جست‌وجوی استاد و پژوهشگر

• Evolutionary Ecology
• Physiology of Reptiles and Amphibians
• Higher Education Pedagogy
• +۳ مورد دیگر

Dr. Jeanne Young is a Senior Lecturer (Teaching Specialist) in the Department of Biological Sciences at Flinders University, South Australia. Her roles include Program Director of Natural Sciences and Topic Coordinator for courses such as Biostatistics, STEM Professional Skills, and Ecology. She holds a BSc from Louisiana State University, an MSc from Southeastern Louisiana University, and a PhD from Charles Darwin University. Her research interests span evolutionary ecology and physiology of reptiles and amphibians, alongside innovations in higher education pedagogy. She focuses on improving student engagement through inquiry-based learning and biostatistics education. As an adjunct supervisor, she guides two HDR students in amphibian conservation and ecology. Dr. Young’s recent work bridges conservation biology and educational reform, with studies on threatened amphibian population dynamics and STEM curriculum design. Her publications emphasize practical teaching strategies, such as integrating MOOCs and redesigning laboratory experiences to foster independent learning. She is a member of the Higher Education Research Group of Adelaide and contributes to Flinders’ efforts in enhancing STEM education and student employability through longitudinal course design.

Anabela Malpiqueمشاهده پروفایل

مدرس ارشد

• Writing Instruction and Development
• Self-regulated Learning
• Teacher Education
• +۳ مورد دیگر

Dr. Anabela Malpique is a Senior Lecturer in Literacy at the School of Education, Edith Cowan University (ECU). She specializes in writing development, self-regulated learning, and teacher education. Her research focuses on literacy development across the lifespan, particularly in primary and secondary education. She leads the Writing for All initiative, examining factors influencing writing development from early childhood to adulthood. PhD in Educational Psychology (Portugal, 2015) Master of Arts (UK, 2009) Her research interests include writing instruction modalities (paper vs. keyboard), executive functioning in writing, and teacher strategies for struggling writers. She has published widely on these topics, including meta-analyses and national surveys of Australian teachers. Grants: $97,687 (Ian Potter Foundation, 2022–2024) and $7,805 (Collier Charitable Fund, 2022–2023). Her work highlights the role of transcription skills and technology in writing development. She supervises PhD candidates on topics like self-regulated strategy development and parental involvement in writing education. Her research also addresses pandemic impacts on writing instruction and school leadership roles in supporting literacy learners.

• Educational Linguistics
• Second Language Teaching
• Bilingualism
• +۹ مورد دیگر

Beatriz Chaves Yuste is an Assistant Professor (part-time) at the Complutense University of Madrid's Department of English Studies: Linguistics and Literature. She holds a PhD in Applied Linguistics for Language Teaching, along with BAs in English and Hispanic Philology and a Master's in Bilingual Education. With over 20 years of teaching experience, her primary focus is on English as a Foreign Language (EFL) and English for Specific Purposes (ESP). Her research interests span educational linguistics, foreign language teaching methodologies, active learning strategies, bilingualism, and the integration of ICT in education. She has contributed to national and international conferences and peer-reviewed journals such as Encuentros and Didacticae . Dr. Yuste explores innovative pedagogical approaches like flipped classrooms, gamification, and cooperative learning, emphasizing their impact on student engagement and linguistic competence. Her work often addresses affective variables (e.g., anxiety) in language learning and the role of technology in enhancing educational outcomes. While she has no current PhD supervision experience, she welcomes proposals in her research areas, particularly in secondary education contexts. She actively participates in curriculum development and educational innovation projects, including the creation of digital tools for vocabulary acquisition and collaborative learning environments. Her publications highlight themes such as digital reading comprehension, the efficacy of active methodologies in grammar instruction, and the application of gamification in multilingual settings. She also advocates for inclusive education through adaptive teaching strategies and sustainability awareness integration in language curricula.

Mike Corcoranمشاهده پروفایل

استادیار

• Well-being
• Goals and Goal Pursuit
• Motivation
• +۴ مورد دیگر

Mike Corcoran is an Assistant Professor of Psychology at Widener University. He holds a PhD in Social and Personality Psychology from the University of Missouri, an MA in Industrial/Organizational Psychology from West Chester University, and a BA in Psychology from Widener University. His research focuses on well-being, goal pursuit, motivation, and self-determination theory. He emphasizes inclusive and engaging pedagogy, fostering critical thinking and real-world application in his classrooms. Corcoran’s research explores topics such as psychological needs, arrogance, and the interplay between motivation and moral behavior. His work bridges theoretical frameworks with applied contexts, aiming to understand how individuals navigate personal and social goals. He has published in journals like Psychological Science , Motivation Science , and Journal of Happiness Studies . His teaching philosophy prioritizes student empowerment, encouraging learners to connect coursework to their lives and aspirations. He actively mentors students in research through programs like Widener’s SURCA initiative. Personal interests include fitness, art, and spending time with family and his dog, Maple.

• Adult Education
• Narrative and Analytical Clinic
• Suffering at Work
• +۴ مورد دیگر

Jean-Yves Robin is a Professor at the University of Angers (UCO), affiliated with the Faculty of Education and the LISEC research team (ATIP). He holds a Doctorate in Educational Sciences from Lyon II (1990) and an HDR (2004) from Paris XIII. His research focuses on executive career paths, adult education, professional biography analysis, organizational suffering, and narrative clinical approaches. He co-directs the 'Défis-Formation' book series with L'Harmattan and leads a major 2016-2021 research program on school leadership dynamics involving 10 researchers and most Catholic secondary school principals in Maine-et-Loire. His work emphasizes collaborative research methodologies and institutional narrative analysis. Key professional roles include: Adjunct Professor at Sherbrooke University (Canada), member of ASIHVIF and AECSE associations, and Savoirs Review steering committee member. His recent studies critically examine managerial coaching systems, Anthropocene educational implications, and leadership mental health. Key themes span institutional reform challenges, clinico-narrative methodologies, and the intersections between professional identity and organizational culture. Over 60 publications since 1990 reflect his interdisciplinary approach to adult education and professional development.

Rosa Maria Manchon Ruizمشاهده پروفایل

استاد

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

Rosa María Manchón Ruiz is a Professor of Applied Linguistics at the University of Murcia, Spain. She holds an affiliation with the Faculty of Arts and Humanities and the Department of English Philology. She completed her doctoral studies at the University of Murcia with a thesis on psycholinguistic and pedagogical aspects of language learning (1989). Her research focuses on second language acquisition, particularly in the areas of second language writing and cognitive dimensions of multilingual text production. She has been actively involved in editorial roles, serving as editor of the Journal of Second Language Writing (2008–2014) and associate editor of the Modern Language Journal . Manchón’s theoretical contributions include distinguishing between writing-to-learn (WL) and learning-to-write (LW) dimensions in L2 contexts. Her work emphasizes cognitive processes in writing, such as restructuring strategies, temporal allocation of writing tasks, and the interplay between psycholinguistic factors and pedagogy. She has authored/co-authored influential books like Writing in Foreign Language Contexts (2009), Handbook of Second and Foreign Language Writing (2016), and edited volumes on task-based language learning and multimodal composition. Professional service includes membership in the Executive Board of the International Association of Applied Linguistics (2011–2014) and participation in academic events such as the Campus Mare Nostrum summer course on scientific writing in English (2012). Her research has been published in prestigious journals like Language Learning , Annual Review of Applied Linguistics , and International Review of Applied Linguistics . Her academic contributions span pedagogical frameworks, empirical studies on L2 writing processes, and advancements in theoretical models linking cognitive psychology with applied linguistics. Current research interests include multimodal composition, task complexity effects, and the integration of technology in L2 writing instruction.

Jose Antonio Mompean Gonzalezمشاهده پروفایل

مدرس ارشد

• Phonetics
• Phonology
• Cognitive Linguistics
• +۳ مورد دیگر

Dr. Jose Antonio Mompean Gonzalez works as a Senior Lecturer in English phonetics and phonology at the University of Murcia, Spain . His research focuses on phonetics, phonology, and cognitive linguistics, integrating methods from corpus linguistics and L2 pronunciation research. Specializes in pronunciation pedagogy and historical phonetic analysis Developed the Diachronic Corpus of Spoken English (DIACSEN) Investigates sound symbolism and voice quality assessment protocols Recent work explores phonetic symbols in contemporary instruction, Twitter-based EFL pronunciation teaching, and longitudinal analysis of Queen Elizabeth II's speech patterns. His studies often bridge theoretical insights with practical pedagogical applications. Key research areas include: Phonetic Notation Systems Linking/Intrusive /r/ Analysis Phonaestheme Perception Vocal Profile Assessment

Pascual Francisco Perez Paredesمشاهده پروفایل

استاد

• Corpus Linguistics
• Applied Linguistics
• Language Education
• +۵ مورد دیگر

Pascual Francisco Perez Paredes is a Professor of Applied Linguistics and Linguistics at the University of Murcia and former Lecturer in Research in Second Language Education at the University of Cambridge. He holds a PhD from the University of Murcia (1999) and has been affiliated with multiple institutions, including the University of Limerick and the University of Tokyo. His primary research focuses on corpus linguistics methods, digital resources in language education, and corpus-assisted discourse analysis. He leads the ERASMUS+ project 'Freedom of movement at play: EU citizens’ identity and transnational discourses' (2023-2025) and co-leads the Spanish Research Agency-funded project 'Understanding internationalisation in Higher Education from the student perspective.' He is Co-Editor-in-Chief of the CUP ReCALL journal (ranked 5th in Linguistics) and serves on editorial boards of multiple journals, including Digital Applied Linguistics and the Journal of Computer-Assisted Linguistic Research. Key achievements include co-authoring Data-driven Learning in and out of the Language Classroom (2025) and Corpus Linguistics for Education (2025), as well as co-editing volumes like Researching Specialized Languages (2011), which won the Enrique Alcaraz Prize. His work spans teaching roles in Spain and the UK, including directing 22 master’s theses at Cambridge. Research interests intersect computational linguistics, educational technology, and sociolinguistic discourse analysis. Projects address topics like Brexit discourse, migrant identity, and EMI stakeholders’ communication. He emphasizes bridging research and pedagogy through open educational resources (OER) and natural language processing tools.

Jonas Fouz Gonzalezمشاهده پروفایل

استاد

• Computer-Assisted Pronunciation Training
• Second Language Speech Learning
• English Phonetics and Phonology
• +۳ مورد دیگر

Jonas Fouz Gonzalez is a Professor in the Department of Didactics of Language and Literature at the University of Murcia's Faculty of Education. He holds a doctorate from the same institution with a thesis focusing on pronunciation teaching through accessible technologies. His research emphasizes leveraging technology like podcasts, mobile apps, and social media (e.g., Twitter) to enhance second language pronunciation training, particularly addressing fossilized errors in Spanish EFL learners. He has been affiliated with research groups such as Teaching-Learning English and Interlinguistics L1-L2: Applied Linguistics . His scholarly work spans over a decade, with notable contributions analyzing captioned video techniques, phonetic symbol usage, and app-based pronunciation instruction. His articles consistently highlight pedagogical strategies for integrating technology into language classrooms. Despite extensive publication activity, no awards or grants are explicitly mentioned in the provided materials. He advises no listed students but actively engages in teacher training through his research. His personal website and LinkedIn profile provide further insights into his work.

Aitor Garces Manzaneraمشاهده پروفایل

دانشیار

• Applied Linguistics
• Second Language Acquisition
• Educational Text Analysis
• +۴ مورد دیگر

Aitor Garces Manzanera is an Associate Professor (part-time) at the University of Murcia's Faculty of Education, specializing in the Department of Didactics of Language and Literature. He holds a PhD from the University of Murcia (2021) with a thesis on digital writing processes and corrective feedback in primary education. His academic roles include directing the ELE Master's Degree and teaching across multiple programs. Research interests focus on applied linguistics, second language acquisition, and digital writing processes. Key areas include: motivational networks in L2 learning, corrective feedback efficacy, blended learning modalities, and the integration of communicative tasks in education contexts. His work bridges theoretical frameworks with practical pedagogy, emphasizing digital environments and young learners' cognitive processes. Publications span over 15 peer-reviewed articles and books covering topics like JASP statistical tools in L2 research, vocabulary retention in communicative tasks, and descriptive analyses of English education programs in Spanish universities. Recent studies explore Bayesian network analysis of motivational factors and the impact of digital tools on writing fluency. Professional activities include academic consultancy, workshop facilitation, and contributions to international conferences. His research often employs keystroke-logging software and mixed-method approaches to study writing processes. Current projects emphasize task-based learning strategies and the affordances of rubrics in L2 writing assessment. Education background includes a PhD in Applied Linguistics from the University of Murcia (2021), and prior contributions to medieval manuscript analysis (e.g., the Heinrich Seuse Exemplar). Professional networks include SCOPUS, Researcher ID, and Google Scholar profiles.

Mai Nguyenمشاهده پروفایل

مدرس ارشد

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

Dr. Mai Nguyen is a Senior Lecturer in Applied Linguistics and TESOL at Manchester Metropolitan University's Department of Languages, Information, and Communications. She holds a Ph.D. from Griffith University (Australia), an MA from the University of Queensland, and a BA from Hue University (Vietnam). Her research focuses on second language teacher education, emphasizing identity, autonomy, and the integration of technology in pedagogy. She leads British Council-funded projects exploring Vietnamese English and teacher professional identity. Education: Ph.D. Applied Linguistics, Griffith University (2013–2017) MA Applied Linguistics, University of Queensland (2011–2012) BA English Language Teaching, Hue University (2005–2009) Exchange Study, Minnesota State University (2008–2009) Research Interests: Dr. Nguyen investigates how language teachers navigate roles as practitioners, researchers, and human beings across diverse contexts. Her work examines teacher identity, autonomy, and engagement with innovations like task-based pedagogy and online teaching. She collaborates internationally to strengthen the research-practice nexus in language education. Projects & Grants: British Council-funded project on teacher identity (Being, Doing, Feeling) Sociolinguistic study of Vietnamese English and classroom implications Teaching & Supervision: She teaches courses on TESOL, applied linguistics, and research methods. Supervised over 10 students, including award-winning dissertations on teacher efficacy during pandemic teaching and L1 use in classrooms. Labs/Teams: Active in research groups like AHEAD and Manchester Writing School initiatives. Collaborates with international teams via projects like Vietnam Teacher Activity Groups and Hue English .

• Educational Psychology
• Writing Instruction
• Student Motivation
• +۴ مورد دیگر

Chi-hung Ng is a Researcher and Associate Dean, Research at the Australian Catholic University 's Faculty of Education and Arts. His work focuses on student motivation , writing instruction , and educational psychology across diverse contexts including distance learning , language education , and mathematics pedagogy . His research explores emotional lived experiences ( perezhivanie ) in language learning, goal profiles in distance education, and self-regulated learning . Key contributions include validating the Writing Motivation Questionnaire and analyzing motivational clusters among Chinese students. Recent publications examine low socioeconomic status (SES) education , technology-enhanced learning , and cross-cultural educational reform . Collaborations with scholars like Steve Graham and Peter Renshaw highlight interdisciplinary approaches to literacy and motivation. His work appears in journals such as Reading and Writing , Learning, Culture and Social Interaction , and Journal of Educational Psychology , alongside book chapters on open/distance education theories and Asia-Pacific university reforms .

Satu Piispa-Hakalaمشاهده پروفایل

پژوهشگر

• Digital Learning
• Digital Pedagogy
• ICT in Education
• +۵ مورد دیگر

Satu Piispa-Hakala serves as a Project Researcher and Doctoral Researcher at the School of Applied Educational Science and Teacher Education within the Philosophical Faculty of the University of Eastern Finland (UEF). Her research focuses on digital learning environments, teacher development in technology integration, and children's emotional experiences with digital gaming. She actively contributes to understanding how digital transformation impacts educational practices and student well-being, with particular attention to inclusive approaches across educational contexts. Dr. Piispa-Hakala's research program spans three interconnected domains that define her scholarly identity. Her work in digital pedagogy examines how teachers develop professional agency when implementing digital learning approaches, with recent focus on AI readiness among pre-service educators. Her groundbreaking research on gamer rage investigates children's emotional responses to digital gaming experiences, giving voice to young people's perspectives on frustration and emotional regulation in gaming contexts. Additionally, she makes significant contributions to inclusive arts education , exploring practical methods to ensure all children can access and participate in artistic and cultural activities regardless of ability or background. Her methodological approach typically combines qualitative insights with practical applications, ensuring her research has direct relevance to educational practitioners. Analysis of Dr. Piispa-Hakala's publication trajectory from 2019-2025 reveals an evolving research focus that increasingly emphasizes children's perspectives on digital experiences while maintaining strong connections to teacher development. Her early work (2019-2021) established foundational understanding of learning landscapes in digital environments, while her 2021-2023 publications expanded into children's emotional responses to gaming. Most recently, her research has incorporated emerging technologies like AI into teacher education contexts. The consistent thread across all her work is a commitment to practical application and inclusivity, ensuring educational research translates into meaningful classroom practices that serve all learners. Dr. Piispa-Hakala maintains active engagement with collaborative research communities that support her work. She was a core member of the DigiErko research group (2017-2023), which focused on Learning and Teaching in Digital Environments, and currently participates in the TOTY research group. She is set to lead the significant upcoming project "Did It Get to You? – A Multidimensional Study on Gamer Rage Among Children and Youth" (2025-2028), which promises to deepen understanding of emotional responses to gaming among young people through multiple methodological approaches and theoretical frameworks.

• Teacher Education
• Educational Equity
• Poverty and Education
• +۳ مورد دیگر

Bruce Munro Burnett is an Adjunct Professor in the School of Education at the University of South Australia's Faculty of Education and Arts. His research focuses on teacher education in disadvantaged contexts, addressing challenges such as teacher shortages, equity in education, and cultural diversity in high-poverty schools. He has contributed significantly to understanding retention strategies for educators working in hard-to-staff environments and the impact of policy frameworks on teaching practices. Key research areas include multicultural education, social justice in schools, and the implementation of programs like Australia's National Exceptional Teachers for Disadvantaged Schools initiative. His work frequently explores intersections between teacher identity, systemic inequities, and the role of reflective practice in disrupting deficit thinking. Burnett collaborates internationally, analyzing education policies across the Anglosphere and examining case studies from Australia, the U.S., and Spain. Publications highlight themes such as early-career teacher agency, responses to critical incidents in classrooms, and leveraging technology to engage vulnerable learners. His scholarship emphasizes practical applications of sociological theory to educational challenges, particularly in culturally diverse and economically disadvantaged settings. Burnett has contributed to institutional reports on improving retention of Indigenous teacher candidates and has presented at major conferences including the American Educational Research Association. His interdisciplinary approach bridges policy analysis, classroom practice, and sociological inquiry to advance equity-driven educational reforms.

Svetlana Muhejevaمشاهده پروفایل

مدرس

• Language Education
• Intercultural Communication
• Medical Terminology
• +۳ مورد دیگر

Svetlana Muhejeva is a Lecturer at the Faculty of Social Sciences, Rīga Stradiņš University. Her research focuses on language education, intercultural communication, and pedagogical strategies for diverse learning environments. She contributed to the EU-funded project 'Reducing study programme fragmentation and promoting study internationalisation at Rīga Stradiņš University' as an expert, emphasizing cross-cultural and linguistic challenges in education. Her research interests include Russian Medical Terminology instruction, adult language learning methodologies, and fostering learner autonomy in mixed-proficiency classrooms. She actively presents at academic conferences, discussing topics such as authentic language use in teaching and overcoming intercultural barriers in educational settings. Her work reflects a commitment to practical, student-centered approaches, evident in publications analyzing best practices derived from student feedback and innovative teaching strategies for diverse learners.