Journal Articles



Candarli, D., & Jones, S. (2019). Paradigmatic influences on lexical bundles in research articles in the discipline of education. Corpora14(2), 237-263.



Arkhipenka, V; Dawson, D; Fitriyah, S; Goldrick, S; Howes, A; and Palacios, N. (2018) Practice and performance: changing perspectives of teachers through collaborative enquiry, Educational Research, 60:1, 97-112, DOI: 10.1080/00131881.2017.1421475

Candarli, D. (2018). Changes in L2 writers’ self-reported metalinguistic knowledge of lexical phrases over one academic year. The Language Learning Journal, 1-17.



Dawson, S. (2017). Chronicle of a teacher researcher. ELT Research, 32: 8-9. Available here.

Kostoulas, A. Stelma, J., Mercer, S., Cameron, L. and Dawson, S. (2017). Complex Systems Theory as a Shared Discourse Space for TESOL. TESOL Journal. Available here.

Harvey, L. (2017). Language learning motivation as ideological becoming. System, 65: 68-77. Available here.

Huang, Z. M., Fay, R. and White, R. (2017). Mindfulness and the ethics of intercultural knowledge-work. Language and Intercultural Communication, 17(1): 45-57. Available here.



Arkhipenka, V. (2016). Researching professional development with the use of narrative enquiry. ELT Research, 31: 19-21. Available here.

Dawson, S. (2016). Practice to professional development: what practitioners think. ELT Research, 31: 10-13.

Gómez Parra, M. E., and Pérez Gracia, E. (2016). Educación intercultural a través del contenido de Ciencias Sociales en Educación Primaria. Revista Educativa Hekademos, 21: 64-72.

Kostoulas, A., and Stelma, J. (2016). Understanding curriculum change in an ELT school in Greece. ELT Journal. Available here.

Kostoulas, A., Stelma, J., Lee, W. and Onat-Stelma, Z. (2016). Intentional dynamics in TESOL: An ecological perspective. Working Papers in TESOL and Applied Linguistics, 15(1):14-23. Available here.

Pérez Gracia, E., Gómez Parra, M. E., and Serrano Rodríguez, R. (2017). CLIL Teachers’ Perceptions of Intercultural Competence in Primary Education. Revista Digital de Investigación en Docencia Universitaria, 11 (1): 79-96.

Motteram, G. (2016). Membership, belonging, and identity in the twenty-first century. ELT Journal, 70(2): 150-159. Available here



Armellini, A. and De Stefani, M. (2015). Social presence in the 21st century: An adjustment to the community of inquiry framework. British Journal of Educational Technology. Available here.

Çandarlı, D., Bayyurt, Y. and Martı, L. (2015). Authorial presence in L1 and L2 novice academic writing: Cross-linguistic and cross-cultural perspectives. Journal of English for Academic Purposes, 20: 192–202. Available here.

Corcoran, S. (2015). Disabling streets or disabling education? Challenging a deficit model of street-connectedness. Disability and the Global South, 2(2): 613-619.

Harvey, L. (2015). Towards ‘borderless’ higher education? Language and internationalisation in UK higher education. The Observatory on Borderless Higher Education. Available here.

Tantiniranat, S. (2015). Some intercultural implications of ASEAN and Thai educational policies for Thai higher education. Cambridge Open-Review Educational Research e-Journal, 1(2): 154-165. Available here.

Trejo Vences, P. and Fay, R. (2015). Developing general cultural awareness in a monocultural English as a foreign language context in a Mexican university: A wiki-based critical incident approach. The Language Learning Journal, 43(2): 222-233.

Williams, D. (2015). A Systematic review of English Medium Instruction (EMI) and implications for the South Korean higher education context. ELTWO Special Issue on Content and Language Integrated Learning. Available here.



Corcoran, S. (2014). Educational Research? Exploring the experiences of street-connected children, living on and leaving the street. Research Intelligence, 125:22-23.

Davcheva, L. and Fay, R. (2014). Tales of Ladino: Sephardic Jews in Bulgaria speak about their heritage language. Bet Debora, 1: 86-97.

Fay, R. and Davcheva, L. (2014). Zones of interculturality and linguistic identity: Tales of Ladino by Sephardic Jews in Bulgaria, Language and Intercultural Communication, 14(1): 24-40.

Stelma, J. and Fay, R. (2014). Intentionality and developing researcher competence on a UK master’s course: An ecological perspective on research education, Studies in Higher Education, 39(4): 517-533. Available here



Harvey, L. (2013). EAP teachers’ perceptions of learner motivation. International Student Experience Journal, 1(2). Available here.

Holmes, P., Fay, R., Andrews, J. and Attia, M. (2013). Researching multilingually: New theoretical and methodological directions, International Journal of Applied Linguistics, 23(3): 285–299.

Stelma, J. (2013). Developing intentionality and L2 classroom task-engagement. Classroom Discourse, Available here.

Stelma, J., Fay, R. and Zhou, X. (2013). Developing intentionality and researching multilingually: An ecological and methodological perspective, International Journal of Applied Linguistics, 23(3): 300-315. Available here.



Mair, M., Watson, P., Elsey, C. and Smith, P. V. (2012). War-making and sense-making: Some technical reflections on an instance of ‘friendly fire’, British Journal of Sociology, 63(1): 75-96.

Motteram. G. (2012). Re-aligning research into teacher education for CALL and bringing it into the mainstream. Language Teaching, 47(3): 319-331. Available here.

Sangani, A-H. and Stelma, J. (2012). Reflective practice in developing world contexts: A general review of literature and a specific consideration of an Iranian experience. Professional Development in Education, 38(1):113-129. Available here.



Brown, S. A. (2012). Seeing web 2.0 in context: A study of academic perceptions. Internet and Higher Education, 15(1), 50-57.

Fay, R. and Androulakis, G. (2011). The intercultural dimension in language teaching: Perspectives from the teaching of English and French, Research Papers in Language Teaching and Learning, 2(2): 62-73. Available here.

Kostoulas, A. (2011). From applying theory to theorising practice: Building small-t theories in Greek ELT. Aspects Today, 32: 14-21. Available here.

Kostoulas, A. (2011). English as a Lingua Franca & methodological tension in a language school in Greece. esse, 1(1), 91-112.

Stelma, J. (2011). An ecological model of developing researcher competence: The case of software technology in doctoral research. Instructional Science, 39(3): 367-385.



Fay, R., Lytra, V. and Ntavaliagkou, M. (2010). Multicultural awareness through English: A potential contribution of TESOL in Greek schools. Intercultural Education, 21(6): 579-593.

Firth, M.  (2010). Citizenship education in hospitality, leisure, sport and tourism, HEA resource guide for HLST network. Available here

Firth, M. (2010). Can Facebook engage students in critical analysis of academic theory? Asian Journal on Education and Learning, 1(1): 10-19.

Kostoulas, A. (2010). English as lingua franca and methodological tension: Attitudes and practices in a language school in Greece, 1(1): 91-112.

Stelma, J. and Onat-Stelma, Z. (2010). Foreign language teachers organising learning during their first year of teaching young learners. Language Learning Journal, 38(2): 193-207. Available here.



Firth, M. (2009). Discipline versus field of study: Vocational VS academic, advances in food, hospitality and tourism, Issue 1, Article 8.