جستجوی استاد راهنمای دانشگاهی

Hong Huaqingمشاهده پروفایل

استاد

• Corpus Linguistics
• Computer-Assisted Instruction
• Machine Translation
• +۳ مورد دیگر

Hong Huaqing is a Professor and doctoral supervisor at the Corpus Research Institute of Shanghai International Studies University. He holds roles as honorary director of the Chinese Corpus Linguistics Research Association and international expert at Peking University's Education Development Center. Formerly, he worked at Nanyang Technological University (Singapore) in roles such as researcher at the Learning Research and Development Center and director of the e-Learning Center of the Lee Kong Chian School of Medicine. His research spans machine translation, natural language processing, corpus linguistics, and educational technology. He supervises master's and doctoral students, co-supervises postdoctoral researchers, and focuses on smart education driven by big data analysis and innovative learning ecosystems. Research emphasizes corpus-based methods applied to language education, including computational frameworks for student engagement, wearable sensors in learning analytics, and cross-linguistic rhetoric studies. His work bridges technological innovation (e.g., AI-driven tutorial systems) with pedagogical practice, addressing challenges in non-English language education and teacher training.

• Japanese Applied Linguistics
• Second Language Acquisition
• Language Education Policy
• +۷ مورد دیگر

Satoshi Miyazaki is a Professor at Waseda University's Graduate School of Japanese Applied Linguistics and affiliated with the Faculty of International Research and Education . With a Ph.D. from Monash University, his work bridges Japanese language education, second language acquisition, and cross-cultural communication. Education Background: Doctor of Philosophy (Japanese Applied Linguistics) - Monash University (1997) Graduate School of Japanese Applied Linguistics - Waseda University (1982) Research Interests focus on Japanese language pedagogy, natural acquisition mechanisms, and interactional strategies for non-native learners. His innovative use of Eye Mark Recorders (EMR) and Event-Related Potentials (ERP) has advanced understanding of cognitive processes in language learning. Recent Articles (2011-2001) reveal trends in Japanese language education reform, cross-cultural learning challenges, and technology-enhanced teaching methods. Key themes include correctional language programs for foreign inmates, immersion environments, and brain processing studies using advanced neuro-linguistic techniques. Research Projects have received continuous funding from Japan Society for the Promotion of Science, including prison language education programs, foreign care worker competence frameworks, and EMR-based lecture comprehension analysis. His work extends to international collaborations with institutions in Australia, the U.S., and Europe.

• Applied Linguistics
• Media Discourse
• Critical Discourse Analysis
• +۱۳ مورد دیگر

Professor El Mustapha Lahlali is a distinguished academic at the School of Languages, Cultures and Societies, University of Leeds, where he holds the position of Professor of Applied Linguistics and Media. His research and teaching focus on Arabic media discourse, critical discourse analysis, translation, ideology, and pedagogy. Education: BA in Applied Linguistics MA in Applied Linguistics PhD in Critical Discourse Analysis and Classroom Discourse His research interests span Arab media and society, discourse analysis in educational and political contexts, appraisal theory, translation and ideology, and teaching Arabic as a foreign language. He has published extensively on media discourse, political rhetoric, and translation practices in Arabic contexts, contributing significantly to the understanding of linguistic strategies in media and political communication. His recent publications reflect a strong focus on discourse in conflict, media framing, translation challenges, and pedagogical development. These works collectively emphasize critical analysis of Arabic media, political transitions, and intercultural communication, revealing trends in ideological representation and linguistic power dynamics. Scientific Awards: No specific awards listed in the text. Professor Lahlali has supervised 27 PhD students to completion and currently mentors several more on topics including media translation, ideology, discourse analysis, and pedagogy. He has served as internal and external examiner for over 100 PhD theses across the UK and internationally. He has secured and contributed to numerous research grants in Arabic, linguistics, and Middle Eastern studies. His leadership extends to organizing over 45 academic events, including conferences and workshops. He is actively involved in research groups and welcomes PhD applicants in areas related to Arabic media, discourse analysis, and translation. He is a key figure in professional associations such as BATA (Founder and President), BRISMES, UCML, and APETAU.

Ji-young Shinمشاهده پروفایل

استادیار

• Language assessment
• Corpus linguistics
• Educational technology
• +۴ مورد دیگر

Ji-young Shin serves as an Assistant Professor in the Teaching Stream within Education Studies at the University of Toronto Mississauga's Department of Language Studies. Her position integrates teaching, research, and practical application in language education with emphasis on assessment innovation and technology integration. Her academic credentials include: PhD in English / Second Language Studies & ESL from Purdue University, USA MS in Educational Psychology & Research Methodology from Purdue University, USA MA in Teaching English to Speakers of Other Languages (TESOL) from Hankuk University of Foreign Studies, South Korea BA in English Education (Japanese minor) from Hankuk University of Foreign Studies, South Korea Shin's research program focuses on language assessment, corpus linguistics, and technology-mediated pedagogy. She employs mixed methods with quantitative emphasis, utilizing corpus-informed computational analysis and latent-trait modeling complemented by qualitative discourse analysis. Her work addresses critical gaps in second language acquisition, educational measurement, and digital learning environments, particularly regarding AI applications and test validation across diverse language contexts. Her publication trajectory from 2017-2025 demonstrates consistent innovation in language assessment methodologies and technology integration. Key themes include AI-powered chatbots for L2 Korean instruction, online vocabulary testing for Spanish, and corpus-based writing pedagogy. Her work shows increasing focus on artificial intelligence applications and cross-linguistic validation studies, reflecting evolving priorities in language education research. Shin has secured competitive research funding including: Global Classrooms Grant (2025–2026) for VR-enhanced intercultural competence Black, Indigenous, and/or Racialized Scholar Grant (2025–2026) for cross-border AI language learning IRCC Engage3 Project (2022–2024) as Co-PI on VR/AI educational advancement Advancement Fund Plus (2022) for generative AI in teacher education British Council Award (2019) for technology-mediated assessment development She teaches advanced courses including 'The Future of Ed Tech: Active Learning Classrooms and Artificial Intelligence' (EDS285) and supervises community-based experiential learning (EDS388). Her grant portfolio indicates active supervision of research assistants and collaboration with international teams focused on AI implementation and assessment validation. Current projects explore generative AI for language learning across diverse contexts and virtual reality applications in teacher education. While specific laboratory infrastructure isn't documented, her collaborative publications with researchers across Korea, Spain, and the United States suggest participation in international research networks focused on language assessment technology and corpus applications.

• Corpus Linguistics
• Learner Corpora
• Translation Studies
• +۱۰ مورد دیگر

Assoc. Prof. Dr. Ali Şükrü Özbay currently serves as an Associate Professor at Karadeniz Technical University's Faculty of Arts, Department of English Language and Literature. He earned his PhD and MA in Applied Linguistics from Karadeniz Technical University and holds a BA in English Language and Literature from Ankara University. Education : PhD (2015) and MA (2004) from Karadeniz Technical University; BA (1996) from Ankara University Dr. Özbay's research focuses on Corpus Linguistics , Learner Corpora , Academic Writing , Translation Studies , and Language Pedagogy . His work investigates lexical bundles, support verb constructions, and pragmatic markers through computational corpus analysis. Recent publications analyze four-word recurrent expressions in educational technology contexts, collocational priming in Turkish EFL learners' mental lexicon, and semantic prosody of intensifiers in academic corpora. He supervises theses on data-driven learning applications and corpus-based teaching materials. Dr. Özbay has held managerial roles including Deputy Head of Department (2019–present) and Assistant Coordinator for Erasmus+ programs (2017–2021). He actively participates in international conferences and has published in journals like Turkish Studies , Australian Journal of Applied Linguistics , and Hacettepe Eğitim Dergisi .

Haiyang Aiمشاهده پروفایل

دانشیار

• Corpus Linguistics
• Natural Language Processing
• Second Language Acquisition
• +۳ مورد دیگر

Haiyang Ai is an Associate Professor in the Literacy and Second Language Studies program at the University of Cincinnati's School of Education. His research applies corpus linguistics and natural language processing to investigate second language acquisition, writing complexity, and bilingual language processing. His educational background includes a Ph.D. in Applied Linguistics from The Pennsylvania State University (2015), an M.A. in Linguistics & Applied Linguistics from the University of Chinese Academy of Sciences (2006), and a B.A. in English from Shaanxi Normal University (2003). Dr. Ai's research spans corpus linguistics, natural language processing, second language acquisition, and computer-assisted language learning. He specializes in compiling and analyzing native and learner corpora to develop intelligent language learning systems and investigate lexical/syntactic complexity in L2 writing. His methodological approach integrates computational tools with theoretical linguistics to address practical language teaching challenges. His recent publications (2019-2023) demonstrate consistent focus on lexical bundles in professional communication, automating complexity measurement in Chinese, speech perception mechanisms in bilinguals, and grammatical puzzles in English learning. These works bridge corpus-based analysis with psycholinguistic experimentation across diverse subfields including morphosyntax, pragmatic competence, and cognitive processing in L2 acquisition. Dr. Ai has secured multiple University of Cincinnati grants including three CECH Faculty Development Grants ($2500 in 2017-2018 for verb-noun collocation research, $2000 in 2016-2017 for corrective feedback tools) and the NCFDD Faculty Success Program ($3250 in 2017), all supporting his development of computational language learning resources.

Dana Ferrisمشاهده پروفایل

استاد

• Second Language Literacy
• Teacher Preparation
• Response to Student Writing
• +۴ مورد دیگر

Dr. Dana Ferris is a Professor in the University Writing Program at the University of California, Davis (UC Davis). She previously held leadership roles including Director of the UWP, Associate Director of English for Multilingual Students, and Associate Director of UWP 1. Her academic career spans over three decades, including 18 years at California State University, Sacramento, where she directed the TESOL MA program and ESL writing programs. She earned her B.A. from UC Davis, M.A. degrees from California State University, Sacramento and the University of Southern California (Linguistics), and a Ph.D. in Applied Linguistics from USC. Her research focuses on second language literacy, teacher preparation, and response strategies for student writing. She has authored nine books and over 60 scholarly works, including Teaching L2 Composition and Written Corrective Feedback in Second Language Acquisition and Writing . Ferris has served as co-editor of the Journal of Second Language Writing and founding editor of the Journal of Response to Writing , contributing significantly to academic discourse in her field. Ferris has received numerous awards, including the Best Article Award from the Journal of Second Language Writing and three-time finalist for the President's Award for Scholarly Achievement. She actively contributes to academic governance, serving on boards for CATESOL and TESOL. Beyond academia, she is an avid San Francisco Giants fan and writer for their fan blog under the pseudonym DrLefty. Key Roles: Professor, UWP Leadership, Journal Editorships Education: B.A. UC Davis (English/Creative Writing), M.A. Sacramento State (TESOL), M.A./Ph.D. USC (Linguistics/Applied Linguistics) Research Themes: Second Language Writing, Corrective Feedback, Multilingual Education Professional Activities: Board Member of CATESOL, TESOL Committees, and CCCC Standing Committee on Second Language Writing Her work bridges theory and practice, emphasizing evidence-based approaches to writing pedagogy while advocating for inclusive practices in multilingual education. Ferris's publications and editorial contributions have shaped curricula and teaching methodologies globally.

Kristen Di Gennaroمشاهده پروفایل

دانشیار

• Applied Linguistics
• Writing Assessment
• Sociolinguistics
• +۹ مورد دیگر

Kristen Di Gennaro is an Associate Professor in the Department of English at Pace University's Dyson College of Arts and Sciences, New York City. She holds an EdD in Applied Linguistics from Columbia University and has been actively contributing to research and teaching in second language writing, language assessment, and sociolinguistics. Her research interests include: Written corrective feedback and its impact on L2 writing Fairness in writing assessment and placement Language and gender, including microaggressions and catcalling Predatory publishing practices ('spamvitations') Sociopragmatic features in academic writing Generation 1.5 and international student writing Her recent publications, appearing in top-tier journals such as Journal of Second Language Writing , College Composition and Communication , and ELT Journal , reflect a strong focus on equity, pedagogy, and the sociopolitical dimensions of language use. Her work often bridges applied linguistics with composition studies, emphasizing empirical research and curriculum innovation. She has received several honors, including: Finalist, Christopher Brumfit Thesis Award (2012) Pace University Outstanding Contribution Award (2006) New York State TESOL Teacher of the Year (2004) Professionally, she has served as Director of Composition and Interim Director of the Writing-Enhanced Course Program. She is an active reviewer for journals such as College Composition and Communication , Assessing Writing , and Language Teaching Research , as well as for publishers like Oxford University Press. She has also secured internal research grants, including the Provost's Grant for the Thinkfinity Initiative. She teaches a wide range of undergraduate courses in composition, linguistics, and language and society, including ENG 110, ENG 201 (Writing in the Disciplines), ENG 300 (Language and Gender), and independent studies.

• Instructed Foreign Language Learning
• Reading Skills and Strategies
• Phonology in L2 Learning
• +۳ مورد دیگر

Robert Woore is an Associate Professor in Applied Linguistics and Course Director of the MSc in Applied Linguistics and Second Language Acquisition (ALSLA) at the University of Oxford's Department of Education. He holds multiple advanced degrees from Oxford, including a DPhil in Applied Linguistics, and previously taught secondary school languages and outdoor education before joining academia in 2007. His research focuses on instructed foreign language learning, particularly in school settings, with emphases on reading strategies, phonological decoding, phonics teaching, and teacher professional development. He actively investigates the teaching of Languages Other Than English (LOTE), including Chinese and Arabic, alongside European languages like French and German. Woore teaches on the PGCE, MSc ALSLA, and doctoral programs. He leads funded projects such as the Qatar Foundation-supported studies on Arabic as an additional language and the Nuffield Foundation’s FLEUR project on L2 reading. His work bridges research and classroom practice, emphasizing evidence-based pedagogy and curriculum reform. Key grants include leadership roles in the Nuffield Foundation’s FLEUR initiative (2016–2018) and Qatar Foundation’s Arabic as Additional Language review (2022–2025). He collaborates widely, co-authoring influential books like Debates in Second Language Education and contributing to policy-relevant studies on language education outcomes.

Kazumi Matsumotoمشاهده پروفایل

دانشیار

• Fluency in Second Language Learners
• Second Language Writing
• Intercultural Competence of Second Language Learners

Kazumi Matsumoto serves as Associate Professor of Japanese within the Department of Modern Languages and Classics at Ball State University's College of Sciences and Humanities. Her academic profile centers on empirical research in second language acquisition with specialized focus on Japanese language pedagogy and learner performance metrics. Her educational credentials include: Ph.D. in Applied Linguistics (Japanese), Purdue University (2010) Dr. Matsumoto's research program investigates fluency development , second language writing , and intercultural competence through rigorous quantitative methodologies. She pioneered the application of computational tools like the Fluency Calculator to objectively measure oral production characteristics, challenging traditional subjective fluency assessments. Her scholarly trajectory reveals evolving methodological sophistication—from early kanji recognition studies examining L1 transfer effects to current corpus-based analyses of oral dysfluency patterns across proficiency levels. This progression demonstrates consistent commitment to objective measurement in second language performance, particularly through computational analysis of learner corpora and tool development for fluency assessment. Dr. Matsumoto's advising activities and grant funding details are not specified in available institutional materials.

• Second Language Acquisition
• Grammar Instruction in Second Languages
• Corrective Feedback
• +۳ مورد دیگر

Ahlem Ammar is a Full Professor in the Department of Didactics at the Faculty of Education, University of Montreal . Her research focuses on second language acquisition, particularly in grammar instruction , corrective feedback mechanisms , and metalinguistic awareness for French and English as second languages. She supervises doctoral and master's students in educational linguistics. Holder of a Ph.D. in Education (McGill University, 2003) Master's in Applied Linguistics (Concordia University, 1996) Master's in Civilization and English Literature (École Normale Supérieure de Tunis, 1993) Her publications examine corrective feedback effectiveness, task-based learning, and error analysis in second language contexts. Current research projects focus on collaborative writing tasks and written corrective feedback impacts for French L2 learners. Scientific Awards 2016 - University of Montreal Excellence Award for Graduate Supervision 2014 - Faculty of Education Excellence in Teaching Award She has secured multiple grants from FRQSC (Fonds de recherche du Québec - Société et culture) and SSHRC (CRSH) for studies on corrective feedback and L2 writing development. Her supervision has led to numerous successful PhD and MA completions.

• Artificial Intelligence in Language Teaching
• Generative AI
• Automatically Generated Subtitles
• +۷ مورد دیگر

Ana Bumber is a Doctor of English Studies currently serving as an ATER (temporary teaching and research associate) at Université Paul Sabatier Toulouse 3, assigned to IUT A. She is affiliated with the Department of Chemical Engineering Process Engineering, though her academic work is firmly rooted in English literature and language pedagogy. Her dual research focus bridges the humanities and technology, particularly in AI applications for language education and the literary artistry of Vladimir Nabokov. Her research interests include Artificial Intelligence in Language Teaching , generative AI tools , automatically generated subtitles , and intermediality in Vladimir Nabokov’s work . She explores how AI influences second language acquisition and investigates Nabokov’s intricate use of visual and sensory elements in literature. Her work often intersects digital pedagogy with modernist literary analysis. The recent trends in her publications show a strong emphasis on AI in education , particularly tools like HeyGEN for influencing L2 motivation, and the evaluation of AI-generated captions in ESP contexts. Simultaneously, she continues to publish on Nabokov’s aesthetic empiricism, train imagery, nature writing, and portraiture, reflecting a sustained scholarly engagement with modernist intermediality. Scientific Affiliations and Service: Member, French Vladimir Nabokov Society (SFVN) – also on the board (CA) Member, International Vladimir Nabokov Society (IVNS) Member, European Association for Computer Assisted Language Learning (EUROCALL) Member, Modern Language Association (MLA) Member, Society for Modernist Studies (SEM) Organizing member, Pedagogical Exchange Days (Lairdil) Webmaster team member for academic website Ana Bumber is actively involved in academic mentoring and pedagogical innovation, though no formal advisees are listed. She has organized pedagogical events and contributed to curriculum development through active learning strategies such as 'Job Dating' and peer feedback workshops. She has not received any explicitly mentioned grants or scientific awards in the provided text. Her work is supported through institutional affiliations and collaborative research networks, particularly in Nabokov studies and AI-enhanced language teaching. She participates in interdisciplinary seminars such as the EFELIA-ANITI cycle on AI and Humanities, indicating a strong commitment to bridging technological and humanistic scholarship.

Xiwen Luمشاهده پروفایل

استادیار

• Teaching Chinese as a Second Language
• Learning Sciences and Technology
• Computer-Based Language Education
• +۳ مورد دیگر

Xiwen Lu is an Assistant Professor in Chinese at Brandeis University, serving as Director of the Chinese Language Program, Undergraduate Advising Head, Study Abroad Liaison, and Co-Director of the Master of Arts Program in Chinese Language and Culture (Language Track). She holds a Ph.D. (Candidate) in Learning Sciences and Technology from Worcester Polytechnic Institute, an MA from Beijing Language and Culture University, and a BA from PLA University of Foreign Languages. Her research focuses on Teaching Chinese as a Second Language (TCSSL) , with specialties in Learning Sciences and Technology , Computer-Based Language Education , and Secondary Chinese Curriculum Design . She has developed innovative online platforms and textbooks, including Journeys (启程) and a computer-based advanced intermediate Chinese course pack. Dr. Lu has received significant recognition, including the 2019–2020 Provost’s Teaching Innovation Grant and multiple teaching fellowships. She teaches a broad range of courses from foundational to advanced levels, emphasizing conversation, composition, pedagogy, and practicum in the Chinese language curriculum. Her publications explore topics like handwriting efficiency in language learning, feedback mechanisms in online assignments, and bridging K-12 to college curricula. She has contributed to conferences globally, including the ACM Conference on Learning at Scale and the International Conference on Computer Supported Education.

Hugues Petersمشاهده پروفایل

مدرس ارشد

• Linguistics
• Applied Linguistics
• French Linguistics
• +۳ مورد دیگر

Dr. Hugues Peters is a Senior Lecturer in French Studies within the School of Humanities and Languages at the University of New South Wales (UNSW Sydney). With international teaching experience across multiple institutions, he specializes in French linguistics and second language acquisition. His academic journey includes positions at the University of the West Indies, Mona, and research roles at the University of Brussels Phonetic Institute and the University of Geneva Department of Linguistics. Dr. Peters earned his Master in Romance Philology from Université Libre de Bruxelles and his PhD in French Linguistics from Pennsylvania State University. His educational background is complemented by a Teaching Certificate from Université Libre de Bruxelles/UNSW Sydney, establishing a strong foundation for his expertise in language pedagogy. His research focuses on the intersection of French grammar, second language acquisition, and gender inclusivity in language. Dr. Peters has made significant contributions to understanding morphosyntactic aspects of French, particularly regarding gender marking and inclusive language practices. His work bridges theoretical linguistics with practical applications in language teaching, emphasizing how linguistic insights can inform pedagogical approaches. He has developed innovative resources like the UWI French L2 Corpus to support research in second language acquisition. Dr. Peters' publication record demonstrates a clear trajectory toward examining gender inclusivity and neutrality in language teaching, with increasing emphasis on practical applications in foreign language classrooms. His work spans theoretical linguistics, applied language studies, and practical pedagogy, showing how linguistic research directly informs teaching practices. Recent publications particularly highlight the evolving landscape of gender-inclusive language in French education. 2024 Award for excellence in educational mentorship, Faculty of Arts, Design and Architecture, UNSW Sydney Distinguished Researcher award, Mona Campus, Office of the Principal, in recognition of outstanding research in the Faculty of Arts and Education, UWI, Mona (Oct. 11, 2001) Dr. Peters has supervised numerous graduate students across multiple institutions, demonstrating his commitment to academic mentorship. His supervision portfolio includes PhD candidates working on diverse topics from Arabic morphology to English collocations and French language acquisition. He has also guided numerous MA and BA Honors theses on French linguistics, language teaching methodologies, and cultural aspects of language. His collaborative supervision approach, often partnering with colleagues from related disciplines, reflects the interdisciplinary nature of modern language studies. Dr. Peters actively applies his research findings directly to his teaching practice at UNSW, particularly in developing inclusive language approaches for French instruction.

• Intercultural Communication
• Pragmatics
• Sociolinguistics
• +۵ مورد دیگر

Leyla Martı is a Professor and Department Chair at Boğaziçi University's Faculty of Education, Department of Linguistics and English Language Education. She holds a Ph.D. in Linguistics and Modern English Language from Lancaster University (2000), an M.A. in English Language Teaching from Çukurova University (1994), and a B.A. in English Language Teaching from the same institution (1991). Her research focuses on intercultural communication, pragmatics, sociolinguistics, and language education, with particular emphasis on cross-cultural comparisons, migration studies, and academic writing practices. Dr. Martı has authored and co-authored numerous publications, including edited volumes and journal articles on topics such as intercultural pedagogy, impoliteness theory, and L2 pragmatics. Her work frequently explores cross-linguistic dynamics in Turkish, German, and English contexts. She has led and contributed to research projects, including the Baden-Württemberg Stiftung-funded initiative on migration and interculturality (2013–2016) and corpus-based studies of academic writing. Her teaching and advising span courses like Cross-Cultural Communication and Research Methods in TEFL. She has supervised over a dozen MA theses and served on numerous thesis juries. Dr. Martı is actively involved in academic organizations such as the European Second Language Association (EUROSLA) and the International Pragmatics Association (iPrA). She also coordinates Erasmus exchange programs and has held visiting scholar roles at institutions including Chemnitz Technical University and the University of Strasbourg.