Find Academic Supervisors

• Multilingualism
• Language Acquisition
• Applied Linguistics
• +3 more

Catherine van Beuningen is a Full Professor in Language Learning & Multilingualism at the Amsterdam University of Applied Sciences (AUAS), specializing in linguistically diverse educational contexts. Since 2013, she has contributed to teacher training programs at AUAS, focusing on multilingualism and language development. She earned her PhD in 2011 from the University of Amsterdam for work on feedback effects in multilingual writing proficiency. Research Focus: Multilingualism, language acquisition, teacher training, curriculum design, and drama pedagogy. Key Collaborations: Affiliated with the Center of Expertise Urban Education and previously the Multilingualism and Education Research Group at Utrecht University of Applied Sciences. Her publications emphasize multilingual assessment, drama-based professional development for language teachers, and evidence-informed practices bridging research and classroom applications. She serves as editor for the Dutch Journal of Applied Linguistics and contributes to national language education knowledge harmonization initiatives.

• Applied Linguistics
• Language Assessment
• Second Language Acquisition
• +5 more

Vahid Aryadoust is an Assistant Professor in the English Language and Literature Academic Group and Associate Director of the Global Listening Center. He actively contributes to international associations like the International Listening Association and American Association. His research focuses on Applied Linguistics , with key areas including Language Assessment , Artificial Intelligence in Education , and Motivation in Second Language Acquisition . His recent work explores AI-driven listening assessments, corpus-based test analysis, and scientometric trends in applied linguistics. The 2023–2024 articles highlight his interdisciplinary approach, combining Natural Language Processing , Test Validity , and Data-Driven Research to address challenges in L2 listening proficiency and automated feedback systems. As an associate editor for Frontiers in Psychology (Psychology of Language section), he plays a pivotal role in advancing scholarly discourse in applied linguistics.

Katherine RehnerView profile

Professor

• Educational Sociolinguistics
• Canadian French
• Discourse Analysis
• +5 more

Katherine Rehner is a Professor in the Department of Linguistics at the University of Toronto’s Language Studies division. Her research focuses on educational sociolinguistics, discourse analysis, and second language proficiency in French, particularly within Canadian contexts. PhD, Second Language Education, OISE, University of Toronto MEd, Language, Culture, & Teaching, York University BA Hons, French, Glendon College, York University BEd, French and Geography, York University Rehner investigates sociolinguistic competence in first and second language speakers of French, emphasizing CEFR-informed teaching methods, cross-cultural communication, and the impact of classroom practices on oral proficiency. Her work bridges theoretical frameworks with practical applications in immersion education. Recent publications examine variation in French grammar acquisition, discourse markers, and the role of teacher-student interaction in language development. She has secured significant grants, including SSHRC Insight and Standard Grants, to study adult migrant language learning and pedagogical reforms. Ministry of Colleges and Universities’ Award of Excellence (Nominated), 2022 SSHRC Insight Grant, Co-investigator, 2020–2025 University of Toronto Mississauga Teaching Excellence Award, 2015 SSHRC Standard Grant, Principal Investigator, 2011–2015 Rehner has led projects on CEFR implementation, French immersion program effectiveness, and sociolinguistic variation in minority-language communities. She teaches courses on second language theory, sociolinguistics, and discourse analysis.

Pablo Robles-GarcíaView profile

Assistant Professor

• Vocabulary Acquisition
• Second Language Acquisition (SLA)
• Spanish Derivational Morphology
• +3 more

Pablo Robles-García is an Assistant Professor in Spanish Language Studies at the University of Toronto , specializing in vocabulary acquisition and second language development. His work focuses on high-frequency Spanish words, vocabulary testing, and instructional strategies for L2 learners. Education : PhD in Hispanic Linguistics, University of California, Davis MA in Linguistics and Spanish as a Second Language, University of León, Spain BA in Elementary Education, University of León, Spain Research Interests center on L2 Spanish vocabulary assessment , derivational morphology , and teacher judgments in word selection . He has pioneered tests like 3K-LEx (yes/no lexical decision task) and O-WSVLT (online meaning-recall test) to measure vocabulary proficiency. His work also examines how multilingualism and affix recognition impact Spanish learning outcomes. Scientific Awards & Contributions : Developed O-WSVLT for 8,000 most frequent Spanish words Validated 3K-LEx-MC for placement testing Created 3K-LEx as foundational vocabulary metric His research has been published in journals like Language Teaching Research and Foreign Language Annals , with grants focused on vocabulary tools. Robles-García also teaches courses such as Intermediate Spanish I (SPA221) and Theories in Vocabulary Teaching and Learning (CTL5314).

• Language Testing and Assessment
• Language Teacher Education
• Affective Factors in Language Learning and Teaching
• +2 more

Elçin Ölmezer Öztürk serves as an Associate Professor in the Department of Foreign Language Education at the Faculty of Education, Anadolu University, Turkey. With over a decade of prior experience as an English instructor, she has trained pre-service English as a Foreign Language (EFL) teachers since 2017, contributing significantly to teacher preparation programs. Her research program centers on critical dimensions of language education: Language Testing and Assessment : Developing valid evaluation frameworks for language proficiency Language Teacher Education : Curriculum design and pedagogical strategies for teacher development Affective Factors : Emotional and motivational dynamics in language acquisition These interconnected interests position her at the nexus of educational psychology and applied linguistics. With 29 Web of Science publications and an h-index of 22, her scholarly output demonstrates substantial impact in Social Sciences Education and Educational Research. Her work consistently addresses practical challenges in language pedagogy while advancing theoretical understandings of learner and teacher experiences. Dr. Öztürk maintains active academic engagement through her teaching responsibilities and research collaborations. Her office (Room 116, A Block) serves as a hub for mentoring future educators, with contact available via elcinolmezerozturk@anadolu.edu.tr or +90 222 335 0580 ext. 3486.

• Natural Language Processing (NLP)
• Computational Linguistics
• Second Language Learning
• +12 more

Andrew Caines is a Research Fellow at the Computer Laboratory , University of Cambridge, and a member of the NLIP Group and ALTA Institute . He works on computational linguistics, second language learning, and low-resource NLP with applications in educational technology and cybersecurity. Current projects include hate speech detection, LLM-based grammatical error correction, and machine translation for African languages Collaborations with Cambridge Cybercrime Centre and Cambridge Language Sciences interdisciplinary center Teaching roles: Co-lecturer for NLP courses, organizer of 'Non-standard NLP' and 'NLP & ML for Speech' topics His work combines corpus linguistics with machine learning to develop tools for language assessment and educational technology. Recent publications focus on hate speech analysis , multilingual grammatical error correction , and language model bias mitigation .

• Automated Language Assessment
• Learner-Oriented Feedback
• Spoken Grammatical Error Correction
• +5 more

Dr. Stefano Bannò is a Researcher at the University of Cambridge , affiliated with the Department of Engineering and the Institute for Automated Language Teaching and Assessment (ALTA) . His work focuses on integrating Natural Language Processing (NLP) and Speech Processing for educational applications, particularly automated language assessment and spoken grammatical error correction. Stefano’s research spans the intersection of Artificial Intelligence , Machine Learning , and Language Education . He develops systems to evaluate L2 learners’ oral proficiency using advanced models like LLMs and speech representation learning. His contributions include enhancing feedback mechanisms and correcting spoken grammatical errors through end-to-end approaches. His recent publications emphasize trends in LLM applications for education , speech-based error correction , and self-supervised learning for language assessment. These works highlight collaborations across NLP, speech technology, and educational frameworks. Scientific Awards: SLaTE Best Paper Award (2023) Finalist for the 2024 Jacqueline Ross TOEFL Dissertation Award Stefano has presented at leading NLP and speech conferences such as Interspeech , ICASSP , and COLING . Beyond academia, he has professional experience as a musician and secondary school teacher , enriching his interdisciplinary approach to language education.

• Language Assessment
• Applied Linguistics
• Educational Reform through Assessment
• +4 more

Professor Fumiyo Nakatsuhara is a leading scholar at the University of Bedfordshire , where she serves as Deputy Director and PGR Lead of the Centre for Research in English Language Learning and Assessment (CRELLA) . With a PhD in Language Assessment from the University of Essex, she specializes in spoken language testing and educational reform through assessment. PG Diploma in TEFL MA in Applied Linguistics PhD in Language Assessment (University of Essex) Her research focuses on speaking test development , interactional competence assessment , and test design validity , particularly in digital and multimodal environments. Her recent publications explore video-conferencing testing, task-based assessments, and socio-cognitive frameworks. Key awards and professional roles include: Expert Member, European Association for Language Testing and Assessment (EALTA) Editorial Board, Language Testing and Language Assessment Quarterly Academic Advisor, Japanese Language Proficiency Test Founding member, British Association for Applied Linguistics TEASIG As a supervisor, she guides research on topics including EMI classroom assessment , peer feedback , and function-specific language literacy frameworks . CRELLA emphasizes collaborative research bridging theory and practice in language testing.

• Language Assessment
• Speech and Listening Comprehension
• Test Validation
• +2 more

Dr Johnathan Jones is a Lecturer at the Centre for Research in English Language Learning and Assessment (CRELLA) within the Faculty of Education, English and Sport at the University of Bedfordshire. As PGR Network Student Coordinator, he specializes in language assessment with emphasis on speech and listening comprehension validity, contributing to CRELLA's mission of advancing English language testing research and practice. His academic credentials include a PhD in Language Assessment from University College London, a Master’s in Applied Linguistics (specializing in Language Testing) from the University of Melbourne, and a PG Diploma in Linguistics, TEFL certification, and Psychology bachelor's from the University of British Columbia. Dr Jones investigates how linguistic features shape test performance to develop more effective assessment methodologies. His research spans speaking and listening evaluations, large-scale test design, and validation frameworks, recently incorporating natural language processing and machine learning for speech analysis. This work addresses critical gaps in automated assessment reliability for second language learners. His publication trajectory reveals a strategic shift toward computational linguistics in assessment, where transformer-based models and metadiscourse analysis enhance construct representation in writing and speech perception tasks. This evolution demonstrates the field's move toward data-driven, scalable evaluation systems while maintaining psychometric rigor. He actively supervises postgraduate researchers, having completed supervision of Dr Leonidas Tzampazis (thesis on motivation in adult language settings using Dörnyei’s framework). Dr Jones encourages applications from students passionate about theoretical or applied linguistics with assessment interests, emphasizing original contributions to knowledge. As part of CRELLA, he contributes to collaborative research initiatives and professional service through journal reviewing and guest lectures. His role as PGR Coordinator positions him at the nexus of academic development and assessment innovation within the university's language research ecosystem.

• Neuropsychology
• Cognitive Aging
• Alzheimer's Disease
• +7 more

Dr. Emily Briceno is a Clinical Associate Professor at the University of Michigan with appointments in the Department of Physical Medicine & Rehabilitation and Neurology. She is affiliated with multiple research centers, including the Institute for Healthcare Policy and Innovation (IHPI), Caswell Diabetes Institute, Eisenberg Family Depression Center, Global REACH, and the Center for Global Health Equity. Her work integrates cross-cultural and translational research to address cognitive aging and dementia disparities. PhD, Clinical Psychology, Wayne State University (2013) MA, Clinical Psychology, Wayne State University (2009) BA, Psychology, Kalamazoo College (2004) Dr. Briceno specializes in neuropsychological assessment for detecting Alzheimer’s Disease and Related Dementias (ADRD) in linguistically diverse populations . She leads cognitive data harmonization efforts in international aging cohorts like the HCAP Network and investigates vascular contributions to dementia and stroke recovery trajectories . Her research emphasizes health equity and global cognitive health through collaborations in Nepal, Mexico, and South Africa. Recent publications highlight cross-national cognitive data harmonization, bilingualism effects on cognition, and vascular risk factors in poststroke cognitive decline. Key subfields include Dementia Risk Assessment Language Effects on Memory Stroke Recovery Educational Attainment Global Aging Cultural Neuropsychology Scientific recognition includes the MiCDA Travel Award and leadership roles in editorial boards (Neuropsychology, Journal of Alzheimer's Disease). She mentors graduate students like Barbara Mendez Campos and has secured NIH funding for studies on cognition in Mexican Americans, stroke outcomes, and diabetes-related cognitive decline. Dr. Briceno contributes to cognitive health equity through training programs in Nepal and the U.S., focusing on culturally adapted cognitive testing and data harmonization protocols.

Fang-Yen HsiehView profile

Lecturer

• Chinese linguistics
• Second language syntax acquisition
• Second language learner strategies
• +3 more

Dr. Fang-Yen Hsieh is a Lecturer in Chinese Language within the Department of East Asian Studies at Princeton University, appointed in Fall 2019. Her academic career spans multiple continents, with prior teaching roles at the University of Cambridge (UK), University of Mississippi (USA), and National Taiwan Normal University (Taiwan). She served as Head of Student Counseling Division at Mandarin Training Center (2017-2018) and as head instructor for Princeton in Beijing (2019). Education : Ph.D. in Theoretical and Applied Linguistics (University of Cambridge), M.Sc. in Applied Linguistics and Second Language Acquisition (University of Oxford), B.A. in English (National Taiwan Normal University) Dr. Hsieh's research focuses on Chinese linguistics, second language syntax acquisition, and second language learner strategies. Her recent work explores structural and non-structural factors in reflexive interpretation, relative clause acquisition, and cognitive effects of Mandarin learning on temporal representation. Her publications span topics in syntactic priming, communication strategies, and classifier phrase acquisition. She developed a computer adaptive placement test for Chinese language assessment with institutional support from Princeton's Center for Language Study and McGraw Center for Teaching and Learning. Scientific Awards : MOST Young Scholar Fellowship (2019), Princeton Center for Language Study Summer Fellowship (2023), multiple McGraw Center and UCRHSS grants for inclusive pedagogy

Belgin ElmasView profile

Professor

• English Language Teaching
• Teacher Education
• Language Assessment
• +3 more

Belgin Elmas is a Professor in the Department of Foreign Language Education (English Language Education) at TED University. She teaches courses including Teaching English Language Skills, Sociolinguistics, Psychology of Language Learning, and oversees Master’s/PhD thesis supervision. Her research focuses on English Language Teaching (ELT), teacher education, language assessment, and technology integration in education. Her research interests span teacher training methodologies, psychological aspects of language learning (e.g., anxiety, motivation), and innovative assessment practices. She actively supervises graduate students in ELT programs. Elmas's recent publications (2019-2024) address pandemic-era pedagogy, technology-enhanced teacher training, and language assessment reforms. Trends include remote collaborative teaching models, emotional agility in teacher preparation, and computer-assisted language testing. No scientific awards or grants are mentioned in available sources. She contributes to curriculum development for oral communication skills and community service initiatives.

Tomi KauppinenView profile

Researcher

• Cognitive Systems
• Information Visualization
• Information Design
• +9 more

Tomi Kauppinen serves as Head of Aalto Online Learning at Aalto University, where he leads the university's digital education initiatives through the Learning Services unit (U902). His position combines academic research with practical implementation of online and blended learning solutions across the university. Dr. Kauppinen's research spans multiple interconnected domains including Cognitive Systems, Information Visualization, Ubiquitous Computing, and Educational Sciences. His work focuses on human-centered approaches to digital learning environments, with particular emphasis on making online education more engaging, accessible, and effective. He has made significant contributions to the fields of semantic web technologies applied to education, game-based learning methodologies, and the design of virtual learning environments that enhance student participation. Analysis of his recent publications reveals a clear trajectory toward more immersive and interactive educational technologies. His work has evolved from foundational semantic web applications in education to cutting-edge implementations of 360° learning environments, game-based educational tools, and human-centered design approaches for online learning platforms. The interdisciplinary nature of his research bridges computer science, educational theory, and design principles to address contemporary challenges in digital education. EUNIS Dørup E-learning Award 2020 for 'Designing Digital Higher Education: Case Aalto Online Learning' 2016 Learning Contribution Achievement Award (awarded May 2017) for exemplary leadership in Aalto's digitalization project As Head of Aalto Online Learning, Kauppinen has played a pivotal role in developing operational models for teaching development across Aalto University. His work has significantly advanced the pedagogically sound digitalization of teaching at the institution. While specific grant information isn't detailed in the provided text, his extensive publication record suggests involvement in multiple research projects related to educational technology and semantic web applications in learning environments. Kauppinen's work with Aalto Online Learning functions as his primary research and development team, focusing on creating and implementing digital solutions for higher education. His collaborations extend across disciplines, frequently involving partnerships with game design researchers, educational specialists, and computer scientists to develop innovative learning approaches and production pipelines for educational content.

Jari-Pekka VälimaaView profile

Researcher

• Educational Assessment
• Language Education
• Higher Education Studies

Jari-Pekka Välimaa is a Researcher at Aalto University, Finland. His work focuses on educational assessment, language education, and higher education pedagogy. Field: Educational Assessment Key Topics: Language competency testing, student evaluation methods His recent research (2023) explores pitfalls and gray areas in assessing Swedish language proficiency among university students. This work contributes to understanding evaluation challenges in higher education language instruction. Contact: jari-pekka.valimaa@aalto.fi

• French Language Teaching
• Language Assessment
• Applied Linguistics
• +3 more

Salomé Sanchez is a French language instructor and examiner for CertAcles/ACCUA proficiency assessments at the University of Jaen. She operates within the university's language education framework, delivering instruction and evaluating student competency in French language skills through standardized testing protocols. Her professional focus spans French Language Teaching methodologies, Language Assessment systems, and Applied Linguistics, with specialization in Second Language Acquisition and Foreign Language Pedagogy. This expertise directly supports curriculum development for language proficiency certification programs.