Publications
Books
Selected Journal Articles and Book Chapters
Dr. Mohammad Ahmadian
2020. Collaborative L1 Planning and L2 Written Task Performance in an Iranian EFL Context. In: Craig L; Rhonda O (eds.) Using Tasks in Diverse Contexts. Multilingual Matters
2020. Explicit and Implicit Instruction of Refusal Strategies: Does Working Memory Capacity Play a Role?. Language Teaching Research. 24(2), pp. 163-188 
2019. Researching L2 Task Performance and Pedagogy In Honour of Peter Skehan. John Benjamins
2019. Spacing effects on repeated L2 task performance. System. 81, pp. 1-13
2018. Recent Perspectives on Task-based Language Learning and Teaching. Trends in Applied Linguistics. DE GRUYTER MOUTON
Dr Loreto Aliaga Salas
2018. Mentoring teachers: An interview with Angi Malderez. Bellaterra Journal of Teaching & Learning Language & Literature. 11(3), pp. 109-122
Dr Richard Badger
2018. From Input to Intake: Researching Learner Cognition. TESOL Quarterly. 52(4), pp. 1073-1084
2018. Teaching and Learning the English Language A Problem-Solving Approach. Bloomsbury Publishing
2012. To what extent does IELTS encourage communicative language teaching in Chinese IELTS classes?. In: IELTS research reports. Sydney: IDP: IELTS Australia and British Council
2012. The use of tactics and strategies by Chinese students in the Listening component of IELTS. In: Taylor L; Weir C (eds.) Studies in language testing 34: IELTS collected papers 2 : research in reading and listening assessment. Studies in language testing. Cambridge: Cambridge University Press, pp. 454-486
2010. ‘Making it Real: Authenticity, Process and Pedagogy’.. Applied Linguistics. 31(4), pp. 578-582
Professor Mike Baynham
2011. Stance, positioning and alignment in narratives of professional experience. Language in Society. 40, pp. 63-74
2010. Onwards and Upwards: space, placement and liminality in adult ESOL classes. TESOL Quarterly Roberts C; Burns A (eds.). 44(3), pp. 420-440
2009. The Future of Literacy Studies. Palgrave MacMillan
2009. Globalization and language in contact. Continuum International Publishing Group
2009. ‘Just one day like today’: scale and the analysis of space/time orientation in narratives of displacement. In: Collins J; Slembrouck S; Baynham M (eds.) Globalization and Language in Contact: scale, migration and communicative practices.. Advances in Sociolinguistics. London: Continuum, pp. 130-147
Professor Gary Chambers
2019. Pupils’ reflections on the primary to secondary school transition with reference to modern language learning: a motivational self-system perspective. Innovation in Language Learning and Teaching. 13(3), pp. 221-236
2019. Pupils’ perceptions of Key Stage 2 to Key Stage 3 transition in modern foreign languages. Language Learning Journal. 47(1), pp. 19-33
2018. In the Shadow of Global English? Comparing Language Learner Motivation in Germany and the United Kingdom. In: Lamb M; Henry A; Ryan S; Wein K (eds.) Handbook of Motivation for Language Learning. 1. London: Palgrave
2018. The Teachers’ voice in Saxony-Anhalt: perspectives on transition from primary to secondary school. The Language Learning Journal. 46(2), pp. 186-200
2013. The Target Language Revisited. Teaching and Teacher Education. 36(44-45)
Dr Yen Dang
2020. Vocabulary in high-school EFL textbooks: Texts and learner knowledge. System. 93
2020. Vietnamese non-English major EFL university students’ receptive knowledge of the most frequent English words. VNU Journal of Foreign Studies. 36(3)
2020. Evaluating lists of high-frequency words: Teachers’ and learners’ perspectives. Language Teaching Research.
2019. High-frequency words in academic spoken English: Corpora and learners. ELT Journal.
2020. A Hard Science Spoken Word List. In: Webb S (eds.) Approaches to Teaching, Learning, Testing, Researching L2 Vocabulary. John Benjamins
Professor Alice Deignan
2020. Translating science for young people through metaphor. The Translator.
2020. Figurative language and lexicography. In: Hanks P; de Schryver G-M (eds.) International Handbook of Modern Lexis and Lexicography. Springer Reference.
2019. Using corpus methods to identify subject specific uses of polysemous words in English secondary school science materials. Corpora.
2019. Metaphors and evaluation in popular economic discourse on trade wars. In: Navarro i Ferrando I (eds.) Current approaches to metaphor in discourse. Applications of Cognitive Linguistics.
2019. Metaphors of climate science in three genres: research articles, educational texts, and secondary school student talk. Applied Linguistics. 379-403 40.2
Dr Laura Grassick
2018. International Perspectives on Teachers Living with Curriculum Change. International Perspectives on English Language Teaching. Basingstoke, UK: Palgrave Macmillan
2019. Risk, uncertainty and vulnerability: primary teachers’ emotional experiences of English language policy implementation. In: Building Teacher Capacity in Vietnamese English Language Teaching Research, Policy and Practice. Routledge
2017. Living with Curriculum Change: An Overview. In: Wedell M; Grassick L (eds.) International Perspectives on Teachers Living with Curriculum Change. International Perspectives on English Language Teaching. Basingstoke, UK: Palgrave Macmillan, pp. 1-13
2017. Temporal Dissonance, Contextual Confusion and Risk: Learning from the Experiences of Teachers Living with Curriculum Change. In: Wedell M; Grassick L (eds.) International Perspectives on Teachers Living with Curriculum Change. International Perspectives on English Language Teaching. Basingstoke, UK: Palgrave Macmillan, pp. 247-270
Dr Simon Green
2019. What students don’t make of feedback in higher education: An illustrative study. Journal of English for Academic Purposes. 38, pp. 83-94
2016. Teaching disciplinary writing as social practice: moving beyond ‘text-in-context’ designs in UK Higher Education. Journal of Academic Writing. 6(1)
2013. Novice ESL writers: a longitudinal case-study of the situated academic writing processes of three undergraduates in a TESOL context. Journal of English for Academic Purposes. 12(3), pp. 180-191
2009. The Construction of Academic Literacy on the BA Educational Studies (TESOL) Programme: a case study. In: Atkins J; Lamb M; Wedell M (eds.) International Collaboration for Educational Change: The BA Project. Muscat, Oman: Ministry of Education, pp. 70-81
Professor Maggie Kubanyiova
2020. Language teacher education in the age of ambiguity: Educating responsive meaning makers in the world. Language Teaching Research. 24(1), pp. 49-59
2019. Willingness to Communicate in L2: Persons’ Emerging Capacity to Participate in Acts of Meaning Making with One Another. Journal for the Psychology of Language Learning. 1, pp. 42-66
2016. Re‐Envisioning the Roles, Tasks, and Contributions of Language Teachers in the Multilingual Era of Language Education Research and Practice. The Modern Language Journal. 100(S1), pp. 117-132
2015. The Role of Teachers’ Future Self Guides in Creating L2 Development Opportunities in Teacher‐Led Classroom Discourse: Reclaiming the Relevance of Language Teacher Cognition. The Modern Language Journal. 99(3), pp. 565-584
2020. Language Teacher Motivation Research: Its Ends, Means and Future Commitments. In: Lamb M; Csizér K; Henry A; Ryan S (eds.) The Palgrave Handbook of Motivation for Language Learning. Cham, Switzerland: Palgrave Macmillan, pp. 389-407
Dr Harry Kuchah
2016. Researching teacher associations. ELT Journal. 70(2), pp. 212-221
2018. Early English medium instruction in Francophone Cameroon: The injustice of equal opportunity. System. 73, pp. 37-47
2018. The role of experienced teachers in the development of pre-service language teachers’ professional identity: Revisiting school memories and constructing future teacher selves. International Journal of Educational Research. 88, pp. 146-155
2018. Pre-service language teachers’ development of appropriate pedagogies: A transition from insightful critiques to educational insights. Teaching and Teacher Education. 70, pp. 236-245
2018. Learner autonomy in developing countries. In: Chik A; Aoki N; Smith R (eds.) Autonomy in Language Learning and Teaching: New Research Agendas. London: Palgrave Macmillan, pp. 12-32
Dr Martin Lamb
2020. The Palgrave Handbook of Motivation for Language Learning. Palgrave Macmillan
2020. The impact of online use of English on motivation to learn. Computer Assisted Language Learning. 33(1-2), pp. 85-108
2018. When Motivation Research Motivates: Issues in Long-Term Empirical Investigations. Innovation in Language Learning and Teaching. 12(4), pp. 357-370
2018. Learner autonomy in developing countries. In: Chik A; Aoki N; Smith R (eds.) Autonomy in Language Learning and Teaching: New Research Agendas. London: Palgrave Macmillan, pp. 12-32
2018. Language Teacher Motivation: From the Ideal to the Feasible Self. In: Mercer S; Kostoulas A (eds.) Language Teacher Psychology. First. Bristol: Multilingual Matters, pp. 53-70
Dr Diana Mazgutova
2017. Effects of Task Complexity on L2 Writing Behaviors and Linguistic Complexity. Language Learning. 67(1), pp. 208-241
2015. Syntactic and lexical development in an intensive English for Academic Purposes programme. Journal of Second Language Writing. 29, pp. 3-15
Dr Dogus Oksuz
2020. Collocational processing in L1 and L2: The effects of word frequency, collocational frequency, and association. Language Learning. 71.1
Dr Taguhi Sahakyan
2018. Language Teacher Motivation: From the Ideal to the Feasible Self. In: Mercer S; Kostoulas A (eds.) Language Teacher Psychology. First. Bristol: Multilingual Matters, pp. 53-70
Professor Ruth Swanwick
2019. Educational inclusion of children who are deaf or hard of hearing and from migrant Roma families: Implications for multi-professional working. Deafness and Education International.
2019. Signs of understanding and turns-as-actions: a multimodal analysis of deaf-hearing interaction. Visual Communication.
2018. Dialogic Teaching and Translanguaging in Deaf Education. In: Knoors, H; Marschark, M (eds.) Evidence-based practices in deaf education. Perspectives on Deafness. New York: Oxford University Press, pp. 81-107
2017. Beyond languages, beyond modalities: transforming the study of semiotic repertoires. International Journal of Multilingualism. 14(3), pp. 219-232
2017. Translanguaging, learning and teaching in deaf education. International Journal of Multilingualism. 14(3), pp. 233-249
Dr Huahui Zhao
2018. New insights into the process of peer review for EFL writing: a process-oriented socio-cultural perspective. Learning and Instruction. 58, pp. 263-273
2018. Exploring tertiary English as a Foreign Language writing tutors’ perceptions of the appropriateness of peer assessment for writing. Assessment & Evaluation in Higher Education. 43(7), pp. 1133-1145
2017. Teaching presence in computer conferencing learning environments: Effects on interaction, cognition and learning uptake. British Journal of Educational Technology. 48(2), pp. 538-551
2014. Participation, interaction and social presence: An exploratory study of collaboration in online peer review groups. British Journal of Educational Technology. 45(5), pp. 807-819
Zhao H. 2014. Investigating teacher-supported peer assessment for EFL writing. ELT Journal. 68(2), pp. 155-168