Graduations

Alphabetical Listing

  • AlAbbasi, Dalal (2016). The experiences of Saudi female teachers using technology in primary schools in Saudi Arabia. (PhD Education).
  • Al-Aji, Suha (2007). Second language acquisition and formal instruction: The case of third person singular. (PhD Education).
  • Al-Senafi, Basemah (2020). Educational policy and decision-making in Kuwait: Learning from the case of EYL curriculum and assessment. (PhD Education).
  • Alenaizi, Hussain (2016). Disability and Kuwaiti society: A critical realist approach to participatory research in contemporary Kuwaiti society. (PhD Education).
  • Al Otaibi, Hind (2009). The impact of using computers in EFL reading classrooms at COLT. (PhD Education).
  • Andrews, Jane (2005). Educating teachers in language testing and assessment on a Master’s degree programme. (PhD Education).
  • Attia, Mariam (2011). Teacher cognition and the use of technology in teaching Arabic to speakers of other languages. (PhD Education).
  • Arkhipenka, Volha (2017). A narrative exploration of  MA TESOL  participants’ professional development. (PhD Education)
  •  Breen, Paul. (2014). Teachers in transition: Developing actions, knowledge, and practice in the EAP classroom. (PhD Education).
  • Candarli, Duygu (2017).  A longitudinal study of  multi-word units in L1 and L2 novice academic writing. (PhD Education).
  • Chahal, Parneet  (2014). A narrative exploration of the lived experiences of street-connected young people in India. (Doctorate in Counselling Psychology).
  • Corcoran, Su (2016). Leaving the street? Exploring transition experiences of street connected children and youth in Kenya. (PhD Education).
  • Cudworth, Emily (2014). Making sense of breast cancer: A narrative study. (Doctorate in Counselling Psychology).
  • Davies, Derek (2010). Exploring group learning in Higher Education using discourse analysis. (Ed.D).
  • Dawson, Susan (2016). The language learning lives of English for Academic Purposes learners: From puzzlement to understanding and beyond in inclusive practitioner research. (PhD Education).
  • De Stefani, Magdalena (2012). Exploring the possible: Empowering English language teachers in provincial Uruguay through blended learning. (PhD Education).
  • Dolganova, Olga (2019). Exploration of classroom cultures of learning in the Russian EFL higher education context. (PhD Education).
  • Echávarri, Jaime (2016). ICT and education policies in developing contexts: The case of teachers in Mexico. (PhD in Development Policy and Management).
  • Fay, Richard (2004). Stories of emergent cultures of distance learning and collaboration: Understanding the CELSE-Hellenic Open University Project. (PhD Education).
  • Fitriyah, Siti M. (2017). Experiencing Policy Change and Reversal: Indonesian Teachers and the Language of Instruction. (Phd Education).
  • Firth, Miriam (2017). Skills and Knowledge for Service Encounters in  the Leisure Industry: Implications for UK Higher Education. (PhD Education).
  • Fritz, Thomas (2007). The acquisition of stress by adult learners of English.  (PhD Education).
  • Gray, Ben (2019). A micro-history of an in-service teacher training programme in post-Revolutionary Libya. (PhD Education)
  • Halldórsdóttir, Tanya (2014). Stories of our sister selves: How educated yemeni women experience the storylines available to them. (PhD Education).
  • Harvey, Lou (2014). Language learning motivation as ideological becoming: dialogues with six English-language learners. (PhD Education).
  • Hou, Helen (2012). Exploring the role of an online learning community in supporting preservice English language teacher’s school placement in a Chinese normal university. (PhD Education).
  • Huang, Zhuo Min (2019). Mindfulness and intercultural personhood: Understanding students’ intercultural experience at a culturally-diverse UK university. (PhD Education).
  • Hyo-shin Lee, Teresa (2003). The professional development of Korean English teachers in secondary schools through peer collaboration. (PhD Education).
  • Ivy, Taslima (2021). The recursive shaping of multimedia teachers, their figures worlds, and technology use in rural Bangladesh. (PhD Education).
  • Javier, Eljee. (2015). Narratively performed role identities of visible ethnic minority, native English speaking teachers in TESOL. (PhD Education).
  • Kaneva, Dimitra (2015). Understanding the experiences and engagement of children labelled as having English as an additional language in different school contexts: The case of primary to secondary school transition. (PhD Education).
  • Kariotaki, Sophia (2013). Under the shadow of recession: A narrative study of young Greek graduates’ experience of recession. (Doctorate in Counselling Psychology).
  • Khadrah, Samar (2007). NS-NNS interactions during text-based synchronous computer-mediated communication. (PhD Education).
  • Kostoulas, Achilleas (2014). A complex systems perspective on English Language Teaching: a case study of a language school in Greece. (PhD Education).
  • Krismiyati, Krismi (2019). Teachers’ intentionality in technology practice in an Indonesian context. (PhD Education).
  • Lee, WooJoo (2009). Views and experiences of English language education for young learners in South Korea. (PhD Education).
  • Liu, Tzu-Hsuan (2009). Teachers’ narrative understandings of the Taiwanese Foreign English Teachers Recruitment Project. (PhD Education).
  • Maandera, Bona (2019). Exploring technology integration by English language teacher trainees in Uganda. (PhD Education).
  • Motteram, Gary (2007). Crossing material boundaries: A cultural-historical case study of elearning materials development in China. (Doc.Ed).
  • Mira, Ola (2004). The influence of socio-cultural background and literary experience on the reading of Egyptian postgraduate students of English. (PhD Education).
  • Palacios, Nahielly (2019). Mexican EFL teachers narrating their professional development during their sojourn in the UK. (PhD Education).
  • Pérez-Gracia, Elisa (2016). Implementation of the intercultural axis in CLIL primary education: Assessment through teachers’ planning and textbooks. (PhD Education).
  • Reraki, Maria (2015). Dyslexia friendly practices in Greek primary EFL classrooms. (PhD Education).
  • Rostron, Magdalena (2019). Students’ experiences of othering: An ethnographic case study of an English language university preparatory programme in Qatar. (PhD Education).
  • Sahar, Rafida (2017). Exploring cultures of doctoral supervision: Narrative perspectives from the International Islamic University Malaysia. (PhD Education).
  • Sangani, Abdul-Hamid (2009). How reflective practice impacts on English writing teachers in a particular context in Iran. (PhD Education).
  • Smirnova, Lada (2019). Integrating technology into the university language classroom: A study of complexities and perezhivanie in teachers’ experiences.
  • Smith, Paul (2013). Academic literacy practices: Plausibility in the essays of a diverse social science cohort. (PhD Education).
  • Tantiniranat, Sutraphorn (2017). TESOL purposes and paradigms in an intercultural age: Practitioner perspectives from a Thai university. (PhD Education).
  • Toledo, Gloria (2005). Factors that influence implementation of information and communication technology for English as a Foreign Language in a Mexican educational context. (PhD Education).
  • Torres, Sandra (2006). Towards an understanding of the relationship between teachers? beliefs and their thinking about the use of generic tools in language education: three case studies in a Colombian context. (PhD Education).
  • Williams, Dylan (2020). Situated linguistic capital: Theorising South Korean higher education students’ perceptions of trust in English-medium instruction. (PhD Education).
  • Zhou, Xiaowei (2010). A narrative exploration of the UK academic acculturation experiences of students from Mainland China. (PhD Education).
  • Zhu, Xiaomei (2003). Teacher development: Implications for English major reform in China for the 21st Century. (PhD Education).

Calendar listing

2021

Ivy, Taslima (2021). The recursive shaping of multimedia teachers, their figures worlds, and technology use in rural Bangladesh. (PhD Education).

2020

Al-Senafi, Basemah (2020). Educational policy and decision-making in Kuwait: Learning from the case of EYL curriculum and assessment. (PhD Education).

Williams, Dylan (2020). Situated linguistic capital: Theorising South Korean higher education students’ perceptions of trust in English-medium instruction. (PhD Education).

2019

Dolganova, Olga (2019). Exploration of classroom cultures of learning in the Russian EFL higher education context. (PhD Education)

Gray, Ben (2019). A micro-history of an in-service teacher training programme in post-Revolutionary Libya. (PhD Education)

Huang, Zhuo Min (2019). Mindfulness and intercultural personhood: Understanding students’ intercultural experience at a culturally-diverse UK university. (PhD Education).

Krismiyati, Krismi (2019). Teachers’ intentionality in technology practice in an Indonesian context. (PhD Education).

Maandera, Bona (2019). Exploring technology integration by English language teacher trainees in Uganda. (PhD Education).

Palacios, Nahielly (2019). Mexican EFL teachers narrating their professional development
during their sojourn in the UK. (PhD Education).

Rostron, Magdalena (2019). Students’ experiences of othering: An ethnographic case study of an English language university preparatory programme in Qatar. (PhD Education).

Smirnova, Lada (2019). Integrating technology into the university language classroom: A study of complexities and perezhivanie in teachers’ experiences.

2018

A rare year of no graduations.

2017

Arkhipenka, Volha (2017). A narrative exploration of  MA TESOL  participants’ professional development. (PhD Education).

Candarli, Duygu (2017). A longitudinal study of  multi-word units in L1 and L2 novice  academic writing. (PhD Education).

Fitriyah, Siti M. (2017). Experiencing policy change and reversal: Indonesian teachers and the language of instruction. (Phd Education).

Firth, Miriam (2017). Skills and knowledge for service encounters in the leisure industry: Implications for UK higher education. (PhD Education).

Sahar, Rafida (2017). Exploring cultures of doctoral supervision: Narrative perspectives from the International Islamic University Malaysia. (PhD Education).

Tantiniranat, Sutraphorn (2017). TESOL purposes and paradigms in an intercultural age: Practitioner perspectives from a Thai university. (PhD Education).

2016

AlAbbasi, Dalal (2016). The experiences of Saudi female teachers using technology in primary schools in Saudi Arabia. (PhD Education).

Alenaizi, Hussain (2016). Disability and Kuwaiti society: A critical realist approach to participatory research in contemporary Kuwaiti society. (PhD Education).

Corcoran, Su (2016). Leaving the street? Exploring transition experiences of street connected children and youth in Kenya. (PhD Education).

Dawson, Susan (2016). The language learning lives of English for academic purposes learners: From puzzlement to understanding and beyond in inclusive practitioner research. (PhD Education).

Echávarri, Jaime (2016). ICT and education policies in developing contexts: The case of teachers in Mexico. (PhD in Development Policy and Management).

Pérez-Gracia, Elisa (2016).  Implementation of the intercultural axis in CLIL primary education: assessment through teachers’ planning and textbooks. (PhD Education).

2015

Javier, Eljee. (2015).  Narratively performed role identities of visible ethnic minority, native English speaking teachers in TESOL. (PhD Education).

Kaneva, Dimitra. (2015). Understanding the experiences and engagement of children labelled as having English as an additional language in different school contexts: The case of primary to secondary school transition. (PhD Education).

Reraki, Maria (2015). Dyslexia friendly practices in Greek primary EFL classrooms. (PhD Education).

2014

Breen, Paul. (2014). Teachers in transition: Developing actions, knowledge, and practice in the EAP classroom. (PhD Education).

Chahal, Parneet.  (2014). A narrative exploration of the lived experiences of street-connected young people in India. (Doctorate in Counselling Psychology).

Cudworth, Emily. (2014). Making sense of breast cancer: narrative study. (Doctorate in Counselling Psychology).

Halldórsdóttir, Tanya. (2014).  Stories of our sister selves: How educated yemeni women experience the storylines available to them. (PhD Education).

Harvey, Lou. (2014). Language learning motivation as ideological becoming: dialogues with six english-language learners. (PhD Education).

Kostoulas, Achilleas. (2014). A complex systems perspective on English Language Teaching: a case study of a language school in Greece. (PhD Education).

2013

Smith, Paul. (2013). Academic literacy practices: plausibility in the essays of a diverse social science cohort. (PhD Education).

Kariotaki, Sophia. (2013). Under the shadow of recession: a narrative study of young Greek graduates’ experience of recession. (Doctorate in Counselling Psychology).

2012

De Stefani, Magdalena. (2012). Exploring the possible: Empowering English language teachers in provincial Uruguay through blended learning. (PhD Education).

Hou, Helen. (2012). Exploring the role of an online learning community in supporting preservice English language teacher’s school placement in a Chinese normal university. (PhD Education).

2011

Attia, Mariam (2011). Teacher cognition and the use of technology in teaching Arabic to speakers of other languages.

2010

Davies, Derek (2010). Exploring group learning in Higher Education using discourse analysis. (Ed.D)

Zhou, Xiaowei (2010). A Narrative exploration of the UK academic acculturation experiences of students from mainland China. (PhD Education).

2009

Al Otaibi, Hind (2009). The impact of using computers in EFL reading classrooms at COLT. (PhD Education).

Lee, WooJoo (2009). Views and experiences of English language education for young learners in South Korea. (PhD Education).

Liu, Tzu-Hsuan (2009). Teachers’ narrative understandings of the Taiwanese foreign English teachers recruitment project. (PhD Education).

Sangani, Abdul-Hamid (2009). How reflective practice Impacts on English Writing Teachers in a particular context in Iran. (PhD Education).

2007

Al-Aji, Suha (2007). Second language acquisition and formal instruction: The case of third person singular. (PhD Education).

Fritz, Thomas (2007). The acquisition of stress by adult learners of English. (PhD Education).

Khadrah, Samar (2007). NS-NNS interactions during text-based synchronous computer-mediated communication. (PhD Education).

Motteram, Gary (2007). Crossing material boundaries: A cultural-historical case study of elearning materials development in China. (PhD Education).

2006

Torres, Sandra (2006). Towards an understanding of the relationship between teachers? beliefs and their thinking about the use of generic tools in language education: three case studies in a Colombian context. (PhD education).

2005

Andrews, Jane (2005). Educating teachers in language testing and assessment on a master’s degree programme. (PhD Education).

Toledo, Gloria (2005). Factors that influence implementation of information and communication technology for English as a Foreign Language in a Mexican educational context. (PhD Education).

2004

Fay, Richard (2004). Stories of emergent cultures of distance learning and collaboration: Understanding the CELSE-Hellenic Open University Project. (PhD Education).

Mira, Ola (2004). The influence of socio-cultural background and literary experience on the reading of Egyptian postgraduate students of English. (PhD Education).

2003

Hyo-shin Lee, Teresa (2003). The professional development of Korean English teachers in secondary schools through peer collaboration. (PhD Education).

Zhu, Xiaomei (2003). Teacher development: Implications for English major reform in China for the 21st Century. (PhD Education).