جستجوی استاد راهنمای دانشگاهی

• Second Language Acquisition
• Language Teaching Methodology
• Research Methodology in Applied Linguistics
• +۷ مورد دیگر

Alison J. Mackey is Professor and Chair of the Department of Linguistics at Georgetown University, College of Arts and Sciences. She is a leading scholar in second language acquisition (SLA), with a focus on interaction, feedback, research methodology, and language learning across the lifespan. Her research interests include second language acquisition , task-based language teaching , research methodology , interaction and corrective feedback , and language learning in children and adults . She has published extensively in top-tier journals and book series, shaping methodological standards in the field. Her recent publications reflect a strong trend in methodological rigor , interactionist approaches , and practical applications of SLA research. Themes include data elicitation , stimulated recall , task design , and pragmatic development , spanning both theoretical and classroom-based inquiry. Mildenberg Prize (2012) for The Handbook of Second Language Acquisition American Association for Applied Linguistics Distinguished Scholarship and Service Award International Association of Task-based Language Learning and Teaching Distinguished Achievement Award CHOICE Outstanding Academic Title (2012) Alison Mackey has advised numerous scholars through co-authorship and editorial leadership. She is Editor-in-Chief of Cambridge University Press Annual Review of Applied Linguistics and Editor of the Routledge Second Language Research series, guiding the publication of cutting-edge research. While specific grants are not listed, her editorial work and high citation count (>35,000) reflect significant research impact and funding support. She leads and contributes to major research initiatives such as the IRIS Repository , promoting open-access research instruments in SLA. Her work fosters collaboration across institutions and supports methodological transparency and replication in the field.

Tineke Brunfautمشاهده پروفایل

استاد

• Language Testing
• Second Language Reading
• Second Language Listening
• +۵ مورد دیگر

Professor Tineke Brunfaut is a leading academic in Applied Linguistics at Lancaster University 's School of Social Sciences. Her work focuses on language testing , second language reading , listening , and integrated/multimodal skills . She coordinates the Language Testing Research Group and has received prestigious awards including the ILTA Best Article Award , e-Assessment Award , and TOEFL Outstanding Young Scholar Award . Key research areas: Cognitive and affective factors in testing, methodological innovations (eye-tracking, discourse analysis), and language test development. Recipient of multiple grants from the British Council, Trinity College London, and British Academy. PhD supervision interests: Language testing, integrated skills, assessment literacy, and validation. Recent publications explore technology-enhanced assessment , multimodal viewing-to-write tasks , and the impact of delivery modes on test performance . She has consulted for global institutions on test design and evaluation. Scientific Awards : ILTA Best Article Award e-Assessment Award for Best Research TOEFL Outstanding Young Scholar Award Her teaching includes MA programs in Language Testing, TESOL, and Applied Linguistics, covering Test Construction , Research Methods , and Statistical Analyses .

Mizuki Mazzottaمشاهده پروفایل

استاد آموزشی

• Second Language Acquisition
• Applied Linguistics
• Language Pedagogy
• +۳ مورد دیگر

Mizuki Mazzotta is an Assistant Teaching Professor in the Department of Russian and East Asian Languages and Cultures at Emory University, where she also serves as Japanese Language Coordinator. Her academic journey includes a Ph.D. in Applied Linguistics from Georgia State University (2018) and M.A. degrees in Linguistics (McGill University) and Applied Linguistics (University of South Florida). Her research focuses on instructed second language acquisition, particularly the role of affect and sociocultural theory in L2 learning. She has extensive experience teaching Japanese language courses and mentoring students at Emory and previous institutions like Georgia State University. Education: Ph.D., Applied Linguistics, Georgia State University (2018) M.A., Linguistics, McGill University (2005) M.A., Applied Linguistics, University of South Florida (1997) B.A., English Literature, Soka University (1995) Research Interests: Instructed Second Language Acquisition Corrective Feedback in L2 Writing Sociocultural Theory in Language Education Learner Affect and Motivation Technology-Enhanced Language Learning Cultural Awareness in Language Instruction Awards & Grants: Recipient of multiple grants including the KAKENHI Grant (Japan), Mellon Humanities Pathways Grant, and Emory College Pedagogy Mini-Grant. Member of honor societies: Phi Beta Delta and Golden Key International. Service & Leadership: Executive Committee Member, Emory College Language Center Organizer of Japanese Program Guest Speaker Talks and Cultural Events Reviewer for Language Teaching Research and other academic journals Interviewer for the Japan Exchange Teaching Program Teaching & Mentorship: Instructor of Japanese language courses at Emory and Georgia State University Developer of study abroad programs in Japan and internship collaborations Mentor for Japanese interns and temporary faculty

Sible Andringaمشاهده پروفایل

استاد

• Second Language Acquisition
• Bilingualism
• Language Pedagogy
• +۵ مورد دیگر

Sible Andringa is Professor of Second Language Pedagogy at the University of Amsterdam's Faculty of Humanities, officially inaugurated on June 16, 2023. Dr. Andringa serves as Academic Director of the Institute for Dutch Language Education (INTT), Coordinator of the Language Learning, Literacy and Multilingualism research group, and Coordinator of the Master's program in Dutch as a Second Language and Multilingualism. Dr. Andringa's research focuses on second language acquisition and bilingualism, specifically investigating the added value of explicit instruction, how input distribution affects language learning outcomes, and the role of awareness in language learning trajectories. Key ongoing projects include the Meta-LLL project examining how literacy shapes language learning, the SLA4All initiative for reproducing SLA research with non-academic samples, and the OASIS project creating accessible research summaries for practitioners. Previously, Dr. Andringa led Project MIND studying bilingual daycare effects and contributed to the Stilis project on listening proficiency. As General Editor of the Dutch Journal of Applied Linguistics (DuJAL), Dr. Andringa promotes open science principles in language research. Recent publications demonstrate a focus on addressing sampling biases in SLA research, open access publishing ethics, and practical applications of language acquisition research for educational settings. Academic Director, Institute for Dutch Language Education (INTT) Coordinator, Language Learning, Literacy and Multilingualism research group Coordinator, Master's program Dutch as a Second Language and Multilingualism General Editor, Dutch Journal of Applied Linguistics (DuJAL) Member, Mastery Team for Modern Foreign Languages Member, OASIS project team Member, IRIS database advisory group Dr. Andringa supervises PhD candidates including Kyra Hanekamp and Darlene Keydeniers, particularly in research related to bilingual daycare environments and language development. The research program has received funding from the Dutch ministry of Social Affairs for Project MIND and continues to secure support for ongoing projects examining language learning mechanisms. Dr. Andringa leads the Language Learning, Literacy, and Multilingualism research group which investigates language and literacy acquisition across the lifespan, with emphasis on how language skills are learned, maintained, and used in educational contexts. The group meets weekly to discuss projects, plans, funding opportunities, and research topics while promoting collaboration, methodological innovation, and open science principles.

Dmitrii Pastushenkovمشاهده پروفایل

استاد آموزشی

• Second Language Acquisition
• Applied Linguistics
• Language Pedagogy
• +۵ مورد دیگر

Dmitrii Pastushenkov is a Teaching Professor in the Department of Slavic Languages and Literatures at Harvard University, specializing in the Russian language program. He holds a Ph.D. in Second Language Studies from Michigan State University (2022), an M.A. in Teaching English as a Second Language from Kent State University (2017), and dual M.A. degrees in Russian Translation and Business Administration, also from Kent State (2015). His research focuses on instructed second language acquisition, bridging theory and practice in language education, and the application of psychological theories to literary analysis. He has contributed to journals like The Modern Language Journal and co-edited a Routledge volume on assessment in Russian language classes. His work explores gamification, language immersion programs, and the use of technology in education, including game-based learning and assessment methodologies. Prior to Harvard, Dmitrii taught at Michigan State University, California State University, Northridge, and Kent State University, where he held graduate assistantships and participated in STARTALK programs. He has served as a research assistant at Middlebury College’s Kathryn Wasserman Davis School of Russian, gaining insights into immersive language education. His interdisciplinary research also includes analyzing Russian state media’s portrayal of opposition leaders and examining dystopian narratives in Dmitry Glukhovsky’s novels through psychological frameworks. Pastushenkov’s teaching philosophy emphasizes practical application of research, with a focus on enhancing language learning through innovative pedagogical strategies. His publications address topics such as vocabulary acquisition via gamification, task-based instruction, and the role of individual differences in language learning outcomes. He actively contributes to educational initiatives that integrate cultural and linguistic studies across disciplines.

LI-JEN KUOمشاهده پروفایل

دانشیار

• Bilingual Education
• Literacy Development
• Cognitive Science of Learning
• +۳ مورد دیگر

Dr. Li-Jen Kuo is an Associate Professor in the Department of Teaching, Learning & Culture at Texas A&M University (TAMU). She holds a Ph.D. in Cognitive Science of Teaching & Learning from the University of Illinois at Urbana-Champaign, along with M.A. degrees in Linguistics and Language Learning & Policy from UIUC and Stanford University, respectively. Her research focuses on cross-linguistic literacy, bilingual education, and cognitive aspects of learning. She directs the TAMU World Languages Academy and Teacher Academy, emphasizing multilingual education and teacher development. Key projects include the Cross-Linguistic Literacy & Cognition Research Group and editorships in Reading Research Quarterly and International Journal of Bilingual Education . Dr. Kuo has advised numerous doctoral students and led search committees for literacy/ESL faculty roles. Her awards include the Fulbright-Hays Fellowship (2024-2025) and the National Academy of Education/Spencer Postdoctoral Fellowship (2008-2010). Her work bridges theory and practice, examining interventions for ELLs, technology integration, and bilingual cognitive development.

Kara Morgan-Shortمشاهده پروفایل

استاد

• Second Language Acquisition
• Neurolinguistics
• Psycholinguistics
• +۴ مورد دیگر

Professor Kara Morgan-Short holds a joint appointment at the University of Illinois at Chicago in the Department of Hispanic and Italian Studies and the Department of Psychology. She directs the Cognition of Second Language Acquisition Laboratory and is affiliated with the Laboratory of Integrative Neuroscience. Her research focuses on the cognitive and neural mechanisms underlying second language acquisition, integrating linguistics, cognitive psychology, and neuroscience. She has held editorial roles for Language Learning and contributed to advancing open science practices in applied linguistics. Education: PhD in Spanish Linguistics (Georgetown University, 2007), MATL in Spanish (University of Southern Mississippi, 1998), BA in Humanities (UT Austin, 1991). Research interests include the role of declarative/procedural memory, attention, and context in SLA. She employs behavioral and electrophysiological methods (e.g., ERP) to study linguistic and cognitive processes. Key grants include NSF funding for doctoral research (2018–2022) and Language Learning grants (2014–2016). Awards include the 2018 Excellence in Teaching Award and the 2009 Harold N. Glassman Dissertation Award. Her work emphasizes interdisciplinary approaches to understanding bilingualism and SLA at both behavioral and neurocognitive levels.

Bronson Huiمشاهده پروفایل

استادیار

• Second Language Acquisition
• Applied Psycholinguistics
• Vocabulary Learning and Teaching
• +۴ مورد دیگر

Bronson Hui is an Assistant Professor of Second Language Acquisition at the University of Maryland, College Park, within the School of Languages, Literatures, and Cultures (SLLC). He is also a member of the Maryland Language Science Center. His research focuses on applied psycholinguistics, particularly second language acquisition in instructed contexts, multi-modal input, vocabulary learning, and open science practices. Hui holds a Ph.D. in Second Language Studies from Michigan State University, an M.S. in Applied Linguistics from the University of Oxford, and dual B.A./B.Ed. degrees in English Language and Education from the University of Hong Kong. Education: Ph.D., Second Language Studies, Michigan State University M.S., Applied Linguistics and Second Language Acquisition, University of Oxford B.A. & B.Ed., English Language and Linguistics / Language Education, University of Hong Kong His research interests include experimental methods in SLA, quantitative analysis, and the use of AI tools in meta-research. He has published in journals like Studies in Second Language Acquisition , Language Learning , and Applied Psycholinguistics . Hui serves on the editorial boards of TESOL Quarterly and Studies in Second Language Acquisition . He teaches courses such as Second Language Research Methodologies , Psycholinguistics , and Vocabulary Acquisition in Instructional Contexts . Hui actively advises graduate students in empirical studies, dissertation research, and grant proposals. His work emphasizes open science practices, including pre-registration, data sharing, and reproducible analyses. Hui has developed workshops on R programming for applied linguists, emphasizing ethical data practices and open-source tools. He collaborates internationally on projects like the ASReview tutorial for meta-research and has contributed to book projects on quantitative methods in applied linguistics.

Patricia J. Brooksمشاهده پروفایل

استاد

• Language Development
• Language Learning
• Individual Differences in Cognition
• +۱۲ مورد دیگر

Patricia J. Brooks is a Professor in the Department of Psychology at the College of Staten Island, City University of New York (CUNY). She serves as Director of the Language Learning Laboratory and is an active member of the Doctoral Faculty at The Graduate Center, CUNY, contributing to PhD programs in Psychology, Educational Psychology, and Speech-Language-Hearing Sciences. Education: PhD, New York University MA, New York University BA, Johns Hopkins University Her research focuses on individual differences in language learning across the lifespan, with an emphasis on adult second language acquisition and child language development. She employs experimental methods and computer-based games to study speech perception and production in both typical and atypical development. She also has a strong interest in pedagogy, particularly active learning, mentoring, and the use of technology in education. Her recent publications span diverse areas including statistical learning in developmental disorders, narrative evaluation in children, phonological processing, and innovative teaching practices such as Wikipedia editing in the classroom. These works reflect a consistent theme of understanding cognitive and social mechanisms in language development and applying that knowledge to educational contexts. Scientific Service and Leadership: Faculty Advisor, Graduate Student Teaching Association, American Psychological Association (Division 2) She has authored and edited key academic texts such as Language Development (2012), Encyclopedia of Language Development (2014), and Cognitive Development in Digital Contexts (2017). Her work bridges experimental psychology, linguistics, and educational practice. She is actively involved in research mentorship and graduate training, contributing to the development of future scholars in psychology and education. Her laboratory supports interdisciplinary research on language and cognition, and she collaborates widely across institutions and disciplines.

Nicole Zieglerمشاهده پروفایل

دانشیار

• Second Language Acquisition
• Computer-Assisted Language Learning (CALL)
• Task-Based Language Teaching
• +۳ مورد دیگر

Nicole Ziegler is an Associate Professor and Graduate Chair at the University of Hawaii at Manoa, holding a PhD from Georgetown University. Her research focuses on second language acquisition (SLA) in instructed contexts, with particular emphasis on task-based language teaching (TBLT), computer-assisted language learning (CALL), and maritime English communication. She investigates how corrective feedback in traditional and digital environments influences learners' perceptions and language development, while also exploring lexical and socio-pragmatic challenges in the commercial shipping industry. Her expertise spans interdisciplinary research methodologies, including mixed-methods and synthetic approaches to enhance SLA and CALL research quality. Dr. Ziegler collaborates with cooperating faculty such as Graham Crookes, Dustin Crowther, and others, contributing to the development of authentic teaching materials based on real-world maritime communication needs. Her work bridges theoretical SLA frameworks with practical pedagogical applications in digital and traditional settings.

Anna Mystkowska-Wiertelakمشاهده پروفایل

استاد

• Second Language Acquisition
• Willingness to Communicate
• Learner Engagement
• +۱۲ مورد دیگر

Anna Mystkowska-Wiertelak is a Professor at the University of Wrocław, affiliated with the Faculty of English and the Department of Glottodidactics. Her scholarly work centers on second language acquisition, particularly the psychological and emotional dimensions of language learning. Education: Habilitation in Humanities (Linguistics), Adam Mickiewicz University in Poznań, 2018 PhD in Linguistics, Adam Mickiewicz University in Poznań, 2010 MA in English Philology, Adam Mickiewicz University in Poznań, 1990 Her research focuses on willingness to communicate (WtC) , learner engagement , emotion regulation , motivation , and learning strategies . She investigates how affective and cognitive factors influence language performance, especially in classroom speaking tasks. Her work often employs mixed-methods designs, including idiodynamic and retrodictive qualitative modeling, to capture the dynamic nature of language learning processes. The analysis of her 15 most recent publications reveals a strong trend toward studying the interplay of emotions, engagement, and self-regulation in language classrooms. Her research spans theoretical and empirical domains, with a particular emphasis on advanced learners and third age learners . She frequently collaborates with scholars such as M. Pawlak and J. Bielak, contributing to both monographs and high-impact journal articles. Scientific Contributions: Co-author of key monographs such as Willingness to Communicate in Instructed Second Language Acquisition (2017) and Production-oriented and Comprehension-based Grammar Teaching (2012) Guest editor of special issues, including Contemporary Challenges in Language Education (Anglica Wratislaviensia, 2024) Regular presenter at international conferences such as AAAL, EUROSLA, and Psychology for Language Learning She actively supervises and collaborates with researchers, though specific advisee names are not listed. She has not received specific awards mentioned in the text, but her extensive publication record and editorial roles indicate high scholarly recognition. She is involved in ongoing research projects exploring motivational dynamics, teacher strategies, and learner psychology, contributing significantly to the advancement of applied linguistics and language pedagogy.

• Second Language Acquisition
• Language Learning Psychology
• Classroom Dynamics
• +۳ مورد دیگر

Miroslaw Pawlak is affiliated with Adam Mickiewicz University in Poznan, Poland, focusing on second language acquisition and language learning psychology. Key research areas: Emotional dynamics in language classrooms, strategic grammar instruction, blended learning environments Recent work explores foreign language enjoyment/boredom, grit in SLA, and technology-mediated learning Publications from 2025 investigate: Emotion mediation in Chinese student engagement Pronunciation knowledge development through explicit/implicit learning Playfulness as a counterbalance to language learning boredom His work employs advanced statistical modeling and mediation analysis to understand affective factors in multilingual education contexts.

Paula Winkeمشاهده پروفایل

استاد

• Second Language Assessment
• Language Testing
• Individual Differences in Language Learning
• +۶ مورد دیگر

Paula Winke is the Inaugural Arts & Letters Professor in the College of Arts & Letters at Michigan State University, where she teaches in the Second Language Studies Ph.D. Program and the MA TESOL & Applied Linguistics Programs within the Department of Linguistics, Languages, and Cultures. Currently on sabbatical at the Universität Innsbruck in Austria, she serves as Director of the Second Language Studies Program and holds a distinguished position as Co-Editor of the journal Language Testing. Her professional appointments include significant recognition through the prestigious Arts and Letters Professorship awarded in 2022. Dr. Winke's research centers on foreign and second language assessment, with particular focus on individual differences that affect assessment processes and outcomes. She has made significant contributions to understanding captioning as 'glasses for your ears,' the hardest questions on the U.S. citizenship test, and technology applications in less commonly taught language programs. Her work bridges theoretical language assessment with practical applications in educational settings, immigrant integration, and accessibility. Her recent publications reveal strong trends in language assessment validity, individual differences in language learning, and technology-enhanced language instruction. Winke frequently investigates self-assessment methodologies, proficiency trajectories, and the cognitive aspects of language testing. A notable pattern shows her increasing focus on less commonly taught languages and the application of multimodal learning approaches, particularly through captioning technology. International Language Testing Association (ILTA) Best Article Award (2025) Leopold-Franzens-University of Innsbruck Guest Professorship (2024-2025) Arts and Letters Professorship (2022) Fulbright Scholar (2022) ACTFL-NFMLTA/MLJ Paul Pimsleur Award (2021) AAAL Research Article of the Year Award (2020) TESOL Award for Distinguished Research (2012) Professor Winke has advised numerous doctoral students including Dylan Burton, Xiaowan Zhang, and Magdalyne Oguti Akiding, with research often supported by Fulbright Scholarships and institutional grants. Her work with the National Academies of Sciences, Engineering, and Medicine demonstrates significant impact on language assessment policy. She has led major projects on language proficiency in higher education and the effects of captioning on language learning. Winke collaborates extensively with the Language Testing Research Group Innsbruck (LTRGI) during her sabbatical and maintains active partnerships with researchers globally. Her work at the Herder Institut in Leipzig and with the European Association of Language Testing and Assessment (EALTA) demonstrates her international research network and influence in the field of language assessment.

Michael Leeserمشاهده پروفایل

استاد

• Second Language Acquisition
• Bilingualism
• Input Processing
• +۳ مورد دیگر

Michael Leeser is a Professor of Spanish and Linguistics at Florida State University (FSU), where he also serves as the program coordinator for Spanish. He holds a PhD from the University of Illinois at Urbana-Champaign. His research focuses on second language acquisition (SLA), bilingualism, and the role of instruction in language development. He has directed over 15 dissertations and is recognized for his contributions to psycholinguistically motivated instructional materials. Leeser’s research interests include input processing theory, sentence processing in bilingual learners, and the cognitive mechanisms underlying L2 acquisition. He has been nominated for multiple teaching awards and received the Graduate Faculty Mentor Award. His work frequently explores the intersection of cognitive science and language pedagogy, emphasizing experimental methods such as self-paced reading and task-based instruction. Recent publications analyze VanPatten’s input processing theory, working memory’s role in L2 reading comprehension, and methodological innovations in SLA research. His articles consistently bridge theoretical frameworks with practical classroom applications, particularly in Spanish language instruction. Leeser’s research also addresses challenges in measuring lexical coverage and developing effective instructional materials for beginners. Awards: Graduate Faculty Mentor Award, Teaching Award Nominations (Undergraduate/Graduate) Advising: Directed over 15 dissertations in SLA and bilingualism Grants: Not explicitly listed, but his research has been published in high-impact journals like The Modern Language Journal and Ampersand . Leeser is actively involved in FSU’s Department of Modern Languages and Linguistics, contributing to courses like Second Language Acquisition and Quantitative Research Methods . His lab focuses on experimental SLA methodologies, though specific lab names are not mentioned. In his free time, he pursues cycling and swimming.

Oktavian Mantiriمشاهده پروفایل

دانشیار

• Curriculum and Instruction
• Teacher Training
• Linguistics
• +۳ مورد دیگر

Oktavian Mantiri is an Associate Professor of Education at Burman University's School of Education. He previously served as a professor at Universitas Klabat in Indonesia and Asia-Pacific International University in Thailand. His expertise spans Curriculum and Instruction, Teacher Training, and Linguistics. He holds a PhD from the University of Newcastle (2007), an MEd from the University of Sydney (1997), and a BEd from Universitas Klabat (1993). Dr. Mantiri's research focuses on educational equity, digital literacy in ESL contexts, and the intersection of culture and learning styles. His work includes analyzing grade retention policies, smartphone impact on study habits, and Indigenous sovereignty in art and media. His contributions address global educational challenges, such as Adventist education's expansion and multilingualism in Indonesian schools. His articles reflect interdisciplinary interests spanning education technology, cultural narratives, and pedagogical innovation. He has authored works on leadership styles in Indonesian education and the philosophical foundations of global Adventist schools. His research emphasizes practical applications of theory in diverse educational settings. No scientific awards or grants are explicitly listed, though his extensive publication record highlights sustained academic engagement. His teaching and research aim to bridge theoretical frameworks with real-world educational practices across cultural contexts.