Publications

Selected Journal Articles and Book Chapters

Dr. Mohammad Ahmadian

Ahmadian M, Mansouri A. 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

Ahmadian MJ. 2020. Explicit and Implicit Instruction of Refusal Strategies: Does Working Memory Capacity Play a Role?. Language Teaching Research. 24(2), pp. 163-188  

Wen E, Ahmadian MJ. 2019. Researching L2 Task Performance and Pedagogy In Honour of Peter Skehan. John Benjamins

Bui G, Ahmadian MJ, Hunter A-M. 2019. Spacing effects on repeated L2 task performance. System. 81, pp. 1-13  

Ahmadian MJ; García Mayo MP (eds.) 2018. Recent Perspectives on Task-based Language Learning and Teaching. Trends in Applied Linguistics. DE GRUYTER MOUTON

Dr Loreto Aliaga Salas

Aliaga-Salas L. 2018. Mentoring teachers: An interview with Angi Malderez. Bellaterra Journal of Teaching & Learning Language & Literature. 11(3), pp. 109-122  

Dr Richard Badger

Badger R. 2018. From Input to Intake: Researching Learner Cognition. TESOL Quarterly. 52(4), pp. 1073-1084  

Badger R. 2018. Teaching and Learning the English Language A Problem-Solving Approach. Bloomsbury Publishing

Badger R. 2012. To what extent does IELTS encourage communicative language teaching in Chinese IELTS classes?. In: IELTS research reports. SydneyIDP: IELTS Australia and British Council

Badger RG, Yan X. 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. CambridgeCambridge University Press, pp. 454-486

Badger R, MacDonald M. 2010. ‘Making it Real: Authenticity, Process and Pedagogy’.. Applied Linguistics. 31(4), pp. 578-582  

Professor Mike Baynham

Baynham MJ. 2011. Stance, positioning and alignment in narratives of professional experience. Language in Society. 40, pp. 63-74 

Baynham MJ, Simpson J. 2010. Onwards and Upwards: space, placement and liminality in adult ESOL classes. TESOL Quarterly Roberts C; Burns A (eds.). 44(3), pp. 420-440 

Baynham M, Prinsloo M. 2009. The Future of Literacy Studies. Palgrave MacMillan

Collins JP, Baynham M, Slembrouck S. 2009. Globalization and language in contact. Continuum International Publishing Group

Baynham MJ. 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. LondonContinuum, pp. 130-147

Professor Gary Chambers

Chambers GN. 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  

Chambers GN. 2019. Pupils’ perceptions of Key Stage 2 to Key Stage 3 transition in modern foreign languages. Language Learning Journal. 47(1), pp. 19-33  

Chambers G, Lanvers U. 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. LondonPalgrave

Chambers GN. 2018. The Teachers’ voice in Saxony-Anhalt: perspectives on transition from primary to secondary school. The Language Learning Journal. 46(2), pp. 186-200  

Chambers GN. 2013. The Target Language Revisited. Teaching and Teacher Education. 36(44-45)

Dr Yen Dang

Sun Y, Dang TNY. 2020. Vocabulary in high-school EFL textbooks: Texts and learner knowledge. System. 93  

Dang TNY. 2020. Vietnamese non-English major EFL university students’ receptive knowledge of the most frequent English words. VNU Journal of Foreign Studies. 36(3) 

Dang TNY, Webb S, Coxhead A. 2020. Evaluating lists of high-frequency words: Teachers’ and learners’ perspectives. Language Teaching Research.  

Dang TNY. 2019. High-frequency words in academic spoken English: Corpora and learners. ELT Journal.  

Dang TNY. 2020. A Hard Science Spoken Word List. In: Webb S (eds.) Approaches to Teaching, Learning, Testing, Researching L2 Vocabulary. John Benjamins

Professor Alice Deignan

Deignan A, Semino E. 2020. Translating science for young people through metaphor. The Translator.  

Deignan A. 2020. Figurative language and lexicography. In: Hanks P; de Schryver G-M (eds.) International Handbook of Modern Lexis and Lexicography. Springer Reference.  

Deignan A, Love R. 2019. Using corpus methods to identify subject specific uses of polysemous words in English secondary school science materials. Corpora. 

Deignan A, Cai D. 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. 

Deignan A, Semino E, Paul S-A. 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

Wedell M; Grassick L (eds.) 2018. International Perspectives on Teachers Living with Curriculum Change. International Perspectives on English Language Teaching. Basingstoke, UKPalgrave Macmillan  

Grassick L. 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

Wedell M, Grassick L. 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, UKPalgrave Macmillan, pp. 1-13  

Grassick L, Wedell M. 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, UKPalgrave Macmillan, pp. 247-270  

Dr Simon Green

Green S. 2019. What students don’t make of feedback in higher education: An illustrative study. Journal of English for Academic Purposes. 38, pp. 83-94  

Green SJ. 2016. Teaching disciplinary writing as social practice: moving beyond ‘text-in-context’ designs in UK Higher Education. Journal of Academic Writing. 6(1)  

Green SJ. 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

Green SJ. 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, OmanMinistry of Education, pp. 70-81

Professor Maggie Kubanyiova

Kubanyiova M. 2020. Language teacher education in the age of ambiguity: Educating responsive meaning makers in the world. Language Teaching Research. 24(1), pp. 49-59  

Kubanyiova M, Yue Z. 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 

Kubanyiova M, Crookes G. 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  

Kubanyiova M. 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  

Kubanyiova M. 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, SwitzerlandPalgrave Macmillan, pp. 389-407  

Dr Harry Kuchah

Smith R, Kuchah K. 2016. Researching teacher associations. ELT Journal. 70(2), pp. 212-221  

Kuchah K. 2018. Early English medium instruction in Francophone Cameroon: The injustice of equal opportunity. System. 73, pp. 37-47  

Rodrigues LDAD, de Pietri E, Sanchez HS, Kuchah K. 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  

Sanchez HS, Kuchah K, Rodrigues L, de Pietri E. 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  

Smith R, Kuchah K, Lamb MV. 2018. Learner autonomy in developing countries. In: Chik A; Aoki N; Smith R (eds.) Autonomy in Language Learning and Teaching: New Research Agendas. LondonPalgrave Macmillan, pp. 12-32  

Dr Martin Lamb

Lamb M; Csizer K; Henry A; Ryan S (eds.) 2020. The Palgrave Handbook of Motivation for Language Learning. Palgrave Macmillan

Lamb M, Arisandy FE. 2020. The impact of online use of English on motivation to learn. Computer Assisted Language Learning. 33(1-2), pp. 85-108  

Lamb M. 2018. When Motivation Research Motivates: Issues in Long-Term Empirical Investigations. Innovation in Language Learning and Teaching. 12(4), pp. 357-370  

Smith R, Kuchah K, Lamb MV. 2018. Learner autonomy in developing countries. In: Chik A; Aoki N; Smith R (eds.) Autonomy in Language Learning and Teaching: New Research Agendas. LondonPalgrave Macmillan, pp. 12-32  

Sahakyan T, Lamb M, Chambers G. 2018. Language Teacher Motivation: From the Ideal to the Feasible Self. In: Mercer S; Kostoulas A (eds.) Language Teacher Psychology. First. BristolMultilingual Matters, pp. 53-70 

Dr Diana Mazgutova

Révész A, Kourtali N-E, Mazgutova D. 2017. Effects of Task Complexity on L2 Writing Behaviors and Linguistic Complexity. Language Learning. 67(1), pp. 208-241  

Mazgutova D, Kormos J. 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

Oksuz DC, Brezina V, Rebuschat P. 2020. Collocational processing in L1 and L2: The effects of word frequency, collocational frequency, and association. Language Learning. 71.1 

Dr Taguhi Sahakyan

Sahakyan T, Lamb M, Chambers G. 2018. Language Teacher Motivation: From the Ideal to the Feasible Self. In: Mercer S; Kostoulas A (eds.) Language Teacher Psychology. First. BristolMultilingual Matters, pp. 53-70 

Professor Ruth Swanwick

Swanwick R, Elmore J, Salter J. 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.  

Swanwick R, Adami E. 2019. Signs of understanding and turns-as-actions: a multimodal analysis of deaf-hearing interaction. Visual Communication.  

Swanwick RA. 2018. Dialogic Teaching and Translanguaging in Deaf Education. In: Knoors, H; Marschark, M (eds.) Evidence-based practices in deaf education. Perspectives on Deafness. New YorkOxford University Press, pp. 81-107 

Kusters A, Spotti M, Swanwick R, Tapio E. 2017. Beyond languages, beyond modalities: transforming the study of semiotic repertoires. International Journal of Multilingualism. 14(3), pp. 219-232  

Swanwick R. 2017. Translanguaging, learning and teaching in deaf education. International Journal of Multilingualism. 14(3), pp. 233-249  

Dr Huahui Zhao

Zhao H. 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  

Zhao H. 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  

Zhao H, Sullivan KPH. 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  

Zhao H, Sullivan KPH, Mellenius I. 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