جست‌وجوی استاد و پژوهشگر

Marta González-Lloretمشاهده پروفایل

استاد

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

Marta González-Lloret is a Professor of Spanish and affiliated researcher in the Center for Advanced Study of Languages (CASL) at the University of Maryland. She holds a PhD in Second Language Studies from the University of Hawaiʻi at Mānoa (2008). Her primary affiliation is the Department of Languages and Literatures of Europe and the Americas at UH Mānoa, where she teaches Spanish applied linguistics, pragmatics, and technology-integrated language teaching methodologies. Her research interests focus on CALL (Computer-Assisted Language Learning), task-based language teaching (TBLT), and L2 pragmatics, with an emphasis on technology-mediated interaction. She has authored/co-edited influential publications such as Technology-mediated TBLT (2014) and A Practical Guide to Integrating Technology into Task-based Language Teaching (2016). She currently edits the Pragmatics & Language Learning book series and co-edits System Journal . Marta trains DOE language teachers and educators from ASEAN countries in CALL integration. Her editorial roles include area editor for Wiley Encyclopedia of Applied Linguistics and board member of CALICO Journal . Her work emphasizes pragmatic development, digital pedagogy, and the future of technology in language education. Her contributions span action research methodologies, online collaboration tools, and the impact of crises like the pandemic on language teaching. She advocates for technology-enhanced curricula and global language learning accessibility.

• Foreign Language Vocabulary Acquisition
• Task-Based Language Teaching (TBLT)
• Foreign Language Writing
• +۳ مورد دیگر

Marco Berton is a Senior Lecturer in Spanish Research at Karlstad University, focusing on applied linguistics with emphases on foreign language acquisition and teaching methodologies. His work integrates quantitative research techniques with pedagogical applications in Spanish language education. Research interests include vocabulary acquisition mechanisms, task-based language teaching (TBLT), and the cognitive aspects of second language writing. He specializes in analyzing linguistic complexity (lexical and syntactic) to inform curriculum design and teaching practices. His PhD research involved adapting English-focused linguistic analysis tools for Spanish texts. Prominent publications include studies on digital internationalization projects in Spanish education (2025), lexical sophistication in L2 Spanish writing (2023), and task complexity effects in foreign language writing (2023). These works bridge theoretical research with practical classroom applications. Methodologically, he employs SPSS statistical analysis and custom-adapted digital tools for linguistic evaluation. His work emphasizes evidence-based approaches to improve second language instruction techniques.

• Applied Linguistics
• Language Pedagogy
• Educational Technology
• +۳ مورد دیگر

Mali Rezaei is a Research Fellow at the Australian Centre for Jewish Civilisation, Monash University. Her research focuses on applied linguistics, language pedagogy, and educational technology, with a particular emphasis on second language acquisition, teacher education, and bilingual contexts. She has explored topics such as corrective feedback strategies, Moodle integration in teacher training, and writing anxiety among Iranian EFL learners. Rezaei has been recognized for her academic contributions, including the 3MT Runner-up and People's Choice Awardee (2021) and the Best Presentation Award at ICPER 2022 (2022). Her work bridges theoretical frameworks like TPACK with practical classroom applications, emphasizing the role of technology in enhancing language learning outcomes. Her research trends reveal a focus on multilingual education challenges, digital pedagogy innovation, and intercultural communication strategies. Recent studies examine teacher motivation in bilingual schools and the differential effects of electronic vs. traditional feedback methods in language instruction.

Ai Nishinoمشاهده پروفایل

عضو هیئت علمی

• Japanese Language Education
• Teacher Development
• Cross-Cultural Language Learning
• +۳ مورد دیگر

Ai Nishino is a Visiting Lecturer in Japanese Language Education at the University of British Columbia's Department of Asian Studies (Faculty of Arts). She holds an M.A. in Language and Culture from Osaka University (2004) and a B.A. in International Relations from Ritsumeikan University (1999), with participation in the UBC-Ritsumeikan Joint Program (1996-1997). Her expertise spans language education, teacher training, and cross-cultural pedagogy, with a focus on Japanese language instruction in Asia. Research interests include career development of secondary Japanese language teachers in Asia (using cultural psychological perspectives and the Trajectory Equifinality Approach), task-based language teaching, and integrating culturally rooted materials like traditional Japanese folktales into language education. She has taught at universities across the Asia-Pacific and worked at Japanese government-affiliated institutions. Multilingual in Japanese, English, Chinese, and Thai, Dr. Nishino contributes to curriculum development and teacher training programs. Her work emphasizes fostering intercultural understanding through language education, particularly in Thai contexts.

Craig Lambertمشاهده پروفایل

دانشیار

• Task-Based Language Teaching (TBLT)
• Applied Linguistics
• TESOL
• +۶ مورد دیگر

Craig Lambert is an Associate Professor of Applied Linguistics and TESOL at Curtin University's School of Education in Perth, Western Australia. He specializes in Task-Based Language Teaching (TBLT), focusing on research areas such as task design, learner engagement, affective factors, and psychophysiological methods in language learning. His work bridges theory and practice, emphasizing the role of learners' investment, motivation, and cognitive processes in language acquisition. Dr. Lambert's research spans over two decades, with contributions to journals like TESOL Quarterly , Studies in Second Language Acquisition , and Language Teaching Research . His books include Task-Based Language Teaching: Theory and Practice (2020) and The Role of the Learner in Task-Based Language Teaching (2023), which explore pedagogical frameworks and empirical methods for TBLT. He has also guest-edited special issues on affective factors in task performance. His teaching spans institutions in Japan, the US, UK, and Vietnam, including roles in MATESOL programs and SEAMEO RETRAC initiatives. Recent studies investigate neural correlates of task engagement, learner-generated content in online education, and the application of EEG/iMotions for measuring affective responses in language tasks. Dr. Lambert's work integrates cognitive psychology, educational technology, and second language acquisition theory to address challenges in language program design, L2 speech processing, and motivation-driven learning. His research underscores the importance of aligning classroom tasks with real-world linguistic needs to enhance learner outcomes.

Brikena Xhaferiمشاهده پروفایل

استاد

• Applied Linguistics
• English as a Foreign Language (EFL)
• Teaching Methodologies
• +۳ مورد دیگر

Brikena Xhaferi is a Full Professor at the Faculty of Languages, Cultures and Communication at South East European University (SEEU) in Tetovo, North Macedonia. Her career spans over two decades, focusing on teaching and research in applied linguistics and EFL instruction. She supervises MA and PhD theses, designs curricula, and contributes to academic journals as a reviewer. Education: PhD in Applied Linguistics from Alpen-Adria University Klagenfurt, Austria (2006-2008) MA in Applied Linguistics from Indiana University, USA (2002-2005) BA in German and English Language and Literature from the University of Prishtina, Kosovo (1994-2001) Her research centers on innovative EFL methodologies, including inquiry-based learning, project-based learning, and technology integration. She explores multilingualism, autonomous learning, and the communicative approach, often contextualizing her work in the Balkans. The 15 articles reflect her focus on EFL pedagogy, with trends spanning AI tools (e.g., ChatGPT), podcast usage, multilingual classroom dynamics, and technology-enhanced learning. These works highlight her commitment to adapting teaching strategies for diverse educational environments. Professor Xhaferi’s professional responsibilities include teaching at BA, MA, and PhD levels, curriculum development, and research supervision. She has previously taught at State University of Tetova (2005-2007), Gymnasium Kiril Pejcinovic (2000-2001), and Agricultural High School Mosha Pijade (1998-2000). She is fluent in Albanian (native), English (C2), Macedonian (C1), Serbian (C1), and German (B2), supporting her multilingual research and teaching.

• French as a Second Language (FLS) Teaching
• Second Language Acquisition
• Task-Based Language Teaching (TBLT)
• +۵ مورد دیگر

Gabriel Michaud serves as Associate Professor in the Department of Didactics at the University of Montreal's Faculty of Education. His teaching spans multiple programs including Bachelor's in Teaching French as a Second Language, Master's in Educational Sciences, Doctorate in Educational Sciences, and specialized language teaching microprograms. Professor Michaud's research centers on French as a Second Language pedagogy, with emphasis on written corrective feedback mechanisms and task-based language teaching. He investigates real-time/synchronous feedback efficacy, grammar and vocabulary instruction techniques, and technology-enhanced approaches like emoji-based emotion vocabulary acquisition for allophone students. His work bridges theoretical frameworks with classroom applications in francization contexts. No scientific awards were documented in the provided materials. He currently supervises graduate research including Mariem Ammar's 2023 Master's thesis on emotion vocabulary learning through emojis. His active research portfolio includes SSHRC-funded projects 'Written corrective feedback: when and for whom?' (2022-2025), 'Synchronous written corrective feedback in second language classrooms' (2020-2023), and FRQSC-supported 'Real-time written corrective feedback for language learning' (2022-2026), plus co-investigation on the SSHRC project 'Crosslinguistic-Communicative Teaching Model for TBLT engagement' (2024-2027).

• Task-Based Language Teaching
• Critical Language Pedagogy
• Community-Based Learning
• +۳ مورد دیگر

Ellen Johnson Serafini is an Associate Professor of Spanish Applied Linguistics and Director of Graduate Studies in the Department of Modern and Classical Languages at George Mason University. Her research and teaching focus on integrating Task-Based Language Teaching, Critical Language Pedagogy, and Service-Learning to foster Critical Language Awareness (CLA) in diverse language learning environments, particularly for heritage and second language speakers of Spanish. She holds a Ph.D. and M.S. in Spanish Applied Linguistics from Georgetown University and an M.A. in Hispanic Linguistics from the University of Arizona. Ph.D., Spanish Applied Linguistics | Georgetown University (2013) M.S., Spanish Applied Linguistics | Georgetown University (2010) M.A., Hispanic Linguistics | University of Arizona (2006) B.A., Spanish & English | University of Arkansas (2004) Her research explores the dynamic interplay between individual, pedagogical, and social factors in language learning outcomes. She has published extensively on topics such as: Task-Based Language Teaching (TBLT) in Spanish for Specific Purposes Critical Language Awareness in heritage language education Service-Learning as a pedagogical framework Working memory and cognitive resources in L2 development Equity discourses in mixed HL/L2 classrooms Inclusive language practices in Spanish education The 15 most recent articles highlight her contributions to advancing CLA, TBLT, and social justice in Spanish education. Her work bridges theoretical frameworks with practical applications across heritage language pedagogy, bilingual education models, and interdisciplinary collaborations. As Director of Graduate Studies, she oversees curriculum development and mentors graduate students in Spanish language teaching. She has presented at numerous national and international conferences, including AAAL, FLAVA, and TBLT Biennial Conference, addressing topics like inclusive language, task-based curriculum design, and equity in language education. Her research has been published in leading journals such as The Modern Language Journal , Studies in Second Language Acquisition , and Hispania . She advocates for community-based learning and critical teacher autoethnography to enhance cultural and linguistic competence in language education.