Department of Education

Jessica Briggs Baffoe-Djan

Research Lecturer in Applied Linguistics / Second Language Acquisition

College Affiliation: Kellogg College

Jessica Briggs Baffoe-Djan is Departmental Lecturer in Second Language Acquisition and Course Director of the MSc Applied Linguistics & Second Language Acquisition (ALSLA).

A member of the Applied Linguistics and English Medium Instruction research groups, Jessica lectures and supervises on the MSc ALSLA, the MSc Applied Linguistics for Language Teaching (ALLT), the MSc Learning & Teaching (MLT), and the DPhil Education.

Prior to pursuing an academic career Jessica worked as an English language teacher for over a decade both in the UK and overseas. She holds an MSc in Applied Linguistics & Second Language Acquisition, an MSc in Educational Research Methodology, a DPhil in Education and a PGDip in Learning & Teaching in Higher Education, all from the University of Oxford.

Jessica’s academic interests derive from a situated cognitivist theoretical perspective and centre on non-instructed second language learning among adults. She is particularly interested in second language acquisition/development/use in informal contexts of learning; English-medium instruction (EMI); study abroad; second language lexical development; and language learner strategies. Her research is currently funded by EMI Oxford and the British Council.

Jessica is a Junior Research Fellow of Kellogg College, a Senior Fellow of the Higher Education Academy and a member of the Executive Committee of the British Association for Applied Linguistics (BAAL).

Doctoral Applications

  • L2 vocabulary learning/use in English-medium instruction settings
  • The relationships between lexical coverage and L2 comprehension in academic settings
  • Second language (L2) lexical development in informal (i.e. non-instructed) language learning contexts, including study abroad
  • Language learner strategies for vocabulary acquisition/comprehension

Publications:

  • Featured Publications

    • Briggs, JG, Dearden, J, Macaro, E (2018) “English medium instruction: Comparing teacher beliefs in secondary and tertiary education”, Studies in Second Language Learning and Teaching.
      DOI: http://doi.org/10.14746/ssllt.2018.8.3.7

    • Rose, H, Briggs, JG, Boggs, JA, Sergio, L, Ivanova-Slavianskaia, N (2018) “A systematic review of language learner strategy research in the face of self-regulation”, SYSTEM.
      DOI: http://doi.org/10.1016/j.system.2017.12.002

    • Smith, SA, Briggs, JG, Pothier, H, Garcia, JN (2017) “‘Mental Workouts for Couch Potatoes’: Executive Function Variation among Spanish–English Bilingual Young Adults”, Applied Linguistics.
      DOI: http://doi.org/10.1093/applin/amx038

    • Briggs, JG (2016) “A mixed-methods study of vocabulary-related strategic behaviour in informal L2 contact”, Study Abroad Research in Second Language Acquisition and International Education.
      DOI: http://doi.org/10.1075/sar.1.1.03bri

    • Briggs, JG (2015) “Out-of-class language contact and vocabulary gain in a study abroad context”, SYSTEM.
      DOI: http://doi.org/10.1016/j.system.2015.07.007

  • Book chapters

    • BRIGGS BAFFOE-DJAN, JESSICA, Smith, SA (2019) “Descriptive Statistics in Data Analysis”, In: H ROSE, J McKinley (eds.) The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

    • Briggs, JG (2017) “Grappling with originality and grounding in qualitative data analysis”, In: J McKinley, H Rose (eds.) Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. London: Routledge. 182-191

  • Journal articles

    • Briggs, JG, Dearden, J, Macaro, E (2018) “English medium instruction: Comparing teacher beliefs in secondary and tertiary education”, Studies in Second Language Learning and Teaching. 8(3) 673-696.
      DOI: http://doi.org/10.14746/ssllt.2018.8.3.7

    • Rose, H, Briggs, JG, Boggs, JA, Sergio, L, Ivanova-Slavianskaia, N (2018) “A systematic review of language learner strategy research in the face of self-regulation”, SYSTEM. 72 151-163.
      DOI: http://doi.org/10.1016/j.system.2017.12.002

    • Smith, SA, Briggs, JG, Pothier, H (2018) “Exploring variation in reading comprehension among young adult Spanish-English bilinguals: The role of environmental language contact and attitudes toward reading”, INTERNATIONAL JOURNAL OF BILINGUALISM. 22(6) 695-716.
      DOI: http://doi.org/10.1177/1367006917690913

    • Briggs, JG, Smith, SA (2017) “English Medium Instruction and Idiomaticity in English as a Lingua Franca”, Iranian Journal of Language Teaching Research. 5. (3) 27-44.

    • Smith, SA, Briggs, JG, Pothier, H, Garcia, JN (2017) “‘Mental Workouts for Couch Potatoes’: Executive Function Variation among Spanish–English Bilingual Young Adults”, Applied Linguistics.
      DOI: http://doi.org/10.1093/applin/amx038

    • Briggs, JG (2016) “A mixed-methods study of vocabulary-related strategic behaviour in informal L2 contact”, Study Abroad Research in Second Language Acquisition and International Education. 1(1) 61-87.
      DOI: http://doi.org/10.1075/sar.1.1.03bri

    • Briggs, JG (2015) “Pérez-Vidal, C. (ed.) (2014) Language Acquisition in Study Abroad and Formal Instruction Contexts. Amsterdam/Philadelphia: John Benjamins Publishing Company. 329 pages. ISBN:978 90 272 0531 5”, International Journal of Applied Linguistics. 25(1) 130-131.
      DOI: http://doi.org/10.1111/ijal.12105

    • Briggs, JG (2015) “A context-specific research tool to probe the out-of-class vocabulary-related strategies of study-abroad learners”, International Journal of Applied Linguistics (United Kingdom). 25(3) 291-314.
      DOI: http://doi.org/10.1111/ijal.12070

    • Briggs, JG (2015) “Out-of-class language contact and vocabulary gain in a study abroad context”, SYSTEM. 53 129-140.
      DOI: http://doi.org/10.1016/j.system.2015.07.007

    • Briggs, JG (2012) “Language Learning and Study Abroad: A Critical Reading of Research”, SYSTEM. 40(2) 320-322.
      DOI: http://doi.org/10.1016/j.system.2012.04.006

  • Reports

    • Briggs, JG, Walter, C (2016) Read On! Extensive reading and young second language learners’ motivation and attitudes. Oxford University Press.

    • Walter, HC, Briggs, J (2012) What professional development makes the most difference to teachers?.

  • Other

    • Briggs, JG (2014) A study of the relationships between informal second language contact, vocabulary-related strategic behaviour and vocabulary gain in a study abroad context - unpublished doctoral thesis. Department of Education, University of Oxford.

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