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Professor Li Li

Professor Li Li

Associate Pro-Vice-Chancellor for Global Engagement, Faculty of Humanities, Arts and Social Sciences / Professor in Applied Linguistics and Language Education

 2880

 +44 (0) 1392 722880

 North Cloisters NC 124

 

North Cloisters, University of Exeter, St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

Overview

BA, MPhil, PCAP, PhD

Li Li is Associate Pro-Vice-Chancellor for Global Engagement in the Faculty of Humanities, Arts, and Social Sciences (HASS). Li Li is responsible for the Faculty’s global strategy, engagement, and activities, including developing global partnerships, enhancing global reputation, leading international student recruitment, and enriching student and staff global experience. Li Li is also Deputy Secretary-General for the UK-China Humanities Alliance, a grouping of some of the best universities in the UK and China, focusing on developing research and connections in the Humanities. She coordinates the work for the Alliance among the member universities in the UK.

Before her role as APVC, she was Associate Dean of Global (ADG) in the College of Social Sciences and International Studies (SSIS). Other leadership roles include Director of Research, Director of Global Engagement at the Graduate School of Education, and Assistant ADG for the College of Social Sciences and International Studies. 

Educated in China and UK as an applied linguist, she has been involved in English language teaching and research for nearly 20 years and has worked in various cultural contexts. Her research areas include teacher cognition, 'applied' conversation analysis, social interaction, thinking skills, and technology-enhanced language learning. She has widely published in these areas. She has founded and is leading international research groups such as THINK Network and the Exeter-Fudan Global Thought Network. The most recent project is a research monograph, Language Teacher Cognition: A sociocultural perspective (Palgrave Macmillan, 2020) which aims to expand the understanding of teacher cognition from a sociocultural perspective, highlighting the significance of 'context' and 'social interaction' in the development of one's knowledge. This book is built on her book Social Interaction and Teacher Cognition (Edinburgh University Press, 2017), which discusses teachers' knowledge, understanding, believing, conceptualizing, and stance-taking using discursive psychology. Her recent project also includes Thinking Skills and Creativity in Second Language Education (Routledge, 2019), and she has also co-edited Routledge Handbook for Researching in Teaching Thinking Skills, which has been sold worldwide. She has a long passion for integrating technology in teaching and learning, and her book on New Technologies and Language Learning (Palgrave Macmillan, 2017) is an example of where learning theories meet new technological tools and apps in a language setting. This book has been widely used by researchers, teachers, and teacher trainers. Currently, she is leading an international project funded by ESRC and MOST, investigating the development of second/foreign language teachers' digital literacies across different cultures. Outside the university, Li has been invited as guest editor of a prestigious journal: Thinking Skills and Creativity, and serves on the editorial board for Thinking Skills and Creativity and Classroom Discourse. She also serves as a reviewer for prestigious journals in education, applied linguistics, and TESOL. In 2012, she was elected to Executive Committee for British Association for Applied Linguistics. She acted as Seminar co-ordinator until 2019, working closely with Cambridge University Press and Routledge to develop funding schemes to support seminars and research development workshops. Her work is very influential in international contexts. She has been invited by many prestigious universities in China, the UK, Spain, and the USA as a guest speaker and a visiting professor, including Tsinghua University, East China Normal University, Beijing Normal University, the University of Hong Kong, and Chinese University of Political Science and Law in China.

She is a very experienced doctoral supervisor who has successfully supervised 26 Ph.D. projects and currently supervises 11 doctoral students worldwide. 

Her article about teachers' beliefs is featured in Taylors and Francis Group what’s trending in language and linguistics? You can read it for free here: http://www.tandfonline.com/doi/full/10.1080/19463014.2011.562657#.VPhioC4sp2A

Want to know important issues in using computer-assisted language learning?  Read the online article here: http://elt.i21st.cn/article/9610_1.html

If you are interested in developing thinking skills in language education, you might find this white paper useful: Pathways for the development of student's critical thinking in EAP programmes

 https://pdfs.semanticscholar.org/0873/e4f8fd0b61ed6722860cf8534e6e72fad418.pdf

Qualifications

  • PhD in Applied Linguistics and TESOL 
  • MPhil in Second Langauge Education Across Cultures
  • BA in English Literature and English Language Teaching
  • PCAP

 

Links

Research group links

Research

Research interests

My research interests include 

  • Language teacher cognition
  • Thinking skills
  • Social interaction
  • Technology.

I am also interested in mixed methodology and sociocultural theory, and I welcome research proposals and collaboration in these areas.

Research projects

I am currently working on the following projects:

  • Digital Literacies for Second Language Teachers 
  • The role of metacognition in the success of reading and writing tasks across cultures
  • Teacher cognition about developing critical and creative thinking skills across cultures

Research networks

Exeter-Fudan Global Thought Network

Think Network

Research grants

  • 2022 British Council
    Building Connections to Decolonise the Curriculum
  • 2021 Economic and Social Research Council
    Developing digital literacies for second/foreign language teachers
  • 2021 The International Society for Chinese Language Teaching
    International Chinese education and creativity
  • 2018 British Association of Applied Linguistics
    BAAL-Routledge Research Development Workshop: Language Teacher Cognition Research
  • 2015 British Council
    The role of metacognition in the success of reading and writing tasks across Cultures

Publications

Key publications | Publications by category | Publications by year

Key publications


Li L (In Press). Integrating thinking skills in foreign language learning: Whatcan we learn from teachers’ perspectives?. Thinking Skills and Creativity
Li L (2020). Language Teacher Cognition: a Sociocultural Perspective. London, Springer Nature Limited (Palgrave Macmillan). Abstract.
Li L (2017). Social Interaction and Teacher Cognition. Edinburgh, Edinburgh University Press. Abstract.
Memari Hanjani A, Li L (2014). Exploring L2 writers’ collaborative revision interactions and their writing performance. System(44), 101-114. Abstract.
Li L (2014). Understanding language teachers' practice with educational technology: a case from China. System(46), 105-119. Abstract.
Walsh S, Li L (2013). Conversations as space for learning. International Journal of Applied Linguistics, 23(2), 247-266. Abstract.

Publications by category


Books

Li L (2020). Language Teacher Cognition: a Sociocultural Perspective. London, Springer Nature Limited (Palgrave Macmillan). Abstract.
Li L (2019). Thinking Skills and Creativity in Second Language Education Case Studies from International Perspectives., Routledge. Abstract.
Li L (2017). New Technologies and Language Learning.
Li L (2017). Social Interaction and Teacher Cognition. Edinburgh, Edinburgh University Press. Abstract.
Wegerif R, Li L, Kaufman JC (2015). The routledge international handbook of research on teaching thinking. Abstract.

Journal articles

Li L (In Press). Cognition-in-interaction: a Discursive Psychological Perspective of Novice Language Teacher Cognition. TESL - EJ Abstract.
Li L (In Press). Integrating thinking skills in foreign language learning: Whatcan we learn from teachers’ perspectives?. Thinking Skills and Creativity
Li L (In Press). Should we teach critical thinking?. Secondary ELT
Li L (2023). Critical thinking from the ground up: teachers’ conceptions and practice in EFL classrooms. Teachers and Teaching, ahead-of-print(ahead-of-print), 1-23.
Li L (2021). Learning Together Online: Insights into Knowledge Construction of Language Teachers in a CSCL Environment. Iranian Journal of Language Teaching Research, 9, 39-62. Abstract.
Li L (2020). Book review. System, 94, 102321-102321.
Li L (2020). Novice teachers' discursive construction of their identity: Insights from foreign language classrooms. Iranian Journal of Language Teaching Research, 8(3), 57-76. Abstract.
Li Z, Li L (2019). An examination of kindergarten teachers’ beliefs about creative pedagogy and their perceived implementation in teaching practices. Thinking Skills and Creativity, n/a, n-n/a.
Pifarré M, Li L (2018). Characterizing and unpacking learning to learn together skills in a wiki project in primary education. Thinking Skills and Creativity, 29, 45-58. Abstract.
Sert O, Li L (2017). A qualitative study on CALL knowledge and materials design: Insights from pre-service EFL teachers. International Journal of Computer-Assisted Language Learning and Teaching, 7(3), 73-87. Abstract.
Li L (2016). Thinking skills and creativity in second language education: Where are we now?. Thinking Skills and Creativity, 22, 267-272.
Memari Hanjani A, Li L (2014). EFL learners’ written reflections on their experience of attending. process-based, student-centered essay writing course. The Asian Journal of Applied Linguistics, 2(1), 149-166.
Memari Hanjani A, Li L (2014). Exploring L2 writers’ collaborative revision interactions and their writing performance. System(44), 101-114. Abstract.
Li L (2014). Understanding language teachers' practice with educational technology: a case from China. System(46), 105-119. Abstract.
Walsh S, Li L (2013). Conversations as space for learning. International Journal of Applied Linguistics, 23(2), 247-266. Abstract.
Li L, Simpson R (2013). Telling tales: discursive narratives of ESOL migrant identities. Novitas-ROYAL (Research on Youth and Language), 7(1), 1-16. Abstract.
Li L (2013). The complexity of language teachers’ beliefs and practice: one EFL teacher’s theories. Language Learning Journal, 41(2), 175-191.
Li L, Wegerif R (2013). What does it mean to teach thinking in China? Challenging and developing notions of 'Confucian Education'. Thinking Skills and Creativity, online
Li L (2012). Belief construction and development: Two tales of Non-native English speaking student teachers in a TESOL programme. Novitas-ROYAL (Research on Youth and Language), 6(1), 33-58. Abstract.
Alghamdi A, Li L (2012). Teaching Arabic and the Preparation of its Teachers before Service in the Kingdom of Saudi Arabia. International Journal for Cross-Disciplinary Subjects in Education, 3(1), 665-668.
Pifarré M, Li L (2012). Teaching how to learn with a wiki in primary education: What classroom interaction can tell us. Learning, Culture and Social Interaction, 1(2), 102-113.
Li L, Walsh S (2011). 'Seeing is Believing': Looking at EFL Teachers' Beliefs through Classroom Interaction. Classroom Discourse, 2(1), 39-57. Abstract.
Li L (2011). Obstacles and opportunities for developing thinking through interaction in language classrooms. Thinking Skills and Creativity, 6(3), 146-158.
Li L, Walsh S (2011). Technology uptake in Chinese EFL classes. Language Teaching Research, 15(1), 99-125. Abstract.
Li L (2010). Introduction to the special issue: 'Thinking skills and creativity: SE Asian perspectives'. Thinking Skills and Creativity, 5(3), 99-100.

Chapters

Li L (2023). Developing Language Teacher Cognition about Technology-Enhanced Assessment: a Case of Student Teachers in a TESOL Programme. In  (Ed) Innovation in Learning-Oriented Language Assessment, 277-294.
Li L (2023). Technology + Pedagogy in EFL Virtual Classrooms: University Teachers’ Professional Needs on Technology-Enhanced Pedagogy. In  (Ed) Second Language Teacher Professional Development, 169-190.
Li L (2022). Learning to Teach: a Discursive Construction of Pre-service EFL Teachers’ Identities. In  (Ed) Theory and Practice in Second Language Teacher Identity, 105-120.
Morris GR, Xu J, Li L (2022). Transitioning to the New Normal. In  (Ed) Cases on Teaching English for Academic Purposes (EAP) During COVID-19, IGI Global, 205-229.  Abstract.
Fan X, Li L (2021). Breaking the Stereotypes. In  (Ed) Advances in Early Childhood and K-12 Education, IGI Global, 108-129.  Abstract.
Li L, Morris GR (2021). Thriving in the New Normal. In  (Ed) Trends and Developments for the Future of Language Education in Higher Education, IGI Global, 253-271.  Abstract.
Li L, Morris GR (2021). Thriving in the new normal: In-service professional development needs and experiences. In  (Ed) Trends and Developments for the Future of Language Education in Higher Education, 253-271.  Abstract.
Li L (2019). "Thinking" move in second language education. In  (Ed) Thinking Skills and Creativity in Second Language Education: Case Studies from International Perspectives, 1-16.
Li L (2019). Teacher cognition and teacher expertise. In  (Ed) The Routledge Handbook of English Language Teacher Education, 335-349.
Li L (2017). Integrating Technology in ESP: Pedagogical Principles and Practice. In  (Ed) Integrating Information and Communication Technologies in English for Specific Purposes, 7-25.
Li L (2016). CALL tools for lexico-grammatical acquisition. In  (Ed) The Routledge Handbook of Language Learning and Technology, 461-477.
Li L (2016). CALL tools for lexico-grammatical acquisition. In  (Ed) The Routledge Handbook of Language Learning and Technology, 461-477.  Abstract.
Walsh S, Li L (2016). Classroom talk, interaction and collaboration. In  (Ed) The Routledge Handbook of English Language Teaching, 486-498.
Li L (2015). A Confucian perspective on teaching thinking in China. In  (Ed) The Routledge International Handbook of Research on Teaching Thinking, 45-57.
Liu PY, Li L (2015). An overview of metacognitive awareness and L2 reading strategies. In  (Ed) The Routledge International Handbook of Research on Teaching Thinking, 266-279.
Memari Hanjani A, Li L (2015). Peer Collaboration in L2 Writing; an Iranian Experience. In Kennedy C (Ed) English language teaching in the Islamic Republic of Iran: Innovations, trends and challenges, British Council. 93-93.
Li L (2015). What’s the use of technology? Insights from EFL classrooms in Chinese secondary schools. In Jenks C, Seedhouse P (Eds.) International Perspectives on Classroom Interaction, Palgrave, 168-187.
Jackson MA (2012). Introduction. In  (Ed) The Oxford Handbook of the History of Medicine, Oxford: Oxford University Press, 1-17.

Conferences

Li L (2012). Language teacher’ collaborative knowledge construction in web-based discussion. 45th Annual Meeting of the British Association for Applied Linguistics. 6th - 8th Sep 2012.
Li L (2011). Understanding language teachers’ behaviour and concerns with technology: a Chinese perspective. 16th World Congress of Applied Linguisitcs. 22nd - 28th Aug 2011.
Li L (2010). Conversations as space for learning. International Symposium: New Insights into the Study of Conversation. Applications to the Language Classroom. 26th - 28th May 2010. Abstract.
Li L (2009). ‘Seeing is believing': looking at teachers' beliefs through classroom interaction. BAAL. 3rd - 5th Sep 2009. Abstract.

Reports

Li L (2019). Pathways for the development of students’ critical thinking in EAP programmes., Cambridge University Press.

Publications by year


In Press

Li L (In Press). Cognition-in-interaction: a Discursive Psychological Perspective of Novice Language Teacher Cognition. TESL - EJ Abstract.
Li L (In Press). Integrating thinking skills in foreign language learning: Whatcan we learn from teachers’ perspectives?. Thinking Skills and Creativity
Li L (In Press). Should we teach critical thinking?. Secondary ELT

2023

Li L (2023). Critical thinking from the ground up: teachers’ conceptions and practice in EFL classrooms. Teachers and Teaching, ahead-of-print(ahead-of-print), 1-23.
Li L (2023). Developing Language Teacher Cognition about Technology-Enhanced Assessment: a Case of Student Teachers in a TESOL Programme. In  (Ed) Innovation in Learning-Oriented Language Assessment, 277-294.
Li L (2023). Technology + Pedagogy in EFL Virtual Classrooms: University Teachers’ Professional Needs on Technology-Enhanced Pedagogy. In  (Ed) Second Language Teacher Professional Development, 169-190.

2022

Li L (2022). Learning to Teach: a Discursive Construction of Pre-service EFL Teachers’ Identities. In  (Ed) Theory and Practice in Second Language Teacher Identity, 105-120.
Morris GR, Xu J, Li L (2022). Transitioning to the New Normal. In  (Ed) Cases on Teaching English for Academic Purposes (EAP) During COVID-19, IGI Global, 205-229.  Abstract.

2021

Fan X, Li L (2021). Breaking the Stereotypes. In  (Ed) Advances in Early Childhood and K-12 Education, IGI Global, 108-129.  Abstract.
Li L (2021). Learning Together Online: Insights into Knowledge Construction of Language Teachers in a CSCL Environment. Iranian Journal of Language Teaching Research, 9, 39-62. Abstract.
Li L, Morris GR (2021). Thriving in the New Normal. In  (Ed) Trends and Developments for the Future of Language Education in Higher Education, IGI Global, 253-271.  Abstract.
Li L, Morris GR (2021). Thriving in the new normal: In-service professional development needs and experiences. In  (Ed) Trends and Developments for the Future of Language Education in Higher Education, 253-271.  Abstract.

2020

Li L (2020). Book review. System, 94, 102321-102321.
Li L (2020). Language Teacher Cognition: a Sociocultural Perspective. London, Springer Nature Limited (Palgrave Macmillan). Abstract.
Li L (2020). Novice teachers' discursive construction of their identity: Insights from foreign language classrooms. Iranian Journal of Language Teaching Research, 8(3), 57-76. Abstract.

2019

Li L (2019). "Thinking" move in second language education. In  (Ed) Thinking Skills and Creativity in Second Language Education: Case Studies from International Perspectives, 1-16.
Li Z, Li L (2019). An examination of kindergarten teachers’ beliefs about creative pedagogy and their perceived implementation in teaching practices. Thinking Skills and Creativity, n/a, n-n/a.
Li L (2019). Pathways for the development of students’ critical thinking in EAP programmes., Cambridge University Press.
Li L (2019). Teacher cognition and teacher expertise. In  (Ed) The Routledge Handbook of English Language Teacher Education, 335-349.
Li L (2019). Thinking Skills and Creativity in Second Language Education Case Studies from International Perspectives., Routledge. Abstract.

2018

Pifarré M, Li L (2018). Characterizing and unpacking learning to learn together skills in a wiki project in primary education. Thinking Skills and Creativity, 29, 45-58. Abstract.

2017

Sert O, Li L (2017). A qualitative study on CALL knowledge and materials design: Insights from pre-service EFL teachers. International Journal of Computer-Assisted Language Learning and Teaching, 7(3), 73-87. Abstract.
Li L (2017). Integrating Technology in ESP: Pedagogical Principles and Practice. In  (Ed) Integrating Information and Communication Technologies in English for Specific Purposes, 7-25.
Li L (2017). New Technologies and Language Learning.
Li L (2017). Social Interaction and Teacher Cognition. Edinburgh, Edinburgh University Press. Abstract.

2016

Li L (2016). CALL tools for lexico-grammatical acquisition. In  (Ed) The Routledge Handbook of Language Learning and Technology, 461-477.
Li L (2016). CALL tools for lexico-grammatical acquisition. In  (Ed) The Routledge Handbook of Language Learning and Technology, 461-477.  Abstract.
Walsh S, Li L (2016). Classroom talk, interaction and collaboration. In  (Ed) The Routledge Handbook of English Language Teaching, 486-498.
Li L (2016). Thinking skills and creativity in second language education: Where are we now?. Thinking Skills and Creativity, 22, 267-272.

2015

Li L (2015). A Confucian perspective on teaching thinking in China. In  (Ed) The Routledge International Handbook of Research on Teaching Thinking, 45-57.
Liu PY, Li L (2015). An overview of metacognitive awareness and L2 reading strategies. In  (Ed) The Routledge International Handbook of Research on Teaching Thinking, 266-279.
Memari Hanjani A, Li L (2015). Peer Collaboration in L2 Writing; an Iranian Experience. In Kennedy C (Ed) English language teaching in the Islamic Republic of Iran: Innovations, trends and challenges, British Council. 93-93.
Wegerif R, Li L, Kaufman JC (2015). The routledge international handbook of research on teaching thinking. Abstract.
Li L (2015). What’s the use of technology? Insights from EFL classrooms in Chinese secondary schools. In Jenks C, Seedhouse P (Eds.) International Perspectives on Classroom Interaction, Palgrave, 168-187.

2014

Memari Hanjani A, Li L (2014). EFL learners’ written reflections on their experience of attending. process-based, student-centered essay writing course. The Asian Journal of Applied Linguistics, 2(1), 149-166.
Memari Hanjani A, Li L (2014). Exploring L2 writers’ collaborative revision interactions and their writing performance. System(44), 101-114. Abstract.
Li L (2014). Understanding language teachers' practice with educational technology: a case from China. System(46), 105-119. Abstract.

2013

Walsh S, Li L (2013). Conversations as space for learning. International Journal of Applied Linguistics, 23(2), 247-266. Abstract.
Li L, Simpson R (2013). Telling tales: discursive narratives of ESOL migrant identities. Novitas-ROYAL (Research on Youth and Language), 7(1), 1-16. Abstract.
Li L (2013). The complexity of language teachers’ beliefs and practice: one EFL teacher’s theories. Language Learning Journal, 41(2), 175-191.
Li L, Wegerif R (2013). What does it mean to teach thinking in China? Challenging and developing notions of 'Confucian Education'. Thinking Skills and Creativity, online

2012

Li L (2012). Belief construction and development: Two tales of Non-native English speaking student teachers in a TESOL programme. Novitas-ROYAL (Research on Youth and Language), 6(1), 33-58. Abstract.
Jackson MA (2012). Introduction. In  (Ed) The Oxford Handbook of the History of Medicine, Oxford: Oxford University Press, 1-17.
Li L (2012). Language teacher’ collaborative knowledge construction in web-based discussion. 45th Annual Meeting of the British Association for Applied Linguistics. 6th - 8th Sep 2012.
Alghamdi A, Li L (2012). Teaching Arabic and the Preparation of its Teachers before Service in the Kingdom of Saudi Arabia. International Journal for Cross-Disciplinary Subjects in Education, 3(1), 665-668.
Pifarré M, Li L (2012). Teaching how to learn with a wiki in primary education: What classroom interaction can tell us. Learning, Culture and Social Interaction, 1(2), 102-113.

2011

Li L, Walsh S (2011). 'Seeing is Believing': Looking at EFL Teachers' Beliefs through Classroom Interaction. Classroom Discourse, 2(1), 39-57. Abstract.
Li L (2011). Obstacles and opportunities for developing thinking through interaction in language classrooms. Thinking Skills and Creativity, 6(3), 146-158.
Li L, Walsh S (2011). Technology uptake in Chinese EFL classes. Language Teaching Research, 15(1), 99-125. Abstract.
Li L (2011). Three important issues in using CALL.  Abstract. Web link.
Li L (2011). Understanding language teachers’ behaviour and concerns with technology: a Chinese perspective. 16th World Congress of Applied Linguisitcs. 22nd - 28th Aug 2011.

2010

Li L (2010). Conversations as space for learning. International Symposium: New Insights into the Study of Conversation. Applications to the Language Classroom. 26th - 28th May 2010. Abstract.
Li L (2010). Introduction to the special issue: 'Thinking skills and creativity: SE Asian perspectives'. Thinking Skills and Creativity, 5(3), 99-100.

2009

Li L (2009). ‘Seeing is believing': looking at teachers' beliefs through classroom interaction. BAAL. 3rd - 5th Sep 2009. Abstract.

li_li Details from cache as at 2023-09-23 15:23:58

Refresh publications

External Engagement and Impact

Committee/panel activities

British Association for Applied Linguistics Executive Committee (Seminar co-ordinator)

  I am in charge of BAAL-CUP Seminar Series and BAAL-Routledge Research Development Workshop


Editorial responsibilities

Special Issue editor

  • Thinking Skills and Creativity: SE Asian Perspective (2010)
  • Thinking Skills and Creativity in Second Language Education (2016)

Editorial Board

  • Classroom Discourse
  • System 
  • Thinking Skills and Creativity 

External Examiner Positions

Certificate in Professional Education, University College Plymouth St Mark and St John (2010-2011)

 


External doctoral examining nationally and internationally

I have examined PhD theses in the following universities:

  • University of Cambrdige
  • The University of Hong Kong
  • University of Southampton
  • Newcastle University
  • University of Leicester
  • Birkbeck university

International recognition, such as international research collaborations, visiting research posts in overseas institutions, involvement at senior levels in international research associations, acting as referee for national and international research councils.

I have been invited to the following university as visitng professor to conduct collaborative research

  • Tsinghua University (China)
  • East China Normal University (China)
  • China University of Political Science and Law (China)
  • Lleida University (Spain)

Teaching

I am interested in the following topics and have designed and taught various modules.

  • Classroom discourse
  • Teaching methodology
  • Research methodology in Applied Linguistics
  • e-learning and new technologies in language education
  • Teacher cognition and teacher education / professional development

At MEd level, I am teaching the following modules:

  • EFPM 267 Language Awareness 
  • EFPM 309 New Technologies and Language Learning (module leader)

I have also developed a module specifically for teachers with less two years teaching experience

  • EFPM 280 Developing Practical Knowledge for TESOL Classrooms

At doctoral level, I have been involved in various modules, and currently I am teaching and leading the following module:

  • EEDD043 Perspectives on Professionalism

 

Modules

2023/24

Information not currently available


Supervision / Group

Research Fellows

  • Bilal Tayan
  • Eyyüp Fatih Vasi
  • Yimeng Zhang

Postdoctoral researchers

  • Neil O'Flaherty

Postgraduate researchers

  • Cheng Guan
  • Dan (Belinda) Li
  • Xiaohan Liu
  • Zhiyuan Ma
  • Yijia Ni
  • Neil O'Flaherty
  • Fang Pan
  • Donna Shaw
  • Defang Zhao

Alumni

  • Ahmed Al Ghamdi
  • Ahmed Al Ghamdi
  • Badriya Al Mamari
  • Kawther Rashed Al Mawoda Exploring Secondary Teachers Perceptions towards Teaching
  • Younis Al Shabibi
  • Bader Alharb An investigation into dictionary use by Saudi tertiary EFL students
  • Ahmad Alsagoafi
  • Omar Alsaif
  • Yasir Alyafaei
  • George Antoniou
  • Jason Di Gennaro
  • Xuying Fan
  • Ziad Hadla Student and teacher perceptions of native and non-native English speaking teachers in the Lebanese context
  • Ziad Hadla
  • Sofia Hashim
  • Lucas Kohnke
  • Apple Leelasopawut
  • Ping-Yu Liu
  • Alireza Memari Hanjani
  • Gareth Morris
  • Maria Papayianni An investigation into English language teachers’ CALL use in secondary education in Cyprus, their beliefs about using technology in teaching, and the factors that influence EFL teachers’ CALL use
  • Richard Peel

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