جست‌وجوی استاد و پژوهشگر

Marta González-Lloretمشاهده پروفایل

استاد

• Technology-mediated Language Learning
• Task-Based Language Teaching (TBLT)
• L2 Pragmatics
• +۳ مورد دیگر

Marta González-Lloret is a Professor of Spanish and Applied Linguistics at the Department of Languages and Literatures of Europe and the Americas (LLEA) and an Associated Graduate Faculty member of the Department of Second Language Studies (SLS) at the University of Hawai‘i at Manoa . Originally from Valladolid, Spain, she has resided in Hawaii for over 30 years and holds a PhD in Second Language Acquisition, an MA in Linguistics, an MA in European Languages, and a Licenciatura in English Philology. Education: PhD in Second Language Acquisition, University of Hawai‘i at Manoa (2008) MA in Linguistics, University of Hawai‘i at Manoa (1997) MA in European Languages (Spanish Linguistics), University of Hawai‘i at Manoa (1993) Licenciatura in Filología Inglesa, Universidad de Valladolid (1991) Her research focuses on the intersections of technology and Task-Based Language Teaching (TBLT) , as well as L2 Pragmatics and Conversation Analysis . Her work explores how digital environments enhance pragmatic competence and foster intercultural communication. She has co-edited seminal volumes on technology-mediated TBLT and serves as Series Editor for Task-Based Language Teaching and Pragmatics & Language Learning . She has received prestigious awards, including the Board of Regents’ Medal for Excellence in Teaching (2018) and the HALT Excellence in Teaching Award (2010) . Her teaching portfolio includes Spanish language, teacher training, and critical digital literacies, often delivered through hybrid or online formats. Scientific Awards: Board of Regents’ Medal for Excellence in Teaching (2018) College of LLL Excellence in Teaching Award (2013) HALT Excellence in Teaching Award (2010) 'Oihana Maika’i Award for Research Excellence (2005) Top 2% Most-Cited Researchers (2023) Top 400 World Linguists (2023) She has conducted over 80 invited talks and 17 plenary/keynote lectures globally, addressing topics like AI in language education, pragmatic development in digital spaces, and task design for multilingual contexts. Her editorial and leadership roles include co-chairing international conferences and serving on advisory committees for ACTFL Guidelines (2024).

Michael Schartمشاهده پروفایل

استاد

• Foreign Language Teaching Methodology
• Didactics of German as a Foreign Language
• Empirical Teaching Research
• +۶ مورد دیگر

Michael Schart is Professor of Methodology and Didactics of German as a Foreign Language at Friedrich Schiller University Jena since 2021. Previously, he held academic positions at Keio University (2007-2021), University of Wuppertal (2018), University of Waterloo (2017-2018), and several Japanese institutions. His research focuses on empirical teaching research, CLIL, task-based language teaching, and reflective teacher training. Doctorate (2002) in Philosophy from Friedrich Schiller University Jena DFG Fellowship (1997-2000) at Justus Liebig University Giessen Master’s in German as a Foreign Language (Jena, 1996) Intensive Japanese Language Studies at Reitaku University (1992-1993) Schart’s research emphasizes action research, classroom interaction, and curriculum development for German language instruction. He has led projects on virtual classroom dynamics (2020/21), task-based teaching at beginner levels (2007-2009), and program evaluation at Keio University (2003-2007). His work bridges qualitative methodology with practical pedagogy. Recent publications address CLIL implementation, feedback mechanisms, and digital learning environments. He co-edits journals InfoDaF and KONTEXTE , and leads the research center FLUSS for teacher professionalization in German as a foreign language education.

Hoa Leمشاهده پروفایل

مدرس ارشد

• Vietnamese Language Pedagogy
• Task-Based Language Teaching (TBLT)
• Second Language Acquisition
• +۲ مورد دیگر

Hoa Le (Lê T. Vinh Hoa) is a Senior Lecturer in Vietnamese and the Vietnamese Language Program Director at Harvard University. She joined the Department of East Asian Languages and Civilizations in Fall 2022, transitioning from the University of Hawai‘i at Mānoa, where she taught Vietnamese language courses and applied linguistics. Education: PhD and MA in Second Language Studies (Vietnamese Language Pedagogy), University of Hawai‘i at Mānoa BS in Applied Chemistry with a minor in English Language and Literature, Kyungpook National University (South Korea) Her research focuses on Task-Based Language Teaching (TBLT), second language acquisition, teacher education, and heritage language learners. She emphasizes student-centered classrooms, using real-world tasks to enhance language skills, and hosts cultural events to enrich Vietnamese language education.

Vera Leierمشاهده پروفایل

مدرس ارشد

• Computer-Assisted Language Learning (CALL)
• Language Teacher Education
• Digital Pedagogy
• +۳ مورد دیگر

Vera Leier is a Senior Lecturer at Stockholm University in the Department of Slavic and Baltic Studies, Finnish, Dutch and German . She specializes in Computer-Assisted Language Learning (CALL) with a focus on digital pedagogy. Research: Social presence in virtual classrooms, social media integration for language learning, task-based language teaching (TBLT) Key Publications: 2024 study on synchronous online learning, 2021 collaborations on digital spaces and telecollaboration networks Teaching Experience: German language and teacher education in New Zealand, Sweden, Great Britain, and New Zealand

Nicholas Andonمشاهده پروفایل

پژوهشگر

• Language Teacher Knowledge
• Teacher Education
• Task-Based Language Teaching (TBLT)
• +۳ مورد دیگر

Nicholas Andon is a researcher specializing in language education and pedagogical innovation. His work focuses on language teacher expertise, task-based language teaching (TBLT), and the integration of digital tools in language learning environments. He holds a PhD investigating the relationship between second language acquisition theory and classroom practices, particularly in the uptake of task-based approaches. Research Interests: Teacher Education & Development Task-Based Language Teaching (TBLT) Learner Autonomy Strategies ICT in Language Pedagogy Language Materials Design Key Contributions: His 2023 systematic review on teacher education innovation and 2018 study on academic discourse development via online forums highlight his focus on bridging theory and practice in language education. Recent work also addresses challenges in secondary school language teaching and optimal conditions for TBLT in commercial adult education contexts. Professional Engagement: Co-authored 17 peer-reviewed publications Presenter at 19 international conferences Editorial contributor to ELT Journal Member of professional organizations like BAAL and MATSDA Supervised 6 academic works, fostering next-generation language educators through mentorship in research methodologies and pedagogical design.

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.

• Second Language Acquisition
• Task-Based Language Teaching
• Language Teacher Training
• +۴ مورد دیگر

Dr. Lara E. Bryfonski is an Assistant Professor and Director of LING-001 at Georgetown University's Department of Linguistics within the College of Arts and Sciences. She also serves as the Concentration Head for Applied Linguistics. Her research focuses on second language acquisition (SLA), task-based language teaching (TBLT), language teacher training, interaction and corrective feedback, materials development, study abroad, and research methodologies. Education: She holds a B.S. in Bilingual Education and a B.A. in Linguistics from Boston University, an M.A. in Linguistics from Georgetown University, and a Ph.D. in Linguistics from Georgetown University. Her work explores innovative pedagogical approaches, such as the integration of ultrasound tongue imaging in pronunciation teaching and the development of identity measurement tools for heritage language speakers. She leads the Lab for SLA and Task-Based Research and contributes to STARTALK Task initiatives.

Cong Xia Liمشاهده پروفایل

دانشیار

• Teaching Chinese as a Foreign Language
• Foreign Language Teaching and Acquisition
• Intercultural Communicative Competence
• +۳ مورد دیگر

Cong Xia Li is an Associate Professor in Chinese and Language Lead for Chinese and Russian at the University of Reading's Department of Languages and Cultures. She also serves as the Technology Enhanced Learning for Languages (TELL) Officer and teaches Mandarin Chinese modules ranging from beginner to advanced levels. Education: EdD candidate (University of Reading) MA (University of Reading) Fellow of the Higher Education Academy Research Interests: Her work focuses on developing Intercultural Communicative Competence through Task-Based Language Teaching (TBLT), with emphasis on differentiation strategies for mixed classrooms of Chinese heritage and L2 learners. She explores technology-enhanced pedagogy and the intersection of language teaching with post-1949 Chinese history and contemporary literature. Professional Affiliations: Member of British Chinese Language Teachers Society (BCLTS) Member of European Association of Chinese Teaching (AEETC) Key Contributions: She coordinates the Languages for All Mandarin Chinese program, contributes to the School of Humanities' Identities module, and has led Chinese language provision at secondary institutions including Eton College and the Abbey School.

• Synchronous Computer Mediated Communication
• Task-Based Language Teaching
• Telecollaboration
• +۴ مورد دیگر

Dr. Silvia Canto is an Assistant Professor of Spanish at Utrecht University, working within the Department of Languages, Literature and Communication in the Faculty of Humanities. She is affiliated with the Institute for Cultural Inquiry and coordinates Spanish language courses while contributing to the Educational Minor (ICT and language education) and the Master of Foreign Language Pedagogy program. Her primary research focuses on the integration of technology in language education, with particular emphasis on telecollaboration, virtual worlds, and synchronous computer-mediated communication. Canto's work explores task design and the added value of virtual exchanges in language curricula to enhance intercultural communication. Analysis of her recent publications (2021-2025) reveals a consistent focus on virtual reality applications in language learning, with increasing emphasis on high-immersion technologies. Her work spans both theoretical frameworks and practical implementations, with numerous publications examining virtual exchange programs, teacher training for digital environments, and the impact of immersive technologies on intercultural communicative competence development. Dr. Canto actively participates in European-funded research projects including E-LIVE (2022-2024), TeCoLa, TILA, NIFLAR, and EUROVERSITY, demonstrating her leadership in the field of technology-enhanced language learning. She serves as an external examiner for the International Baccalaureate and is a member of the Dutch National Expertise Team on Foreign Language Pedagogy. As a dedicated academic, she conducts peer reviews for prominent journals including ReCALL, CALICO, and CALL, and is an active member of professional associations such as Task Based Language Teaching (TBLT) and the European Association for Computer Assisted Language Learning (EuroCALL). Her work bridges theoretical research with practical applications in language teaching methodology, making significant contributions to the evolving landscape of digital language education.

Mingyu Liمشاهده پروفایل

مدرس

• Teacher Education
• Teacher Cognition
• Teacher Knowledge
• +۹ مورد دیگر

Dr. Mingyu Li is a Lecturer in the School of Education at Buckinghamshire New University, where he joined in 2024. Previously, he was a doctoral candidate and Teaching Associate at the University of Exeter. He holds a PhD in Education from the University of Exeter and an MSc in TESOL from the University of Edinburgh. PhD in Education, University of Exeter MSc in TESOL, University of Edinburgh His research centers on teacher education and second language (L2) education, with a focus on teacher cognition, teacher knowledge, L2 learning motivation, and L2 writing. He explores how reflective practices and innovative tools can enhance teaching effectiveness and student outcomes in diverse educational contexts. His recent publications reveal a strong thematic trend in reflective teaching, academic writing, and the integration of generative AI in language education. Articles such as the use of take-home timelines and studies on NNES students’ writing experiences demonstrate his commitment to improving pedagogical practices through qualitative inquiry and teacher development tools. Associate Fellow of the Higher Education Academy (AFHEA) Dr. Li actively collaborates with international scholars, including Dr. Nicholas Bremner (University of Exeter) and Dr. Yiyin Wang (Quzhou University), on projects involving reflective practice and the use of generative AI in L2 writing education. His ongoing research pioneers the intersection of AI technologies and language pedagogy, aiming to revolutionize teaching methodologies. He has contributed to research on teacher development, academic writing, and language learning motivation through multiple peer-reviewed journal articles, a doctoral thesis, and conference presentations. While no formal grant information is available, his collaborative and innovative research agenda suggests strong engagement with contemporary educational challenges.

Amanda Lanierمشاهده پروفایل

استاد

• Applied Linguistics
• Intercultural Competence
• Teacher Identity
• +۴ مورد دیگر

Amanda Lanier is a Professor at Michigan State University's Department of Linguistics, Languages, and Cultures. She serves as the Director of the Center for Language Teaching Advancement's online Master of Arts in Foreign Language Teaching (MAFLT) program and is affiliated with the Second Language Studies initiative. With a Ph.D. from Georgia State University, her work spans applied linguistics, teacher education, and intercultural competence. Education: Ph.D. from Georgia State University Research Interests: Amanda's scholarship focuses on intercultural competence, teacher identity development, online learning pedagogies, and corpus-based analysis of vocabulary and grammar. She actively explores sociocognitive approaches to second language writing and the role of technology in task-based language teaching (TBLT). Her work on heritage language learners, particularly Arabic, highlights intersections between identity, motivation, and sociocultural contexts. Publications: Her recent research (2010-2015) emphasizes heritage language education, intercultural communication, and technology-mediated learning. Key themes include identity negotiation in digital environments, lexical pattern acquisition in second language writing, and the sociocultural drivers of Arabic language learning among early adolescents. Program Leadership: As MAFLT Director, she advances foreign language teacher education through innovative online curriculum design and intercultural communication frameworks.

• English phonetics
• English phonology
• Suprasegmental aspects
• +۶ مورد دیگر

Saandia Ali is a Lecturer-researcher in the Department of English-Speaking World Studies (DEMA) at the University of Toulouse Jean Jaurès and works within the CLLE laboratory (Cognition, Languages, Ergonomics). She has been teaching grammar, oral language, linguistics, phonetics, and phonology of English and sociophonetics at the DEMA from L1 to M1 levels since 2016, having previously taught at the University of Rennes 2 from 2011-2016. Dr. Ali obtained her doctorate in phonetics and phonology of English from Aix-Marseille I University in 2010 with her dissertation titled "Study of the relationship between the annotation of prosodic forms and functions in contemporary British English" under the supervision of Daniel Hirst. Her academic journey includes a postdoctoral research associate position at Newcastle University (2010-2011) and lecturing positions at Aix-Marseille I University (2007-2009) and IUFM of Aix-en-Provence (2005-2007). As a specialist in English phonetics and phonology, Dr. Ali's primary research interests focus on suprasegmental aspects such as intonation, its modeling, and the form-meaning relationship through the study and annotation of oral corpora. A second major research strand concerns the acquisition and teaching of pronunciation in English as a second language, technology-assisted pronunciation teaching, and the question of intelligibility. Her work bridges theoretical phonetics with practical applications in language teaching. Dr. Ali's publication record reveals a consistent focus on English pronunciation research, with particular emphasis on intelligibility in second language contexts. Her recent work (2023-2025) includes comprehensive scoping reviews analyzing 25 years of L2 English pronunciation research, demonstrating her leadership in synthesizing and advancing the field. She frequently collaborates with researchers like Linda Terrier and Marie Garnier, indicating strong interdisciplinary connections within applied linguistics. Active researcher in English phonetics and phonology since 2007 Extensive publication record spanning theoretical and applied aspects Sustained focus on pronunciation teaching methodologies Strong collaborative research network Dr. Ali's work on technology-assisted pronunciation training, particularly her framework for pronunciation training using adapted automatic speech recognition systems, demonstrates her commitment to bridging theoretical linguistics with practical classroom applications. Her research on intelligibility factors in L2 English pronunciation has significant implications for language teaching methodology and curriculum development.

Phung Daoمشاهده پروفایل

استادیار

• Second Language Acquisition
• Technology Enhanced Language Learning
• Learner Engagement
• +۵ مورد دیگر

Phung Dao is an Assistant Professor in Second Language Education at the University of Cambridge's Faculty of Education. He teaches MPhil/MEd courses in Research in Second Language Education and supervises PhD students. Previously, he held positions at Manchester Metropolitan University (2018–2022) and taught at institutions in Australia, Canada, and Vietnam. His research focuses on instructed second language acquisition, technology-enhanced language teaching, learner engagement, and Task-Based Language Teaching (TBLT). Education: PhD in Applied Linguistics, Concordia University (2017) Masters in Applied Linguistics/TESOL, University of Queensland (2012) Bachelor in Language Teaching, An Giang University (2007) Research Interests: Instructed Second Language Acquisition Technology for L2 Learning/Teaching Peer Interaction and Learner Engagement Computer-Mediated Communication (CMC) Task-Based Language Teaching (TBLT) L2 Pedagogy and Teacher Education Current Research Projects (2022–2025): British Council-funded study on teacher development in Vietnam via Teacher Activity Groups IELTS IDP Australia-funded investigation of stakeholders' perceptions of 'IELTS Juniors' in Vietnam British Council-funded landscape review of online ELT in Vietnamese public schools Grants & Awards: IELTS Joint-funded Research Programme grants (2019, 2022) British Council ELTRA Award (2019) Language Learning Early Career Grant (2019) TOEFL Research Awards (2018, 2015) Books: Learner Engagement in Online Second Language Classrooms (2024) Co-editor of Understanding Interaction in the Second Language Classroom Context (2025) Teaching: Supervises PhD students and teaches postgraduate courses in Second Language Education.

Mako Nozuمشاهده پروفایل

مدرس ارشد

• Japanese Language Education
• Task-based Language Teaching
• Japanese Calligraphy
• +۳ مورد دیگر

Mako Nozu serves as a Senior Lecturer in the Department of World Languages at the University of South Florida (USF), with a focus on Japanese language instruction. Since 2004, she has taught all levels of Japanese courses, including Japanese Calligraphy, and was recognized as a Master Instructor in 2019. She holds a teaching specialization in Task-based Language Teaching (TBLT), which she integrates into her curriculum to enhance practical language skills. Additionally, she leads a summer program in Japan, emphasizing cultural immersion, and has done so since 2014. Her academic and professional affiliations are centered at USF’s Tampa campus, where she is based in CPR 447. While no formal academic degrees or institutional education details are listed in the provided text, her expertise clearly lies in language education and cultural transmission. Mako Nozu’s research interests and contributions are reflected in her pedagogical approach and program leadership. She actively promotes cultural engagement through her advisory roles for the Japanese Culture Club and Japanese Language Club at USF. Her work underscores a dedication to both linguistic proficiency and cross-cultural understanding. In terms of advising, she mentors students in extracurricular cultural organizations but no formal grants or specific research grants are mentioned. Her involvement in the summer program suggests collaborative efforts with educational institutions or partners in Japan, though explicit details about teams or labs are absent.

Bernard Issaمشاهده پروفایل

استادیار

• Second Language Acquisition
• Attention Mechanisms
• Working Memory
• +۴ مورد دیگر

Bernard Issa is an Assistant Professor of Spanish Linguistics in the Department of World Languages and Cultures at the University of Tennessee. He serves as First-Year Spanish Language Program Director and Language Training Coordinator for Graduate Students. His PhD in Second Language Acquisition was earned at the University of Illinois at Chicago, supported by National Science Foundation and Language Learning dissertation grants. Dr. Issa's research uses eye-tracking to investigate how individual differences (motivation, attention, working memory, L2 usage) interact with instructional interventions and learning contexts to impact second language grammar processing and acquisition. His work bridges cognitive psychology and language pedagogy, with special focus on study abroad programs and technology-mediated learning. His publication record demonstrates consistent methodological innovation in SLA research, particularly through eye-tracking and multisite replications. Recent work (2022-2025) shows expanded focus on technology-mediated TBLT, heritage bilingualism, ecological validity in assessment, and quantitative approaches to study abroad research. As program director, he oversees curriculum development for Spanish language training. His grant-supported dissertation examined attentional allocation during grammar learning, establishing foundational work for his ongoing research into cognitive aspects of L2 acquisition.