EXAMINATIONS & COMPLETED SUPERVISION

PhD/EdD EXAMINATIONS

• University of Sydney, PhD in Education
• Birkbeck, University of London, PhD in Education
• University of Cambridge, PhD in Education
• University of Auckland, PhD in Education (2x)
• University of Reading, PhD in Education (2x)
• Queen's University Belfast, EdD in TESOL
• University of the West of Scotland, PhD in Education
• Trinity College Dublin, PhD in Applied Linguistics
• University of Oxford, DPhil in Education
• University of Southampton, PhD in Modern Languages
• UCL Institute of Education, PhD in TESOL/Applied Linguistics (internal, 7x)
• University of Bath, PhD in Education (internal, 2x)

Doctoral students supervised to completion (12)

• "English medium instruction in a trilingual Italian university", Emma Quick, EdD, UCL (lead supervisor Prof John Gray). Passed viva voce no corrections February 2024.
• "“Not hired, but hosted”: The identities of displaced academics in UK higher education institutions", Michael Beaney, EdD, UCL (lead supervisor Prof Mary Richardson). *passed viva voce July 2023.
• "Japanese EFL Learners’ Pragmatic Development in the Production of Speech Acts Drawing on ACT-R Model and Skill Acquisition Theory​", Mai Oyama, PhD Education, UCL (2nd supervisor Dr Kazuya Saito). Passed viva voce July 2022.
• "Characterising curricular goals for students’ written historical arguments after exposure to ‘recontextualised’ academic scholarship", Jim Carroll, PhD Education, UCL (lead supervisor Dr Arthur Chapman). Passed viva voce January 2022.
• "Content Learning in Japanese and English Medium Instruction: Comparing Chemistry Learning Outcomes in Japanese Higher Education", Ikuya Aizawa, DPhil Applied Linguistics, Oxford (lead supervisor Dr Heath Rose, with Dr Gene Thompson). Passed viva voce December 2021.
• "Translanguaging in Hong Kong English Medium Instruction (EMI) classrooms: a linguistic ethnographic study of classroom interaction and teachers’ reflections", Kevin W. H. Tai, PhD Education, UCL (lead supervisor Prof Li Wei). Passed viva voce September 2021.
• “Exploring the Identities of Acehnese EFL Teachers at Secondary Schools”, Rahmi, PhD Education, University of Bath (lead, with Dr Adem Soruç &  Dr Santi Sanchez). Viva voce March 2021; passed with corrections January 2022.
• "Undergraduate student identities and their manifestation in the genre practices of classroom presentations", Robert James Gray, PhD Education, University of Bath (lead supervisor Dr Trevor Grimshaw, with Dr Gail Forey). February 2021.
• "Monolingualism, neoliberalism and language-as-problem: discourse itineraries in Canadian university language policy", Jennifer MacDonald, EdD, UCL (lead supervisor Prof Amos Paran). Passed viva voce March 2020.
• “Workplace writing: A multi-perspective study of engineer alumni’s preparedness for English L2 writing in Oman”, Tayba Sulaiman Thani Al Hilali, PhD Education, UCL (2nd supervisor Dr Zsófia Demjén). Passed viva voce December 2019.
• “In search of bilingual education in Dubai's private K-12 education sector”, Ziad Azzam, EdD, University of Bath (lead, with Dr Robin Shields 2nd, completed with Dr Nicola Savvides as lead). Passed viva voce May 2019.
• "An investigation of acculturative stress: A multiple-case study of three UK students studying abroad in China", Wenxuan Li, EdD, University of Bath (2nd supervisor Dr Janina Iwaniec). Passed viva voce November 2018.

MSc ALLT (Oxford)
2020-22

• "Raising senior secondary school students’ awareness of Global Englishes using a presentation task", Claudia Andreani
• "Language teacher motivation and identity in Slovakia: a case study", Sierra Stopper (2nd: Nathan Thomas)

MSc ALSLA (Oxford)
2020-21

• "The effects of CLIL on L2 development: A systematic review of longitudinal experimental studies", Yuxuan Cao
• "EMI policies and implementation in Bangladeshi tertiary classrooms", Munzereen Shahid
• "L1 use in the L2 writing process: A partial replication study on Chinese university EFL learners", Yuexuan (Cassina) Wu

MA TESOL Pre-Service (UCL)
2023

• "EMI, TESOL, and Englishization in German higher education", Patty Wang (MA TESOL In-Service)
• "The relationship between teachers’ feedback and students’ oral output in the EFL classroom", He Huang
• "Chinese university EFL students’ attitudes toward standard and non-standard English", Jiawei Song
• "Chinese Students’ Perceptions of World Englishes and their Willingness to Communicate: an Idiodynamic Perspective", Yiming Tian
• "Chinese students’ perceptions of EFL teachers accents and their perceived qualities", Zhiyi Wang
• "Learner engagement with written corrective feedback: a systematic review", Wenqiu Yuan

2022

• "Student perceptions of English as an international language in an English-medium university in China", Xiaotong Chen
• "Moving Away from ‘Standard English’: Pre-service TESOL Practitioners’ perceptions about Implementing Global Englishes Language Teaching in China", Anyi Huang
• "Primary EFL Teachers’ Pedagogical Beliefs and Technology Practices in the Time of COVID-19: A Case Study of Hong Kong", Haydi Lam
• "A Content Analysis of Taiwanese EFL Textbooks Designed Based on the New Curriculum", Hsin-Yu Liao
• "Pedagogical translanguaging in EFL classrooms at a Chinese university: A case study of students’ and teachers’ perceptions", Chu Sun​

2021

• "EIL beliefs of Chinese pre-service English teachers studying for an MA TESOL in the UK", Eleftheria Christou
• "A global orientation evaluation of a Chinese EFL textbook", Ruiqi Li
• "Chinese university students’ English-speaking anxiety in English-only EMI classes", Xin Tong
• "EMI in Germany: Chinese postgraduate students’ attitudes of Global Englishes and English language teaching", Tianyi Xu

2020

• "Effects of corrective feedback timing on the acquisition of L2 English passive construction", Zhang Huixian
• "Chinese teachers' and students' perceptions towards L1 use in EFL classrooms", He Ziyu
• "An investigation into foreign language anxiety and enjoyment among Chinese EFL learners", Liu Yingchung
• "Why do Chinese L2 English secondary school students have difficulties using syntactic parsing?", Samuel Zhipeng Shen
• "Using conversational podcasts for listening in oral turn-taking skills training", Spencer Ziqing Deng
• "A content analysis of reading comprehension questions in the textbook series New Senior English for China ", Sun Mengni

2019

• "A systematic review of teaching strategies that support EAL pupils in language development and educational achievement", Gao Xingshi
• "Narratives of Chinese TESOL pre-service teachers: Influences of in-class students’ backtalk", Hu Yujia 
• "Intercultural awareness in English L2 usage: Chinese postgraduate students in the UK", Huang Kaiyi
• "Exploring UK-based Chinese graduate students’ preferences of receiving oral corrective feedback", Liu Sitong 
• "Pre-service English teachers’ identity: A case study of four Chinese MA TESOL students in the UK", Sun Wanxin 
• "The role of peer support in vocabulary learning motivation among Chinese EFL learners", Wang Qian 
• "An investigation of using gestures in teaching English pronunciation in China", Xiang Chen
• "CALL-based English speaking in EFL/ESL contexts: A systematic review", Xiao Bixue
• "A study of Foreign Language Speaking Anxiety among Chinese university students with the intention to pursue postgraduate studies in an English-speaking country", Yi Hangle
• "A case study of a Chinese EFL learner: An exploration of anti-ought-to self", Zhang Shihan 
• "Exploring vocabulary learning strategies of Chinese university students in the UK and factors influencing their strategy choices", Zhu Meilin

MA EDUCATION (University of Bath)
2018

• “How other methods to teaching and learning in the English language are masked by technology”, Charlene Cauchi​

2017

• "Supporting academic English acquisition in the chemistry International Baccalaureate Diploma Programme (IBDP)” Debbie Aldred
• “Effectiveness of computer mediated communication platforms on task based language teaching”, Cherith Thompson
• “Successful techniques teachers use in the MYP IB to adapt their curriculum for EAL students”, Eleanor Wells

​MA TESOL (University of Bath)
2017

• "Dispatch ALTs in Japanese public education: Beliefs and practices", Alexander Ito Maitland
• "The development of EFL pragmatic competence by Japanese university students", Mai Oyama
• "Student attitudes toward an online learning system for College English in China", Jie Ying
• "English-major students’ attitude towards native and non-native writing teachers", Nian Zhou

2016

• “Washback of CET4 Listening on Chinese College English listening teaching: A case study”, Jiatian Cai
• “The roles of mainstream schooling and private supplementary tutoring in English language teaching in Hong Kong”, Ka Wa Chan
• “Plagiarism and academic English writing problems of Chinese undergraduate students”, Xinyang Liu
• “The reported benefits and challenges of teaching physics via EMI in a Chinese university, Jingye Mao
• “Listening anxiety in English learning among international students in a secondary school in the UK”, Yan Shi *finalist for the British Council ELT Masters Dissertation Award
• “A study of Chinese student teachers’ approaches towards written corrective feedback provision in English”, Qi Zhu

​Click here for current supervision