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Masters, PhD and EdD Level Supervision offered in these areas:

• Second language learner strategies and their relationship with proficiency and self-efficacy
• Motivation for language learning, particularly at points of educational transition
• Reading and listening comprehension in a second language
• Creativity and language learning
• Second language vocabulary development
• Language learning and technology

Current and Recent PhD and Ed D Students, with Topics/Titles of their research:

Completed:

• Emre Debreli. The impact of teacher training programs on pre-service teachers' beliefs about teaching and learning English.
• Tom Parkinson. How does canon formation impact upon Popular Music pedagogy at undergraduate level?
• Radhika De Silva. Learner strategy instruction in writing (English for Specific Purposes).
• Nantikarn Simasangyaporn. An investigation of the nature of and relationship between self-efficacy and English as a foreign language listening skill in Thai university students.
• Suttawan Sriwantaneeyakul. Factors influencing Critical Reading development in university EFL students.
• Jinghui Wang. Learner autonomy and computer assisted language learning for Chinese learners of English.
• Shahla Yassaei. Teachers' reflective practice.
• Heike Krüsemann. An investigation into the subject of German in UK schools.
• Fang-I Chu. English learning motivation in a Taiwanese university context: A study of its dynamic nature from socio-dynamic perspectives.
• Ruth Koro. Rethinking the Foreign Language curriculum through content and language integrated practice.
• Pengchong Zhang. Language teaching strategies and lexical acquisition in high school English as a foreign language (EFL) context in China.
• Mohammed Alshaikhi. Investigating Saudi English teachers’ use and perceptions of the IWB when teaching vocabulary as a Foreign Language in English classrooms in Saudi primary schools.
• Yasir Yahya. The development and implementation of a Speaking Module in Oral Presentation among undergraduate students in Malaysia.
• Nezha Badi. The impact of collaborative strategic reading on learners’ reading comprehension and self-efficacy. The case of EFL students in Algerian universities.
• Keltoum Mansouri. EFL listening self-efficacy and metacognitive instruction.
• Abrar Owaidah. The development of learner autonomy for EFL writing.
• James Wagstaffe (SENSS ESRC student). Processing cohesive devices as a second language reader: A mixed methods study.
• James Bury. Developing and enhancing productive language and retention of lexis among foreign language learners in Japan.
• Chuyi Wang. Motivation and motivational strategies among Chinese as a foreign language adult learners in the UK.
• Ghadeer Alghahtani. Teaching L2 idioms through cognitive-linguistics inspired approaches: An experimental study with Saudi EFL learners.
• Sarah Alamoudi. Learning lexical chunks through CALL.

Current students:

• Phoebe Graham. Exploring the effects of French and Latin learning on the metalinguistic abilities of Year 7 children.
• Huining Yang. The development of learners’ listening comprehension, self-efficacy, and anxiety within an informal digital learning of English listening (IDLEL) context: Examining the role of frequency, diversity of use, and self-regulation.
• Sarah Alrashdi. Teaching EFL academic writing and metadiscourse: Teachers’ knowledge, beliefs, and classroom practices.
• Deborah Buttery (SENSS ESRC Student). The use of picturebooks in the languages classroom: Impact on linguistic and non-linguistic outcomes.
• Areen Badri. Listening comprehension and L2 learners with visual impairment.
• Gail Hickman. Vocabulary learning and self-regulation among work-based adult learners of English.
• Barbara King. CLIL and speaking outcomes in MFL lessons in the UK context.