2011) UNESCO King Sejong Literacy Prize (2017, as co-investigator with the Centre for the Study of Learning and Performance) Dr. Cardoso has secured multiple SSHRC Insight Grants and Partnership Grants, with co-researchers including Catherine Laporte, Lucie Ménard, and David Waddington. He supervises graduate students in Applied Linguistics (MA) and Education (PhD) and teaches courses in phonology, universal grammar, and technology-driven language pedagogy.
Dr. Anita Körner is a research assistant ( Wissenschaftliche Mitarbeiterin ) at the Department of General Psychology, University of Kassel. She has held acting professorships and substitute teaching positions, focusing on psycholinguistics, social psychology, and embodied cognition. Her work bridges language processing, gender representation, and moral psychology. Doctorate in Psychology (2015), University of Würzburg Acting Professor for General Psychology (2024–2025), University of Kassel (50%) Substitute Chair of Social Psychology (2024), University of Kassel (50%) Key roles in BMBF and DFG-funded research projects Her research explores psycholinguistic mechanisms like valence sound symbolism and gender-inclusive language, using ERP studies and experimental designs. Recent projects examine hybrid intelligence systems and moral decision-making frameworks. Scientific awards include the prestigious SCIENTIA-Stipendium (2017–2018). She collaborates with Prof. Ralf Rummer and Dr. Sarah Glim, securing major grants such as the DFG-Sachbeihilfe for valence sound symbolism studies (2023–2027).
Nadia Yassine-Diab is an Associate Professor in English Language Learning at the University of Toulouse, where she serves as Director of the Department of Languages. Her work bridges language pedagogy with digital innovation through projects like Check your Smile , a collaborative platform combining serious games with lexical acquisition research. University of Toulouse (ex-Toulouse III - Paul Sabatier) Department of Languages Specialized in Digital Game-Based Language Learning (DGBLL) Her research explores: Motivation dynamics in language classrooms CLIL systems in French higher education Socioconstructivist ICT applications Professional autonomy of language teachers Notable contributions include: Co-developing the first interdisciplinary serious games platform for specialized vocabulary Leading IDEX-funded projects with 70+ stakeholders Integrating AI for CV generation and oral assessment Current projects focus on: Intelligent Tutor System development (2025) AI-enhanced collaborative learning tools Transatlantic telecollaboration frameworks
Stanislava Špačková serves as Assistant Professor in the Department of Slavic Studies within Masaryk University's Faculty of Arts, with correspondence address at Arna Nováka 1/1, 602 00 Brno. Her academic profile indicates active engagement in Slavic linguistic research with specialized focus on Czech-Russian translation dynamics. Her research interests center on proper name equivalence in translation, gender linguistics in Slavic contexts, and phraseological systems across Slavic languages. Notable contributions include monographs on Russian-Czech proper lexicon equivalence (2017) and analyses of gender-correct language usage in Czech (2019), reflecting her expertise in cross-linguistic challenges between Czech and Russian. Publication trends over the past decade demonstrate consistent scholarly output in Translation theory (particularly proper noun transfer) Gender-inclusive language development Historical evolution of Slavic linguistic systems Machine translation applications for Slavic languages with recent work extending into computational linguistics as evidenced by 2024 publications on machine translation mysteries. Her academic service includes membership in the Industry Council for Slavic languages and participation in editorial activities as indicated by review publications. Teaching responsibilities within the Department of Slavic Studies encompass Slavic linguistics and translation studies at Masaryk University.
