Members of the TESOL/TLOTE team are all committed to helping teachers understand the socially situated nature of language use, language learning and language teaching.

About the group

Members elaborate on that theme from different perspectives. From the perspective of language teaching, the impact of the learner's context on teachers' work is studied. The necessarily cross-cultural nature of language use, learning and teaching leads to elaboration on cross-cultural communication. Underpinning diversity in language and learner impact on language learning and teaching is the diversity of ways in which language itself can be described, whether considering English or languages other than English.

The TESOL/TLOTE enjoys the diversity of its areas of interests and of the students, from many countries in the world, which it teaches, and the students whom these students will teach.

Contact us

The group welcomes enquiries from future HDR candidates, schools and the industry and business sector.

We invite you to contact any of our staff to discuss future collaborations.

HDR supervision

Research areas of interest for future HDR supervision are listed in the individual staff profiles and staff welcome enquiries from prospective research students.

HDR supervision experience Staff have been involved in supervising research such as the following topics or areas:

Dr Naoko Araki-Metcalfe

  • Folktales as medium for teaching reading: A case study in Indonesian primary schools
  • What motivates Japanese people to learn English in Australia?
  • Iranian migrant mothers' performance of identities through family photograph collections

Dr Ruth Arber

  • Learning Experiences within multi-phased transnational educational programs
  • Folktales as medium for teaching reading: A case study in Indonesian primary schools
  • Varieties of Blended Learning Pedagogy in Australian and Malaysian Universities
  • Gender issues in TESOL teaching
  • Intercultural communication competence and adaption of Chinese international students in Australia
  • Listening to the sounds of silence on the multicultural landscape
  • The effects of high stakes national testing on Australian schools
  • Teachers in TESOL: questions of identity and pedagogy
  • "Completing the triangle": experiences of recently inducted B.Ed graduates in the UAE
  • Investigating mismatches between Australian international graduate destinations and skill shortages
  • Teaching and learning science and mathematics in English in Malaysia
  • Art Education - Implications of culture towards a more inclusive education
  • The outcomes, processes and challenges of inclusive education in Victoria

Dr Zosia Golebiowski

  • A conversational analysis of EFL classroom in Bahasa Indonesia context: The Role of Teachers' Input and Students' Output
  • Dialect Features of Leupueng Children: A Post Tsunami Study
    Motivation, Learning Strategies, and Self-Regulation in a Foreign-Language Classroom: A Diary Study
  • Request mitigating devices in Australian English and Iraqi Arabic: a comparative study
  • An attitudinal study on conversation-focused speaking approach with the use of multimedia material: Views and attitudes of Korean EFL adult learners
  • Disagreement in Online Discourse: A cross-cultural analysis.
  • Language Learning Strategies: The effect of cooperative strategy training on motivation, language development and overall strategy use

Dr Tricia Henry

  • English as an international language and teacher's professional identity
    Imagining Future Selves: EFL Secondary and Tertiary Students in Taiwan
  • Native English speaking teachers and Taiwanese English teachers' professional identity
  • Intelligibility, accentedness and attitudes towards ELF in Australian Higher Education
  • Enhancing ESOL learners' text comprehension through conceptual metaphor awareness raising
  • Enhancing the interaction of English language learners in Korea: dialogic inquiry
  • Dialect shift as a possible indicator of dialect loss
  • Teachers' use of English in the Indonesian primary classroom
  • The impact of personality on English learning
  • The influence of autonomy on the L2 Self

Associate Professor Alex Kostogriz

  • Situating effective inclusive teaching principles and practices in multicultural education
  • Urban schooling: An investigation of a "southern" professionalism in transnational spaces
  • The everyday work of English language and literacy teachers: Professional learning and ethics
  • Intercultural understanding of Australian university students learning Indonesian
  • Chinese international students' everyday communication and identity negotiation in Australia
  • Personality and second language learning: A sociocultural perspective
  • The role of research in the professional learning of Indonesian student-teachers
  • The role of play in teaching English as a foreign language in early childhood settings in Indonesia
  • Literary praxis in English: A postcolonial standpoint
  • Writing and cultural identities: Chinese students' experience of academic English
  • Preparing EFL teachers: The effect of different stakeholder expectations on teacher education in Aceh
  • Enhancing the interaction of English language learners in Korea: A dialogical approach
  • Additional language literacy practices and the formation of identity
  • Folktales as a medium for teaching reading: A case study in Indonesian primary schools
  • Enhancing literacy in English as a second language through metaphor awareness raising
  • Teacher professional practice and the ethic of care: An everyday problematic
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