Читать книгу Research Methods in Language Teaching and Learning - Группа авторов - Страница 8

Nahed Abdelrahman serves as a Research Specialist I and the Lead Coordinator of Preparing Academic Leaders MED program in the Center for Research & Development in Dual Language & Literacy Acquisition at Texas A&M University. Her research interests include education policy, social justice and equity, educational leadership, principal preparation policies and implementation, mentoring and its impact on promoting education justice.

Jason Anderson is a teacher educator, educational consultant, award-winning author, and researcher, who works in both language teaching and mainstream education. He has supported teachers in over 30 countries for organizations including UNICEF, the British Council, and the University of Warwick, particularly across the Global South and published widely on areas including multilingualism, teaching methodology, curriculum design, teacher expertise, teacher reflection, and lesson planning. Resources are available through his website: www.jasonanderson.org.uk

Mahmood Reza Atai is Professor of applied linguistics at Kharazmi University, Tehran, Iran. He is editor of the Iranian Journal of Applied Linguistics and editorial board member in some international journals. His research interests include ESL/EFL teacher education and EAP, and he has published on these themes extensively in refereed journals. His recent papers appeared in English for Specific Purposes, Journal of English for Academic Purposes, System, RELC Journal, and Teacher Development.

Maria Iosifina Avgousti is an English language instructor and an Applied Linguist. She holds a BA in English Language and Literature from the University of Manchester, an MA in Applied Linguistics and TESOL from Newcastle University, and a PhD in Intercultural Communicative Competence and CALL. She has been a Research Fellow at the University of Cyprus, with an active involvement in European-funded projects, and she is the author of multiple articles and book chapters.

Vahid Bahrami is an MA holder in applied linguistics/TESOL from Allameh Tabataba’i University, Tehran. He is currently working as an EFL lecturer in the Department of English Language and Literature at University of Zanjan, Iran. His main areas of research interest include individual differences in second language teaching and learning and EAP/language teachers’ professional learning and development and identity construction. His recent published works appeared in English for Specific Purposes and The Journal of Experimental Education.

Duygu Çandarlı is Lecturer in Language Education in the School of Education and Social Work at the University of Dundee. Her research expertise lies in the areas of second language writing, corpus linguistics, academic discourse, and writing assessment. She has previously published in international journals, including Reading and Writing, Journal of English for Academic Purposes, and Corpora. She is on the editorial board of the Humanities & Social Sciences Communications Journal (Springer Nature).

Hatime Çiftçi is an assistant professor in the Department of English Language Teaching at MEF University. She received her PhD in second language acquisition and instructional technology from the University of South Florida. Her research interests include pragmatics and discourse, politeness, intercultural communication, and computer-mediated communication. Some of her articles have appeared in journals, such as Journal of Politeness Research, Eurasian Journal of Applied Linguistics, and CALICO Journal.

Cindy Guerrero is a Research Scientist in the Center for Research & Development in Dual Language and Literacy Acquisition (CRDLLA), within the College of Education and Human Development at Texas A&M University. Dr. Guerrero has 17 years of experience coordinating and implementing large-scale federal research grants related to literacy and science instructional interventions for economically challenged students and English learners. Her research interests include literacy, science learning, academic language proficiency, and virtual professional learning for teachers.

Graham Hall is Professor of Applied Linguistics/TESOL at Northumbria University, UK, where he teaches on the university’s Applied Linguistics/TESOL programs. He is the author of Exploring English Language Teaching (Routledge, 2011; 2nd edition, 2017), which won the 2012 British Association for Applied Linguistics book prize. He also edited the Routledge Handbook of ELT (2016) and ELT Journal from 2013 to 2017. His research interests range from classroom discourse to the ways in which language teachers understand their practice and the role research might play in their professional development.

Stella K. Hadjistassou is Research Fellow at the KIOS Research and Innovation Center of Excellence at the University of Cyprus. She has served for two years as the Acting Director of the Language Center at the UCY, where she also held a Visiting Lecturer position. Stella has extensive expertise in composing and leading large EU-funded projects in Computer-Assisted Language Learning (CALL).

Andrea B. Hellman is an Associate Professor of Linguistics/TESOL at Missouri State University, Springfield, Missouri, USA. A successful grant writer and project director of $5.5 million in federal funding, Dr. Hellman is active in teacher professional development and research for educating multilingual students in K-12 schools. She serves TESOL International Association as series editor of The 6 Principles for Exemplary Teaching of English Learners and coauthored several publications in this series.

Mehrdad Hosseini holds an MA in Applied Linguistics/TESOL from Kharazmi University and currently works as an EFL lecturer in the Department of English Language and Literature at the University of Zanjan. His research primarily explores issues related to language teachers’ research engagement, individual differences in language learning and teaching, language awareness, and teacher development in English for academic purposes. His recent publications appear in English for Specific Purposes and The Journal of Experimental Education.

Dag Husebø is Associate Professor in educational science, and head of the department of higher education pedagogies at the University of Stavanger, Norway. Current fields of research are teaching, learning, and professional development among university teachers in higher education. His research background also includes dialogue and digitalization in schools and higher education. He has been a teacher trainer for more than 20 years and has trained and supervised university teachers the last 10 years.

Beverly J. Irby is Regents Professor serving in the Department of Educational Administration and Human Resource Development and is the Associate Dean for Academic Affairs in the College of Education and Human Development, Texas A&M University. She is Director of the Education Leadership Research Center and Co-director of the Center for Research & Development in Dual Language & Literacy Acquisition. Her primary research interests center on principal and superintendent leadership, bilingual and ESL education administrative structures, curriculum, international education, and instructional strategies.

Tamara Kalandadze is an Associate Professor of Special Education and neurodevelopmental conditions at Østfold University College, Norway. She is interested in language and communication needs and is trying to apply open research principles in her research. Tamara was earlier employed at the Knowledge Centre for Education at the University of Stavanger, where her primary duties included conducting literature reviews.

Zeynep Köylü holds a PhD in Second Language Acquisition and Instructional Technology (SLA/IT) from the University of South Florida. She is currently a postdoctoral teaching and research fellow at the University of Basel, Department of English. Her research interests include second language development in different learning contexts, the study abroad phenomenon, and statistical methods in SLA.

Rafael Lara-Alecio is Regents Professor serving in the Department of Educational Psychology, College of Education and Human Development, Texas A&M University. He serves as Director of the Center for Research & Development in Dual Language & Literacy Acquisition. His expertise includes the development of academic language through content areas of instruction, assessment/evaluation, and parental involvement in bilingual/ESL education.

Amy Lightfoot is the Regional Education and English Academic Lead for the British Council in South Asia. She leads on strategy development and program design for large-scale teacher education projects across the region, along with related research activities. She holds an MA in Education and International Development from University College London and an MA in English Language Teaching and the Cambridge DELTA from the University of Bath.

Faridah Pawan is a Professor in the Department of Instructional Systems Technology (IST) in the School of Education at Indiana University. She designs and researches programs to support midcareer professionals across disciplines, including ESL/EFL teachers, in sustaining and enhancing their expertise. Her recent publications focus on language and literacy teachers’ online learning presence (Pawan et al., 2021), and the engagement and motivation of online learners (Pawan, 2021).

Hilal Peker (PhD, University of Central Florida, 2016) is the Federal Projects Coordinator at the Bureau of Federal Educational Programs of Florida Department of Education. She is also a professor of TESOL and teaches a wide variety of courses at Florida State University, Framingham State University, and Saint Leo University. Her research interests include inclusive dual-language immersion programs, reconceptualized L2 motivational self-system (R-L2MSS), bullying-victimization, L2 identity, simulation technology, and teacher training.

Ari Sherris is an Associate Professor of Bilingual Education. He has published peer-reviewed edited volumes with John Benjamins, Routledge, and Multilingual Matters that include his own empirical scholarship and theory on teaching children to write in Indigenous languages; social semiotics and complexity theory; and conceptual metaphors, among other topics. He has planned and facilitated workshops for language educators in Ghana, Israel, Italy, Saudi Arabia, South Africa, Sweden, Thailand, and the USA.

Olcay Sert is Professor of English Language Education at Mälardalen University, Sweden. His work focuses on classroom discourse, L2 interaction, and language teacher education. He is the editor of Classroom Discourse, an international peer-reviewed journal published by Routledge. His book Social Interaction and L2 Classroom Discourse (Edinburgh University Press, 2015) was shortlisted for the BAAL Book Prize in 2016 and became a finalist for the AAAL first book award in 2017.

Kara L. Sutton-Jones serves as a Research Specialist III on Project Virtually-Infused Collaborations for Teaching and Learning Opportunities for Rural Youth: Implementation and Evaluation of Online and Face-to-Face Delivery in High-Needs Schools (VICTORY) in the Center for Research & Development in Dual Language & Literacy Acquisition at Texas A&M University. Her research interests include dual language/bilingual education, teacher professional development, and educational policy, especially as it impacts English learners.

Fuhui Tong is Professor of Bilingual and ESL education and the Head of the Department of Educational Psychology, Texas A&M University. She serves as Co-Director of the Center for Research & Development in Dual Language & Literacy Acquisition. Her research interests include research design and quantitative methodology in bilingual/ESL education, second language and literacy development and assessment, and program evaluation in educational research with bilingual populations.

Mehmet Sercan Uztosun is an associate professor of TESOL and teacher educator at English language–teaching department at Çanakkale Onsekiz Mart University, Turkey. His research interests include psychological issues related to teaching and learning English as a foreign language, particularly the development of speaking skills. He is also interested in teacher competence, teacher self-efficacy, self-regulation, and extramural English.

Chaoran Wang is a Multilingual Writing Specialist & Assistant Professor of Writing at Colby College. She holds a PhD in Literacy, Culture, & Language Education from Indiana University Bloomington. Her research interests include second language writing, technology-enhanced language learning, and teacher identity and professional development.

Mark Wyatt is an Associate Professor in the Department of English at Khalifa University in the UAE. His research has focused on language teachers’ self-efficacy beliefs, mentoring, reflective practice, teacher cognition, teacher motivation, in-service English language teacher education and practitioner research. He has published various academic articles and book chapters in these areas.