Viewing archives for Applied Linguistics

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

• Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.

• Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
• Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.

• Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
• Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
• Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

• Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)

• Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
• Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Dr Anna-Maria Ramezanzadeh is a Departmental Lecturer in Applied Linguistics, a language researcher and a curriculum developer. Her research areas include Arabic applied linguistics, language learning motivation, and individual and group differences in second language acquisition.

She is currently conducting a funded review of existing research on the teaching and learning of the Arabic language, having also produced research for the British Council and the AHRC Creative Multilingualism project. She has taught Arabic at undergraduate and graduate levels at the University of Oxford and has experience in designing curricula for in-person and online Arabic language programs.

She received her doctorate in Education, focussing on Arabic applied linguistics, from the University of Oxford’s Department of Education, along with her MSc in Applied Linguistics and Second Language Acquisition, and a bachelor’s degree in Arabic and Persian from the Faculty of Asian and Middle Eastern Studies.

Publications

• Ramezanzadeh, A. M., & Woore, R. (2023). Scoping Review of Teaching and Learning Arabic as an L2 – Database. https://ora.ox.ac.uk/objects/uuid:322b75c2-9a5b-4214-9df7-a81b1d5e848b.
• Ramezanzadeh, A. M. (2021). Motivation and multiglossia: Exploring the learning of Arabic in UK schools [PhD thesis]. University of Oxford. https://ora.ox.ac.uk/objects/uuid:2135e20b-1a02-41a9-9a1f-b21b03bd6d14/files/d9019s2655
• Ramezanzadeh, A. M. (2016). One Size Fits All? An Analysis of Heritage and Non-Heritage Language Learner Performance in GCSE Arabic. British Council. https://www.britishcouncil.org/sites/default/files/an_analysis_of_heritage_and_non-heritage_language_learner_performance_in_gcse_arabic.pdf

Shuo-Fang earned a Bachelor’s degree from National Chengchi University (Taiwan) and a Master’s degree from Boston University. He has teaching experience in various EFL contexts including international high school, educational institute, and graduate language program.

Shuo-Fang’s areas of interest lie in applied linguistics, particularly phonetics/phonology and speech perception. As an Oxford-Taiwan Graduate Scholar, Shuo-Fang is currently undertaking his doctoral research, supervised by Dr Elizabeth Wonnacott and Dr Robert Woore. His doctoral project is mostly experimental and explores second language learners’ difficulty in processing English connected speech.

Shuo-Fang is affiliated with two research groups: Applied Linguistics and Wonnacott-Nation Lab (developmental cognitive psychology).

Publications

Liang, S., & Yu, H. (2021). Chinese students’ willingness to communicate in EFL classrooms: A case study of students at a Sino-foreign university. Professional and Academic English, 28(2), 15–33.

Athina is a Research Officer working on TalkTogether: Supporting Oral Language Development.

The project investigates children’s oral language in multilingual urban poor contexts, with an aim to develop and evaluate an intervention programme for kindergarten classes. TalkTogether is an international collaboration led by Prof. Sonali Nag and involves academic and non-academic partners in India.

Athina completed her PhD in Applied Linguistics at the University of Cambridge being awarded a PhD Studentship from the Department of Theoretical and Applied Linguistics. Before her PhD, Athina obtained a MA in Linguistics from the Radboud University Nijmegen, in the Netherlands. During her MA studies, she did an internship at the University of Amsterdam where she was involved in testing bilingual children and used the data to write her MA thesis on the occurrence of cross-linguistic influence in the acquisition of grammatical gender by Greek-Dutch bilingual children. She also worked as a student assistant for three months at the Center for Language and Speech Technology of the Radboud University of Nijmegen with her task being the preparation of a literature overview of the indicators investigated and reported in the literature to predict L2 oral proficiency, as well as, a review of the systems (manual and automatic) used to evaluate speaking proficiency. She holds a BA in Greek Philology from the Aristotle University of Thessaloniki, Greece. During her BA, she also spent an academic year at the University Pompeu Fabra, Barcelona, Spain as a student being awarded an Erasmus scholarship. Finally, she has a CELTA (Certificate in Teaching English to Speakers of Other Languages) and has some teaching experience with children and adults in various settings (immigrant populations, undergraduates, foreign and repatriated students).

In her previous research, she investigated age (of onset) and first language effects on the acquisition of English grammar (focusing on finiteness) by Chinese and Russian child learners in a minimal input EFL (English as a Foreign Language) context. During her current role, she is involved in various research projects within TalkTogether all focusing on shedding light on child oral language development of (Kannada-speaking) children and/or aiming to support their oral language development through interventions.

Her research interests involve child (second) language acquisition with a particular interest in the development of morphosyntax, the factors both linguistic and contextual that shape it, and the support of oral language development through classroom interventions to help children be ‘readier’ for literacy and school.

Conference Papers

1. ‘Age in child L2 acquisition: The case of finiteness’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the EuroSLA 28 conference, Munster, Germany, September 5-8, 2018.
2. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of age’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Age effects in bilingual language acquisition’ in Poznan, Poland, March 7-8, 2019.
3. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of L1 (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Tenselessness II’ in Lisbon, Portugal, October 3-4, 2019.

Poster presentations

1. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the Lead summer school for L2 acquisition, University of Tübingen, Germany, July 23-27, 2018.
2. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the School on Experimental and Corpus Linguistics, Aristotle University of Thessaloniki, Greece, September 25-27, 2018.

Laura is Co-Director of the University of Oxford Education Deanery and subject lead for the PGCE in Modern Languages. She also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Prior to coming to the Department of Education Oxford, Liz held positions as an Associate Professor in the Division of Language Sciences at UCL and an Assistant Professor in Psychology at Warwick.

She was previously at Oxford as a Junior Research Fellow housed in the Department of Experimental Psychology and Linacre College. Her degrees are in Linguistics and Artificial Intelligence (University of Edinburgh;  MA Hons) and Brain and Cognitive Sciences (University of Rochester, USA; MSc & PhD). Between her degrees, she worked briefly as Teacher of English to students of other languages.

Broadly speaking, Liz is interested in human language learning. Her research explores the extent to which this rests on input-driven, statistical learning processes, both in the context of learning a first native language, and in learning further languages in later childhood or adulthood. She is interested in learning that occurs both in naturalistic contexts and in input-limited contexts (such as the classroom), as well in the educational implications of statistical learning approaches for modern foreign language instruction. She also has an interest in the development of literacy and in language processing.

From a theoretical perspective, Liz has recently become interested in whether human language may be understood in terms of discriminative learning — a well-understood theory of learning developed in the study of animal learning. This work is funded by a grant from the Leverhulme Trust.

See also https://languagelearninglab-ox.com/

Publications

• Dong H, Clayards M, Brown H, Wonnacott E. 2019. The effects of high versus low talker variability and
  individual aptitude on phonetic training of Mandarin lexical tones. PeerJ 7:e7191 https://doi.org/10.7717/peerj.7191
• Sinkeviciute, R., Brown, H., Brekelmans, G., & Wonnacott, E. (2019) The role of input variability and learner
  age in second language vocabulary learning. Studies in Second Language Acquisition, 1-26.
• Samara, A., Singh, D., & Wonnacott, E. (2018) Statistical learning and spelling: Evidence from an incidental
  learning experiment with children. Cognition, 182, 25-30. DOI 10.1016
• Amridge, B., Barak, L., Wonnacott, E., Bannard, C., & Sala, G. (2018) Effects of Both Preemption and Entrenchment in the Retreat from Verb Overgeneralization Errors: Four Reanalyses, an Extended Replication, and a Meta-Analytic Synthesis. Collabra: Psychology, 4(1), 23.
• Giannakopoulou, A., Brown, H., Clayards, M., & Wonnacott, E. (2017) High or Low? Comparing high and low-variability phonetic training in adult and child second language learners. PeerJ 5:e3209; DOI 10.7717/peerj.3209
• Wonnacott, E., Brown, H., & Nation, K. (2017) Skewing the evidence: The effect of input structure on child
  and adult learning of lexically-based patterns in an artificial language. Journal of Memory and Language, 95, 46-48. 10.1016/j.jml.2017.01.005 Rcode data
• Samara, A. Smith, K., Brown, H., & Wonnacott, E. (2017) Acquiring variation in an artificial language:
  children and adults are sensitive to socially-conditioned linguistic variation. Cognitive Psychology, 94, 85-114
• Smith, K., Perfors, A., Fehér, O., Samara, A., Swoboda, K., & Wonnacott, E. (2017) Language learning,
  language use and the evolution of linguistic variation. Phil. Trans. R. Soc. B, 372(1711), 20160051.
• Fehér, O., Wonnacott, E., & Smith, K. (2016) Structural priming in artificial languages and the regularisation
  of unpredictable variation. Journal of Memory and Language. 91, 158–180.
• Wonnacott, E., Joseph, H. S. S. L., Adelman, J. S. and Nation, K. (2016) Is children’s reading “good
  enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology, 69 (5). Pp. 855-879.
• Joseph, H. S., Wonnacott, E., Forbes, P., & Nation, K. (2014) Becoming a written word: Eye movements
  reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133(1), 238-248.
• Wonnacott, E. (2013) Statistical Mechanisms in Language Acquisition. In P. Binder & K. Smith (eds.). The
  Language Phenomenon, Springer.
• Wonnacott, E., Boyd, J.K, Thomson. J.J., & Goldberg, A.E. (2012) Input effects on the acquisition of a
  novel phrasal construction in 5 year olds. Journal of Memory and Language, 66, 458-478.
• Wonnacott, E. (2011) Balancing generalization and lexical conservatism: An artificial language study with
  child learners. Journal of Memory and Language, 65, 1-14.
• Perfors, A. & Wonnacott, E. (2011) Bayesian modelling of sources of constraint in language acquisition. In:
  Arnon, Inbal and Clarke, Eve V., (eds.) Experience, variation and generalization : learning a first language. Amsterdam ; Philadelphia: John Benjamins , pp. 277-294
• Smith, K., & Wonnacott, E. (2010) Eliminating unpredictable variation through iterated learning. Cognition,
  116, 444-449.
• Perfors, A., Tenenbaum, J.B., & Wonnacott, E. (2010) Variability, negative evidence, and the acquisition of
  verb argument constructions. Journal of Child Language, 37, 607-642.
• Wonnacott, E., Newport, E.L., & Tanenhaus, M.K. (2008) Acquiring and processing verb argument
  structure: Distributional learning in a miniature language. Cognitive Psychology, 56, 165-209.
• Wonnacott, E., & Watson, G. (2008) Acoustic emphasis in four year olds. Cognition, 107, 1093-101.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

• Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.

• Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
• Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.

• Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
• Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
• Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

• Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)

• Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
• Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Dr Anna-Maria Ramezanzadeh is a Departmental Lecturer in Applied Linguistics, a language researcher and a curriculum developer. Her research areas include Arabic applied linguistics, language learning motivation, and individual and group differences in second language acquisition.

She is currently conducting a funded review of existing research on the teaching and learning of the Arabic language, having also produced research for the British Council and the AHRC Creative Multilingualism project. She has taught Arabic at undergraduate and graduate levels at the University of Oxford and has experience in designing curricula for in-person and online Arabic language programs.

She received her doctorate in Education, focussing on Arabic applied linguistics, from the University of Oxford’s Department of Education, along with her MSc in Applied Linguistics and Second Language Acquisition, and a bachelor’s degree in Arabic and Persian from the Faculty of Asian and Middle Eastern Studies.

Publications

• Ramezanzadeh, A. M., & Woore, R. (2023). Scoping Review of Teaching and Learning Arabic as an L2 – Database. https://ora.ox.ac.uk/objects/uuid:322b75c2-9a5b-4214-9df7-a81b1d5e848b.
• Ramezanzadeh, A. M. (2021). Motivation and multiglossia: Exploring the learning of Arabic in UK schools [PhD thesis]. University of Oxford. https://ora.ox.ac.uk/objects/uuid:2135e20b-1a02-41a9-9a1f-b21b03bd6d14/files/d9019s2655
• Ramezanzadeh, A. M. (2016). One Size Fits All? An Analysis of Heritage and Non-Heritage Language Learner Performance in GCSE Arabic. British Council. https://www.britishcouncil.org/sites/default/files/an_analysis_of_heritage_and_non-heritage_language_learner_performance_in_gcse_arabic.pdf

Shuo-Fang earned a Bachelor’s degree from National Chengchi University (Taiwan) and a Master’s degree from Boston University. He has teaching experience in various EFL contexts including international high school, educational institute, and graduate language program.

Shuo-Fang’s areas of interest lie in applied linguistics, particularly phonetics/phonology and speech perception. As an Oxford-Taiwan Graduate Scholar, Shuo-Fang is currently undertaking his doctoral research, supervised by Dr Elizabeth Wonnacott and Dr Robert Woore. His doctoral project is mostly experimental and explores second language learners’ difficulty in processing English connected speech.

Shuo-Fang is affiliated with two research groups: Applied Linguistics and Wonnacott-Nation Lab (developmental cognitive psychology).

Publications

Liang, S., & Yu, H. (2021). Chinese students’ willingness to communicate in EFL classrooms: A case study of students at a Sino-foreign university. Professional and Academic English, 28(2), 15–33.

Athina is a Research Officer working on TalkTogether: Supporting Oral Language Development.

The project investigates children’s oral language in multilingual urban poor contexts, with an aim to develop and evaluate an intervention programme for kindergarten classes. TalkTogether is an international collaboration led by Prof. Sonali Nag and involves academic and non-academic partners in India.

Athina completed her PhD in Applied Linguistics at the University of Cambridge being awarded a PhD Studentship from the Department of Theoretical and Applied Linguistics. Before her PhD, Athina obtained a MA in Linguistics from the Radboud University Nijmegen, in the Netherlands. During her MA studies, she did an internship at the University of Amsterdam where she was involved in testing bilingual children and used the data to write her MA thesis on the occurrence of cross-linguistic influence in the acquisition of grammatical gender by Greek-Dutch bilingual children. She also worked as a student assistant for three months at the Center for Language and Speech Technology of the Radboud University of Nijmegen with her task being the preparation of a literature overview of the indicators investigated and reported in the literature to predict L2 oral proficiency, as well as, a review of the systems (manual and automatic) used to evaluate speaking proficiency. She holds a BA in Greek Philology from the Aristotle University of Thessaloniki, Greece. During her BA, she also spent an academic year at the University Pompeu Fabra, Barcelona, Spain as a student being awarded an Erasmus scholarship. Finally, she has a CELTA (Certificate in Teaching English to Speakers of Other Languages) and has some teaching experience with children and adults in various settings (immigrant populations, undergraduates, foreign and repatriated students).

In her previous research, she investigated age (of onset) and first language effects on the acquisition of English grammar (focusing on finiteness) by Chinese and Russian child learners in a minimal input EFL (English as a Foreign Language) context. During her current role, she is involved in various research projects within TalkTogether all focusing on shedding light on child oral language development of (Kannada-speaking) children and/or aiming to support their oral language development through interventions.

Her research interests involve child (second) language acquisition with a particular interest in the development of morphosyntax, the factors both linguistic and contextual that shape it, and the support of oral language development through classroom interventions to help children be ‘readier’ for literacy and school.

Conference Papers

1. ‘Age in child L2 acquisition: The case of finiteness’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the EuroSLA 28 conference, Munster, Germany, September 5-8, 2018.
2. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of age’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Age effects in bilingual language acquisition’ in Poznan, Poland, March 7-8, 2019.
3. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of L1 (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Tenselessness II’ in Lisbon, Portugal, October 3-4, 2019.

Poster presentations

1. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the Lead summer school for L2 acquisition, University of Tübingen, Germany, July 23-27, 2018.
2. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the School on Experimental and Corpus Linguistics, Aristotle University of Thessaloniki, Greece, September 25-27, 2018.

Laura is Co-Director of the University of Oxford Education Deanery and subject lead for the PGCE in Modern Languages. She also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Prior to coming to the Department of Education Oxford, Liz held positions as an Associate Professor in the Division of Language Sciences at UCL and an Assistant Professor in Psychology at Warwick.

She was previously at Oxford as a Junior Research Fellow housed in the Department of Experimental Psychology and Linacre College. Her degrees are in Linguistics and Artificial Intelligence (University of Edinburgh;  MA Hons) and Brain and Cognitive Sciences (University of Rochester, USA; MSc & PhD). Between her degrees, she worked briefly as Teacher of English to students of other languages.

Broadly speaking, Liz is interested in human language learning. Her research explores the extent to which this rests on input-driven, statistical learning processes, both in the context of learning a first native language, and in learning further languages in later childhood or adulthood. She is interested in learning that occurs both in naturalistic contexts and in input-limited contexts (such as the classroom), as well in the educational implications of statistical learning approaches for modern foreign language instruction. She also has an interest in the development of literacy and in language processing.

From a theoretical perspective, Liz has recently become interested in whether human language may be understood in terms of discriminative learning — a well-understood theory of learning developed in the study of animal learning. This work is funded by a grant from the Leverhulme Trust.

See also https://languagelearninglab-ox.com/

Publications

• Dong H, Clayards M, Brown H, Wonnacott E. 2019. The effects of high versus low talker variability and
  individual aptitude on phonetic training of Mandarin lexical tones. PeerJ 7:e7191 https://doi.org/10.7717/peerj.7191
• Sinkeviciute, R., Brown, H., Brekelmans, G., & Wonnacott, E. (2019) The role of input variability and learner
  age in second language vocabulary learning. Studies in Second Language Acquisition, 1-26.
• Samara, A., Singh, D., & Wonnacott, E. (2018) Statistical learning and spelling: Evidence from an incidental
  learning experiment with children. Cognition, 182, 25-30. DOI 10.1016
• Amridge, B., Barak, L., Wonnacott, E., Bannard, C., & Sala, G. (2018) Effects of Both Preemption and Entrenchment in the Retreat from Verb Overgeneralization Errors: Four Reanalyses, an Extended Replication, and a Meta-Analytic Synthesis. Collabra: Psychology, 4(1), 23.
• Giannakopoulou, A., Brown, H., Clayards, M., & Wonnacott, E. (2017) High or Low? Comparing high and low-variability phonetic training in adult and child second language learners. PeerJ 5:e3209; DOI 10.7717/peerj.3209
• Wonnacott, E., Brown, H., & Nation, K. (2017) Skewing the evidence: The effect of input structure on child
  and adult learning of lexically-based patterns in an artificial language. Journal of Memory and Language, 95, 46-48. 10.1016/j.jml.2017.01.005 Rcode data
• Samara, A. Smith, K., Brown, H., & Wonnacott, E. (2017) Acquiring variation in an artificial language:
  children and adults are sensitive to socially-conditioned linguistic variation. Cognitive Psychology, 94, 85-114
• Smith, K., Perfors, A., Fehér, O., Samara, A., Swoboda, K., & Wonnacott, E. (2017) Language learning,
  language use and the evolution of linguistic variation. Phil. Trans. R. Soc. B, 372(1711), 20160051.
• Fehér, O., Wonnacott, E., & Smith, K. (2016) Structural priming in artificial languages and the regularisation
  of unpredictable variation. Journal of Memory and Language. 91, 158–180.
• Wonnacott, E., Joseph, H. S. S. L., Adelman, J. S. and Nation, K. (2016) Is children’s reading “good
  enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology, 69 (5). Pp. 855-879.
• Joseph, H. S., Wonnacott, E., Forbes, P., & Nation, K. (2014) Becoming a written word: Eye movements
  reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133(1), 238-248.
• Wonnacott, E. (2013) Statistical Mechanisms in Language Acquisition. In P. Binder & K. Smith (eds.). The
  Language Phenomenon, Springer.
• Wonnacott, E., Boyd, J.K, Thomson. J.J., & Goldberg, A.E. (2012) Input effects on the acquisition of a
  novel phrasal construction in 5 year olds. Journal of Memory and Language, 66, 458-478.
• Wonnacott, E. (2011) Balancing generalization and lexical conservatism: An artificial language study with
  child learners. Journal of Memory and Language, 65, 1-14.
• Perfors, A. & Wonnacott, E. (2011) Bayesian modelling of sources of constraint in language acquisition. In:
  Arnon, Inbal and Clarke, Eve V., (eds.) Experience, variation and generalization : learning a first language. Amsterdam ; Philadelphia: John Benjamins , pp. 277-294
• Smith, K., & Wonnacott, E. (2010) Eliminating unpredictable variation through iterated learning. Cognition,
  116, 444-449.
• Perfors, A., Tenenbaum, J.B., & Wonnacott, E. (2010) Variability, negative evidence, and the acquisition of
  verb argument constructions. Journal of Child Language, 37, 607-642.
• Wonnacott, E., Newport, E.L., & Tanenhaus, M.K. (2008) Acquiring and processing verb argument
  structure: Distributional learning in a miniature language. Cognitive Psychology, 56, 165-209.
• Wonnacott, E., & Watson, G. (2008) Acoustic emphasis in four year olds. Cognition, 107, 1093-101.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

• Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.

• Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
• Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.

• Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
• Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
• Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

• Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)

• Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
• Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Dr Anna-Maria Ramezanzadeh is a Departmental Lecturer in Applied Linguistics, a language researcher and a curriculum developer. Her research areas include Arabic applied linguistics, language learning motivation, and individual and group differences in second language acquisition.

She is currently conducting a funded review of existing research on the teaching and learning of the Arabic language, having also produced research for the British Council and the AHRC Creative Multilingualism project. She has taught Arabic at undergraduate and graduate levels at the University of Oxford and has experience in designing curricula for in-person and online Arabic language programs.

She received her doctorate in Education, focussing on Arabic applied linguistics, from the University of Oxford’s Department of Education, along with her MSc in Applied Linguistics and Second Language Acquisition, and a bachelor’s degree in Arabic and Persian from the Faculty of Asian and Middle Eastern Studies.

Publications

• Ramezanzadeh, A. M., & Woore, R. (2023). Scoping Review of Teaching and Learning Arabic as an L2 – Database. https://ora.ox.ac.uk/objects/uuid:322b75c2-9a5b-4214-9df7-a81b1d5e848b.
• Ramezanzadeh, A. M. (2021). Motivation and multiglossia: Exploring the learning of Arabic in UK schools [PhD thesis]. University of Oxford. https://ora.ox.ac.uk/objects/uuid:2135e20b-1a02-41a9-9a1f-b21b03bd6d14/files/d9019s2655
• Ramezanzadeh, A. M. (2016). One Size Fits All? An Analysis of Heritage and Non-Heritage Language Learner Performance in GCSE Arabic. British Council. https://www.britishcouncil.org/sites/default/files/an_analysis_of_heritage_and_non-heritage_language_learner_performance_in_gcse_arabic.pdf

Shuo-Fang earned a Bachelor’s degree from National Chengchi University (Taiwan) and a Master’s degree from Boston University. He has teaching experience in various EFL contexts including international high school, educational institute, and graduate language program.

Shuo-Fang’s areas of interest lie in applied linguistics, particularly phonetics/phonology and speech perception. As an Oxford-Taiwan Graduate Scholar, Shuo-Fang is currently undertaking his doctoral research, supervised by Dr Elizabeth Wonnacott and Dr Robert Woore. His doctoral project is mostly experimental and explores second language learners’ difficulty in processing English connected speech.

Shuo-Fang is affiliated with two research groups: Applied Linguistics and Wonnacott-Nation Lab (developmental cognitive psychology).

Publications

Liang, S., & Yu, H. (2021). Chinese students’ willingness to communicate in EFL classrooms: A case study of students at a Sino-foreign university. Professional and Academic English, 28(2), 15–33.

Athina is a Research Officer working on TalkTogether: Supporting Oral Language Development.

The project investigates children’s oral language in multilingual urban poor contexts, with an aim to develop and evaluate an intervention programme for kindergarten classes. TalkTogether is an international collaboration led by Prof. Sonali Nag and involves academic and non-academic partners in India.

Athina completed her PhD in Applied Linguistics at the University of Cambridge being awarded a PhD Studentship from the Department of Theoretical and Applied Linguistics. Before her PhD, Athina obtained a MA in Linguistics from the Radboud University Nijmegen, in the Netherlands. During her MA studies, she did an internship at the University of Amsterdam where she was involved in testing bilingual children and used the data to write her MA thesis on the occurrence of cross-linguistic influence in the acquisition of grammatical gender by Greek-Dutch bilingual children. She also worked as a student assistant for three months at the Center for Language and Speech Technology of the Radboud University of Nijmegen with her task being the preparation of a literature overview of the indicators investigated and reported in the literature to predict L2 oral proficiency, as well as, a review of the systems (manual and automatic) used to evaluate speaking proficiency. She holds a BA in Greek Philology from the Aristotle University of Thessaloniki, Greece. During her BA, she also spent an academic year at the University Pompeu Fabra, Barcelona, Spain as a student being awarded an Erasmus scholarship. Finally, she has a CELTA (Certificate in Teaching English to Speakers of Other Languages) and has some teaching experience with children and adults in various settings (immigrant populations, undergraduates, foreign and repatriated students).

In her previous research, she investigated age (of onset) and first language effects on the acquisition of English grammar (focusing on finiteness) by Chinese and Russian child learners in a minimal input EFL (English as a Foreign Language) context. During her current role, she is involved in various research projects within TalkTogether all focusing on shedding light on child oral language development of (Kannada-speaking) children and/or aiming to support their oral language development through interventions.

Her research interests involve child (second) language acquisition with a particular interest in the development of morphosyntax, the factors both linguistic and contextual that shape it, and the support of oral language development through classroom interventions to help children be ‘readier’ for literacy and school.

Conference Papers

1. ‘Age in child L2 acquisition: The case of finiteness’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the EuroSLA 28 conference, Munster, Germany, September 5-8, 2018.
2. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of age’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Age effects in bilingual language acquisition’ in Poznan, Poland, March 7-8, 2019.
3. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of L1 (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Tenselessness II’ in Lisbon, Portugal, October 3-4, 2019.

Poster presentations

1. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the Lead summer school for L2 acquisition, University of Tübingen, Germany, July 23-27, 2018.
2. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the School on Experimental and Corpus Linguistics, Aristotle University of Thessaloniki, Greece, September 25-27, 2018.

Laura is Co-Director of the University of Oxford Education Deanery and subject lead for the PGCE in Modern Languages. She also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Prior to coming to the Department of Education Oxford, Liz held positions as an Associate Professor in the Division of Language Sciences at UCL and an Assistant Professor in Psychology at Warwick.

She was previously at Oxford as a Junior Research Fellow housed in the Department of Experimental Psychology and Linacre College. Her degrees are in Linguistics and Artificial Intelligence (University of Edinburgh;  MA Hons) and Brain and Cognitive Sciences (University of Rochester, USA; MSc & PhD). Between her degrees, she worked briefly as Teacher of English to students of other languages.

Broadly speaking, Liz is interested in human language learning. Her research explores the extent to which this rests on input-driven, statistical learning processes, both in the context of learning a first native language, and in learning further languages in later childhood or adulthood. She is interested in learning that occurs both in naturalistic contexts and in input-limited contexts (such as the classroom), as well in the educational implications of statistical learning approaches for modern foreign language instruction. She also has an interest in the development of literacy and in language processing.

From a theoretical perspective, Liz has recently become interested in whether human language may be understood in terms of discriminative learning — a well-understood theory of learning developed in the study of animal learning. This work is funded by a grant from the Leverhulme Trust.

See also https://languagelearninglab-ox.com/

Publications

• Dong H, Clayards M, Brown H, Wonnacott E. 2019. The effects of high versus low talker variability and
  individual aptitude on phonetic training of Mandarin lexical tones. PeerJ 7:e7191 https://doi.org/10.7717/peerj.7191
• Sinkeviciute, R., Brown, H., Brekelmans, G., & Wonnacott, E. (2019) The role of input variability and learner
  age in second language vocabulary learning. Studies in Second Language Acquisition, 1-26.
• Samara, A., Singh, D., & Wonnacott, E. (2018) Statistical learning and spelling: Evidence from an incidental
  learning experiment with children. Cognition, 182, 25-30. DOI 10.1016
• Amridge, B., Barak, L., Wonnacott, E., Bannard, C., & Sala, G. (2018) Effects of Both Preemption and Entrenchment in the Retreat from Verb Overgeneralization Errors: Four Reanalyses, an Extended Replication, and a Meta-Analytic Synthesis. Collabra: Psychology, 4(1), 23.
• Giannakopoulou, A., Brown, H., Clayards, M., & Wonnacott, E. (2017) High or Low? Comparing high and low-variability phonetic training in adult and child second language learners. PeerJ 5:e3209; DOI 10.7717/peerj.3209
• Wonnacott, E., Brown, H., & Nation, K. (2017) Skewing the evidence: The effect of input structure on child
  and adult learning of lexically-based patterns in an artificial language. Journal of Memory and Language, 95, 46-48. 10.1016/j.jml.2017.01.005 Rcode data
• Samara, A. Smith, K., Brown, H., & Wonnacott, E. (2017) Acquiring variation in an artificial language:
  children and adults are sensitive to socially-conditioned linguistic variation. Cognitive Psychology, 94, 85-114
• Smith, K., Perfors, A., Fehér, O., Samara, A., Swoboda, K., & Wonnacott, E. (2017) Language learning,
  language use and the evolution of linguistic variation. Phil. Trans. R. Soc. B, 372(1711), 20160051.
• Fehér, O., Wonnacott, E., & Smith, K. (2016) Structural priming in artificial languages and the regularisation
  of unpredictable variation. Journal of Memory and Language. 91, 158–180.
• Wonnacott, E., Joseph, H. S. S. L., Adelman, J. S. and Nation, K. (2016) Is children’s reading “good
  enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology, 69 (5). Pp. 855-879.
• Joseph, H. S., Wonnacott, E., Forbes, P., & Nation, K. (2014) Becoming a written word: Eye movements
  reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133(1), 238-248.
• Wonnacott, E. (2013) Statistical Mechanisms in Language Acquisition. In P. Binder & K. Smith (eds.). The
  Language Phenomenon, Springer.
• Wonnacott, E., Boyd, J.K, Thomson. J.J., & Goldberg, A.E. (2012) Input effects on the acquisition of a
  novel phrasal construction in 5 year olds. Journal of Memory and Language, 66, 458-478.
• Wonnacott, E. (2011) Balancing generalization and lexical conservatism: An artificial language study with
  child learners. Journal of Memory and Language, 65, 1-14.
• Perfors, A. & Wonnacott, E. (2011) Bayesian modelling of sources of constraint in language acquisition. In:
  Arnon, Inbal and Clarke, Eve V., (eds.) Experience, variation and generalization : learning a first language. Amsterdam ; Philadelphia: John Benjamins , pp. 277-294
• Smith, K., & Wonnacott, E. (2010) Eliminating unpredictable variation through iterated learning. Cognition,
  116, 444-449.
• Perfors, A., Tenenbaum, J.B., & Wonnacott, E. (2010) Variability, negative evidence, and the acquisition of
  verb argument constructions. Journal of Child Language, 37, 607-642.
• Wonnacott, E., Newport, E.L., & Tanenhaus, M.K. (2008) Acquiring and processing verb argument
  structure: Distributional learning in a miniature language. Cognitive Psychology, 56, 165-209.
• Wonnacott, E., & Watson, G. (2008) Acoustic emphasis in four year olds. Cognition, 107, 1093-101.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

• Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.

• Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
• Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.

• Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
• Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
• Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

• Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)

• Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
• Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Dr Anna-Maria Ramezanzadeh is a Departmental Lecturer in Applied Linguistics, a language researcher and a curriculum developer. Her research areas include Arabic applied linguistics, language learning motivation, and individual and group differences in second language acquisition.

She is currently conducting a funded review of existing research on the teaching and learning of the Arabic language, having also produced research for the British Council and the AHRC Creative Multilingualism project. She has taught Arabic at undergraduate and graduate levels at the University of Oxford and has experience in designing curricula for in-person and online Arabic language programs.

She received her doctorate in Education, focussing on Arabic applied linguistics, from the University of Oxford’s Department of Education, along with her MSc in Applied Linguistics and Second Language Acquisition, and a bachelor’s degree in Arabic and Persian from the Faculty of Asian and Middle Eastern Studies.

Publications

• Ramezanzadeh, A. M., & Woore, R. (2023). Scoping Review of Teaching and Learning Arabic as an L2 – Database. https://ora.ox.ac.uk/objects/uuid:322b75c2-9a5b-4214-9df7-a81b1d5e848b.
• Ramezanzadeh, A. M. (2021). Motivation and multiglossia: Exploring the learning of Arabic in UK schools [PhD thesis]. University of Oxford. https://ora.ox.ac.uk/objects/uuid:2135e20b-1a02-41a9-9a1f-b21b03bd6d14/files/d9019s2655
• Ramezanzadeh, A. M. (2016). One Size Fits All? An Analysis of Heritage and Non-Heritage Language Learner Performance in GCSE Arabic. British Council. https://www.britishcouncil.org/sites/default/files/an_analysis_of_heritage_and_non-heritage_language_learner_performance_in_gcse_arabic.pdf

Shuo-Fang earned a Bachelor’s degree from National Chengchi University (Taiwan) and a Master’s degree from Boston University. He has teaching experience in various EFL contexts including international high school, educational institute, and graduate language program.

Shuo-Fang’s areas of interest lie in applied linguistics, particularly phonetics/phonology and speech perception. As an Oxford-Taiwan Graduate Scholar, Shuo-Fang is currently undertaking his doctoral research, supervised by Dr Elizabeth Wonnacott and Dr Robert Woore. His doctoral project is mostly experimental and explores second language learners’ difficulty in processing English connected speech.

Shuo-Fang is affiliated with two research groups: Applied Linguistics and Wonnacott-Nation Lab (developmental cognitive psychology).

Publications

Liang, S., & Yu, H. (2021). Chinese students’ willingness to communicate in EFL classrooms: A case study of students at a Sino-foreign university. Professional and Academic English, 28(2), 15–33.

Athina is a Research Officer working on TalkTogether: Supporting Oral Language Development.

The project investigates children’s oral language in multilingual urban poor contexts, with an aim to develop and evaluate an intervention programme for kindergarten classes. TalkTogether is an international collaboration led by Prof. Sonali Nag and involves academic and non-academic partners in India.

Athina completed her PhD in Applied Linguistics at the University of Cambridge being awarded a PhD Studentship from the Department of Theoretical and Applied Linguistics. Before her PhD, Athina obtained a MA in Linguistics from the Radboud University Nijmegen, in the Netherlands. During her MA studies, she did an internship at the University of Amsterdam where she was involved in testing bilingual children and used the data to write her MA thesis on the occurrence of cross-linguistic influence in the acquisition of grammatical gender by Greek-Dutch bilingual children. She also worked as a student assistant for three months at the Center for Language and Speech Technology of the Radboud University of Nijmegen with her task being the preparation of a literature overview of the indicators investigated and reported in the literature to predict L2 oral proficiency, as well as, a review of the systems (manual and automatic) used to evaluate speaking proficiency. She holds a BA in Greek Philology from the Aristotle University of Thessaloniki, Greece. During her BA, she also spent an academic year at the University Pompeu Fabra, Barcelona, Spain as a student being awarded an Erasmus scholarship. Finally, she has a CELTA (Certificate in Teaching English to Speakers of Other Languages) and has some teaching experience with children and adults in various settings (immigrant populations, undergraduates, foreign and repatriated students).

In her previous research, she investigated age (of onset) and first language effects on the acquisition of English grammar (focusing on finiteness) by Chinese and Russian child learners in a minimal input EFL (English as a Foreign Language) context. During her current role, she is involved in various research projects within TalkTogether all focusing on shedding light on child oral language development of (Kannada-speaking) children and/or aiming to support their oral language development through interventions.

Her research interests involve child (second) language acquisition with a particular interest in the development of morphosyntax, the factors both linguistic and contextual that shape it, and the support of oral language development through classroom interventions to help children be ‘readier’ for literacy and school.

Conference Papers

1. ‘Age in child L2 acquisition: The case of finiteness’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the EuroSLA 28 conference, Munster, Germany, September 5-8, 2018.
2. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of age’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Age effects in bilingual language acquisition’ in Poznan, Poland, March 7-8, 2019.
3. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of L1 (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Tenselessness II’ in Lisbon, Portugal, October 3-4, 2019.

Poster presentations

1. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the Lead summer school for L2 acquisition, University of Tübingen, Germany, July 23-27, 2018.
2. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the School on Experimental and Corpus Linguistics, Aristotle University of Thessaloniki, Greece, September 25-27, 2018.

Laura is Co-Director of the University of Oxford Education Deanery and subject lead for the PGCE in Modern Languages. She also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Prior to coming to the Department of Education Oxford, Liz held positions as an Associate Professor in the Division of Language Sciences at UCL and an Assistant Professor in Psychology at Warwick.

She was previously at Oxford as a Junior Research Fellow housed in the Department of Experimental Psychology and Linacre College. Her degrees are in Linguistics and Artificial Intelligence (University of Edinburgh;  MA Hons) and Brain and Cognitive Sciences (University of Rochester, USA; MSc & PhD). Between her degrees, she worked briefly as Teacher of English to students of other languages.

Broadly speaking, Liz is interested in human language learning. Her research explores the extent to which this rests on input-driven, statistical learning processes, both in the context of learning a first native language, and in learning further languages in later childhood or adulthood. She is interested in learning that occurs both in naturalistic contexts and in input-limited contexts (such as the classroom), as well in the educational implications of statistical learning approaches for modern foreign language instruction. She also has an interest in the development of literacy and in language processing.

From a theoretical perspective, Liz has recently become interested in whether human language may be understood in terms of discriminative learning — a well-understood theory of learning developed in the study of animal learning. This work is funded by a grant from the Leverhulme Trust.

See also https://languagelearninglab-ox.com/

Publications

• Dong H, Clayards M, Brown H, Wonnacott E. 2019. The effects of high versus low talker variability and
  individual aptitude on phonetic training of Mandarin lexical tones. PeerJ 7:e7191 https://doi.org/10.7717/peerj.7191
• Sinkeviciute, R., Brown, H., Brekelmans, G., & Wonnacott, E. (2019) The role of input variability and learner
  age in second language vocabulary learning. Studies in Second Language Acquisition, 1-26.
• Samara, A., Singh, D., & Wonnacott, E. (2018) Statistical learning and spelling: Evidence from an incidental
  learning experiment with children. Cognition, 182, 25-30. DOI 10.1016
• Amridge, B., Barak, L., Wonnacott, E., Bannard, C., & Sala, G. (2018) Effects of Both Preemption and Entrenchment in the Retreat from Verb Overgeneralization Errors: Four Reanalyses, an Extended Replication, and a Meta-Analytic Synthesis. Collabra: Psychology, 4(1), 23.
• Giannakopoulou, A., Brown, H., Clayards, M., & Wonnacott, E. (2017) High or Low? Comparing high and low-variability phonetic training in adult and child second language learners. PeerJ 5:e3209; DOI 10.7717/peerj.3209
• Wonnacott, E., Brown, H., & Nation, K. (2017) Skewing the evidence: The effect of input structure on child
  and adult learning of lexically-based patterns in an artificial language. Journal of Memory and Language, 95, 46-48. 10.1016/j.jml.2017.01.005 Rcode data
• Samara, A. Smith, K., Brown, H., & Wonnacott, E. (2017) Acquiring variation in an artificial language:
  children and adults are sensitive to socially-conditioned linguistic variation. Cognitive Psychology, 94, 85-114
• Smith, K., Perfors, A., Fehér, O., Samara, A., Swoboda, K., & Wonnacott, E. (2017) Language learning,
  language use and the evolution of linguistic variation. Phil. Trans. R. Soc. B, 372(1711), 20160051.
• Fehér, O., Wonnacott, E., & Smith, K. (2016) Structural priming in artificial languages and the regularisation
  of unpredictable variation. Journal of Memory and Language. 91, 158–180.
• Wonnacott, E., Joseph, H. S. S. L., Adelman, J. S. and Nation, K. (2016) Is children’s reading “good
  enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology, 69 (5). Pp. 855-879.
• Joseph, H. S., Wonnacott, E., Forbes, P., & Nation, K. (2014) Becoming a written word: Eye movements
  reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133(1), 238-248.
• Wonnacott, E. (2013) Statistical Mechanisms in Language Acquisition. In P. Binder & K. Smith (eds.). The
  Language Phenomenon, Springer.
• Wonnacott, E., Boyd, J.K, Thomson. J.J., & Goldberg, A.E. (2012) Input effects on the acquisition of a
  novel phrasal construction in 5 year olds. Journal of Memory and Language, 66, 458-478.
• Wonnacott, E. (2011) Balancing generalization and lexical conservatism: An artificial language study with
  child learners. Journal of Memory and Language, 65, 1-14.
• Perfors, A. & Wonnacott, E. (2011) Bayesian modelling of sources of constraint in language acquisition. In:
  Arnon, Inbal and Clarke, Eve V., (eds.) Experience, variation and generalization : learning a first language. Amsterdam ; Philadelphia: John Benjamins , pp. 277-294
• Smith, K., & Wonnacott, E. (2010) Eliminating unpredictable variation through iterated learning. Cognition,
  116, 444-449.
• Perfors, A., Tenenbaum, J.B., & Wonnacott, E. (2010) Variability, negative evidence, and the acquisition of
  verb argument constructions. Journal of Child Language, 37, 607-642.
• Wonnacott, E., Newport, E.L., & Tanenhaus, M.K. (2008) Acquiring and processing verb argument
  structure: Distributional learning in a miniature language. Cognitive Psychology, 56, 165-209.
• Wonnacott, E., & Watson, G. (2008) Acoustic emphasis in four year olds. Cognition, 107, 1093-101.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

• Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.

• Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
• Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.

• Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
• Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
• Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

• Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)

• Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
• Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Dr Anna-Maria Ramezanzadeh is a Departmental Lecturer in Applied Linguistics, a language researcher and a curriculum developer. Her research areas include Arabic applied linguistics, language learning motivation, and individual and group differences in second language acquisition.

She is currently conducting a funded review of existing research on the teaching and learning of the Arabic language, having also produced research for the British Council and the AHRC Creative Multilingualism project. She has taught Arabic at undergraduate and graduate levels at the University of Oxford and has experience in designing curricula for in-person and online Arabic language programs.

She received her doctorate in Education, focussing on Arabic applied linguistics, from the University of Oxford’s Department of Education, along with her MSc in Applied Linguistics and Second Language Acquisition, and a bachelor’s degree in Arabic and Persian from the Faculty of Asian and Middle Eastern Studies.

Publications

• Ramezanzadeh, A. M., & Woore, R. (2023). Scoping Review of Teaching and Learning Arabic as an L2 – Database. https://ora.ox.ac.uk/objects/uuid:322b75c2-9a5b-4214-9df7-a81b1d5e848b.
• Ramezanzadeh, A. M. (2021). Motivation and multiglossia: Exploring the learning of Arabic in UK schools [PhD thesis]. University of Oxford. https://ora.ox.ac.uk/objects/uuid:2135e20b-1a02-41a9-9a1f-b21b03bd6d14/files/d9019s2655
• Ramezanzadeh, A. M. (2016). One Size Fits All? An Analysis of Heritage and Non-Heritage Language Learner Performance in GCSE Arabic. British Council. https://www.britishcouncil.org/sites/default/files/an_analysis_of_heritage_and_non-heritage_language_learner_performance_in_gcse_arabic.pdf

Shuo-Fang earned a Bachelor’s degree from National Chengchi University (Taiwan) and a Master’s degree from Boston University. He has teaching experience in various EFL contexts including international high school, educational institute, and graduate language program.

Shuo-Fang’s areas of interest lie in applied linguistics, particularly phonetics/phonology and speech perception. As an Oxford-Taiwan Graduate Scholar, Shuo-Fang is currently undertaking his doctoral research, supervised by Dr Elizabeth Wonnacott and Dr Robert Woore. His doctoral project is mostly experimental and explores second language learners’ difficulty in processing English connected speech.

Shuo-Fang is affiliated with two research groups: Applied Linguistics and Wonnacott-Nation Lab (developmental cognitive psychology).

Publications

Liang, S., & Yu, H. (2021). Chinese students’ willingness to communicate in EFL classrooms: A case study of students at a Sino-foreign university. Professional and Academic English, 28(2), 15–33.

Athina is a Research Officer working on TalkTogether: Supporting Oral Language Development.

The project investigates children’s oral language in multilingual urban poor contexts, with an aim to develop and evaluate an intervention programme for kindergarten classes. TalkTogether is an international collaboration led by Prof. Sonali Nag and involves academic and non-academic partners in India.

Athina completed her PhD in Applied Linguistics at the University of Cambridge being awarded a PhD Studentship from the Department of Theoretical and Applied Linguistics. Before her PhD, Athina obtained a MA in Linguistics from the Radboud University Nijmegen, in the Netherlands. During her MA studies, she did an internship at the University of Amsterdam where she was involved in testing bilingual children and used the data to write her MA thesis on the occurrence of cross-linguistic influence in the acquisition of grammatical gender by Greek-Dutch bilingual children. She also worked as a student assistant for three months at the Center for Language and Speech Technology of the Radboud University of Nijmegen with her task being the preparation of a literature overview of the indicators investigated and reported in the literature to predict L2 oral proficiency, as well as, a review of the systems (manual and automatic) used to evaluate speaking proficiency. She holds a BA in Greek Philology from the Aristotle University of Thessaloniki, Greece. During her BA, she also spent an academic year at the University Pompeu Fabra, Barcelona, Spain as a student being awarded an Erasmus scholarship. Finally, she has a CELTA (Certificate in Teaching English to Speakers of Other Languages) and has some teaching experience with children and adults in various settings (immigrant populations, undergraduates, foreign and repatriated students).

In her previous research, she investigated age (of onset) and first language effects on the acquisition of English grammar (focusing on finiteness) by Chinese and Russian child learners in a minimal input EFL (English as a Foreign Language) context. During her current role, she is involved in various research projects within TalkTogether all focusing on shedding light on child oral language development of (Kannada-speaking) children and/or aiming to support their oral language development through interventions.

Her research interests involve child (second) language acquisition with a particular interest in the development of morphosyntax, the factors both linguistic and contextual that shape it, and the support of oral language development through classroom interventions to help children be ‘readier’ for literacy and school.

Conference Papers

1. ‘Age in child L2 acquisition: The case of finiteness’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the EuroSLA 28 conference, Munster, Germany, September 5-8, 2018.
2. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of age’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Age effects in bilingual language acquisition’ in Poznan, Poland, March 7-8, 2019.
3. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of L1 (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Tenselessness II’ in Lisbon, Portugal, October 3-4, 2019.

Poster presentations

1. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the Lead summer school for L2 acquisition, University of Tübingen, Germany, July 23-27, 2018.
2. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the School on Experimental and Corpus Linguistics, Aristotle University of Thessaloniki, Greece, September 25-27, 2018.

Laura is Co-Director of the University of Oxford Education Deanery and subject lead for the PGCE in Modern Languages. She also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Prior to coming to the Department of Education Oxford, Liz held positions as an Associate Professor in the Division of Language Sciences at UCL and an Assistant Professor in Psychology at Warwick.

She was previously at Oxford as a Junior Research Fellow housed in the Department of Experimental Psychology and Linacre College. Her degrees are in Linguistics and Artificial Intelligence (University of Edinburgh;  MA Hons) and Brain and Cognitive Sciences (University of Rochester, USA; MSc & PhD). Between her degrees, she worked briefly as Teacher of English to students of other languages.

Broadly speaking, Liz is interested in human language learning. Her research explores the extent to which this rests on input-driven, statistical learning processes, both in the context of learning a first native language, and in learning further languages in later childhood or adulthood. She is interested in learning that occurs both in naturalistic contexts and in input-limited contexts (such as the classroom), as well in the educational implications of statistical learning approaches for modern foreign language instruction. She also has an interest in the development of literacy and in language processing.

From a theoretical perspective, Liz has recently become interested in whether human language may be understood in terms of discriminative learning — a well-understood theory of learning developed in the study of animal learning. This work is funded by a grant from the Leverhulme Trust.

See also https://languagelearninglab-ox.com/

Publications

• Dong H, Clayards M, Brown H, Wonnacott E. 2019. The effects of high versus low talker variability and
  individual aptitude on phonetic training of Mandarin lexical tones. PeerJ 7:e7191 https://doi.org/10.7717/peerj.7191
• Sinkeviciute, R., Brown, H., Brekelmans, G., & Wonnacott, E. (2019) The role of input variability and learner
  age in second language vocabulary learning. Studies in Second Language Acquisition, 1-26.
• Samara, A., Singh, D., & Wonnacott, E. (2018) Statistical learning and spelling: Evidence from an incidental
  learning experiment with children. Cognition, 182, 25-30. DOI 10.1016
• Amridge, B., Barak, L., Wonnacott, E., Bannard, C., & Sala, G. (2018) Effects of Both Preemption and Entrenchment in the Retreat from Verb Overgeneralization Errors: Four Reanalyses, an Extended Replication, and a Meta-Analytic Synthesis. Collabra: Psychology, 4(1), 23.
• Giannakopoulou, A., Brown, H., Clayards, M., & Wonnacott, E. (2017) High or Low? Comparing high and low-variability phonetic training in adult and child second language learners. PeerJ 5:e3209; DOI 10.7717/peerj.3209
• Wonnacott, E., Brown, H., & Nation, K. (2017) Skewing the evidence: The effect of input structure on child
  and adult learning of lexically-based patterns in an artificial language. Journal of Memory and Language, 95, 46-48. 10.1016/j.jml.2017.01.005 Rcode data
• Samara, A. Smith, K., Brown, H., & Wonnacott, E. (2017) Acquiring variation in an artificial language:
  children and adults are sensitive to socially-conditioned linguistic variation. Cognitive Psychology, 94, 85-114
• Smith, K., Perfors, A., Fehér, O., Samara, A., Swoboda, K., & Wonnacott, E. (2017) Language learning,
  language use and the evolution of linguistic variation. Phil. Trans. R. Soc. B, 372(1711), 20160051.
• Fehér, O., Wonnacott, E., & Smith, K. (2016) Structural priming in artificial languages and the regularisation
  of unpredictable variation. Journal of Memory and Language. 91, 158–180.
• Wonnacott, E., Joseph, H. S. S. L., Adelman, J. S. and Nation, K. (2016) Is children’s reading “good
  enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology, 69 (5). Pp. 855-879.
• Joseph, H. S., Wonnacott, E., Forbes, P., & Nation, K. (2014) Becoming a written word: Eye movements
  reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133(1), 238-248.
• Wonnacott, E. (2013) Statistical Mechanisms in Language Acquisition. In P. Binder & K. Smith (eds.). The
  Language Phenomenon, Springer.
• Wonnacott, E., Boyd, J.K, Thomson. J.J., & Goldberg, A.E. (2012) Input effects on the acquisition of a
  novel phrasal construction in 5 year olds. Journal of Memory and Language, 66, 458-478.
• Wonnacott, E. (2011) Balancing generalization and lexical conservatism: An artificial language study with
  child learners. Journal of Memory and Language, 65, 1-14.
• Perfors, A. & Wonnacott, E. (2011) Bayesian modelling of sources of constraint in language acquisition. In:
  Arnon, Inbal and Clarke, Eve V., (eds.) Experience, variation and generalization : learning a first language. Amsterdam ; Philadelphia: John Benjamins , pp. 277-294
• Smith, K., & Wonnacott, E. (2010) Eliminating unpredictable variation through iterated learning. Cognition,
  116, 444-449.
• Perfors, A., Tenenbaum, J.B., & Wonnacott, E. (2010) Variability, negative evidence, and the acquisition of
  verb argument constructions. Journal of Child Language, 37, 607-642.
• Wonnacott, E., Newport, E.L., & Tanenhaus, M.K. (2008) Acquiring and processing verb argument
  structure: Distributional learning in a miniature language. Cognitive Psychology, 56, 165-209.
• Wonnacott, E., & Watson, G. (2008) Acoustic emphasis in four year olds. Cognition, 107, 1093-101.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

• Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.

• Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
• Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.

• Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
• Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
• Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

• Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)

• Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
• Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Dr Anna-Maria Ramezanzadeh is a Departmental Lecturer in Applied Linguistics, a language researcher and a curriculum developer. Her research areas include Arabic applied linguistics, language learning motivation, and individual and group differences in second language acquisition.

She is currently conducting a funded review of existing research on the teaching and learning of the Arabic language, having also produced research for the British Council and the AHRC Creative Multilingualism project. She has taught Arabic at undergraduate and graduate levels at the University of Oxford and has experience in designing curricula for in-person and online Arabic language programs.

She received her doctorate in Education, focussing on Arabic applied linguistics, from the University of Oxford’s Department of Education, along with her MSc in Applied Linguistics and Second Language Acquisition, and a bachelor’s degree in Arabic and Persian from the Faculty of Asian and Middle Eastern Studies.

Publications

• Ramezanzadeh, A. M., & Woore, R. (2023). Scoping Review of Teaching and Learning Arabic as an L2 – Database. https://ora.ox.ac.uk/objects/uuid:322b75c2-9a5b-4214-9df7-a81b1d5e848b.
• Ramezanzadeh, A. M. (2021). Motivation and multiglossia: Exploring the learning of Arabic in UK schools [PhD thesis]. University of Oxford. https://ora.ox.ac.uk/objects/uuid:2135e20b-1a02-41a9-9a1f-b21b03bd6d14/files/d9019s2655
• Ramezanzadeh, A. M. (2016). One Size Fits All? An Analysis of Heritage and Non-Heritage Language Learner Performance in GCSE Arabic. British Council. https://www.britishcouncil.org/sites/default/files/an_analysis_of_heritage_and_non-heritage_language_learner_performance_in_gcse_arabic.pdf

Shuo-Fang earned a Bachelor’s degree from National Chengchi University (Taiwan) and a Master’s degree from Boston University. He has teaching experience in various EFL contexts including international high school, educational institute, and graduate language program.

Shuo-Fang’s areas of interest lie in applied linguistics, particularly phonetics/phonology and speech perception. As an Oxford-Taiwan Graduate Scholar, Shuo-Fang is currently undertaking his doctoral research, supervised by Dr Elizabeth Wonnacott and Dr Robert Woore. His doctoral project is mostly experimental and explores second language learners’ difficulty in processing English connected speech.

Shuo-Fang is affiliated with two research groups: Applied Linguistics and Wonnacott-Nation Lab (developmental cognitive psychology).

Publications

Liang, S., & Yu, H. (2021). Chinese students’ willingness to communicate in EFL classrooms: A case study of students at a Sino-foreign university. Professional and Academic English, 28(2), 15–33.

Athina is a Research Officer working on TalkTogether: Supporting Oral Language Development.

The project investigates children’s oral language in multilingual urban poor contexts, with an aim to develop and evaluate an intervention programme for kindergarten classes. TalkTogether is an international collaboration led by Prof. Sonali Nag and involves academic and non-academic partners in India.

Athina completed her PhD in Applied Linguistics at the University of Cambridge being awarded a PhD Studentship from the Department of Theoretical and Applied Linguistics. Before her PhD, Athina obtained a MA in Linguistics from the Radboud University Nijmegen, in the Netherlands. During her MA studies, she did an internship at the University of Amsterdam where she was involved in testing bilingual children and used the data to write her MA thesis on the occurrence of cross-linguistic influence in the acquisition of grammatical gender by Greek-Dutch bilingual children. She also worked as a student assistant for three months at the Center for Language and Speech Technology of the Radboud University of Nijmegen with her task being the preparation of a literature overview of the indicators investigated and reported in the literature to predict L2 oral proficiency, as well as, a review of the systems (manual and automatic) used to evaluate speaking proficiency. She holds a BA in Greek Philology from the Aristotle University of Thessaloniki, Greece. During her BA, she also spent an academic year at the University Pompeu Fabra, Barcelona, Spain as a student being awarded an Erasmus scholarship. Finally, she has a CELTA (Certificate in Teaching English to Speakers of Other Languages) and has some teaching experience with children and adults in various settings (immigrant populations, undergraduates, foreign and repatriated students).

In her previous research, she investigated age (of onset) and first language effects on the acquisition of English grammar (focusing on finiteness) by Chinese and Russian child learners in a minimal input EFL (English as a Foreign Language) context. During her current role, she is involved in various research projects within TalkTogether all focusing on shedding light on child oral language development of (Kannada-speaking) children and/or aiming to support their oral language development through interventions.

Her research interests involve child (second) language acquisition with a particular interest in the development of morphosyntax, the factors both linguistic and contextual that shape it, and the support of oral language development through classroom interventions to help children be ‘readier’ for literacy and school.

Conference Papers

1. ‘Age in child L2 acquisition: The case of finiteness’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the EuroSLA 28 conference, Munster, Germany, September 5-8, 2018.
2. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of age’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Age effects in bilingual language acquisition’ in Poznan, Poland, March 7-8, 2019.
3. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of L1 (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Tenselessness II’ in Lisbon, Portugal, October 3-4, 2019.

Poster presentations

1. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the Lead summer school for L2 acquisition, University of Tübingen, Germany, July 23-27, 2018.
2. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the School on Experimental and Corpus Linguistics, Aristotle University of Thessaloniki, Greece, September 25-27, 2018.

Laura is Co-Director of the University of Oxford Education Deanery and subject lead for the PGCE in Modern Languages. She also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Prior to coming to the Department of Education Oxford, Liz held positions as an Associate Professor in the Division of Language Sciences at UCL and an Assistant Professor in Psychology at Warwick.

She was previously at Oxford as a Junior Research Fellow housed in the Department of Experimental Psychology and Linacre College. Her degrees are in Linguistics and Artificial Intelligence (University of Edinburgh;  MA Hons) and Brain and Cognitive Sciences (University of Rochester, USA; MSc & PhD). Between her degrees, she worked briefly as Teacher of English to students of other languages.

Broadly speaking, Liz is interested in human language learning. Her research explores the extent to which this rests on input-driven, statistical learning processes, both in the context of learning a first native language, and in learning further languages in later childhood or adulthood. She is interested in learning that occurs both in naturalistic contexts and in input-limited contexts (such as the classroom), as well in the educational implications of statistical learning approaches for modern foreign language instruction. She also has an interest in the development of literacy and in language processing.

From a theoretical perspective, Liz has recently become interested in whether human language may be understood in terms of discriminative learning — a well-understood theory of learning developed in the study of animal learning. This work is funded by a grant from the Leverhulme Trust.

See also https://languagelearninglab-ox.com/

Publications

• Dong H, Clayards M, Brown H, Wonnacott E. 2019. The effects of high versus low talker variability and
  individual aptitude on phonetic training of Mandarin lexical tones. PeerJ 7:e7191 https://doi.org/10.7717/peerj.7191
• Sinkeviciute, R., Brown, H., Brekelmans, G., & Wonnacott, E. (2019) The role of input variability and learner
  age in second language vocabulary learning. Studies in Second Language Acquisition, 1-26.
• Samara, A., Singh, D., & Wonnacott, E. (2018) Statistical learning and spelling: Evidence from an incidental
  learning experiment with children. Cognition, 182, 25-30. DOI 10.1016
• Amridge, B., Barak, L., Wonnacott, E., Bannard, C., & Sala, G. (2018) Effects of Both Preemption and Entrenchment in the Retreat from Verb Overgeneralization Errors: Four Reanalyses, an Extended Replication, and a Meta-Analytic Synthesis. Collabra: Psychology, 4(1), 23.
• Giannakopoulou, A., Brown, H., Clayards, M., & Wonnacott, E. (2017) High or Low? Comparing high and low-variability phonetic training in adult and child second language learners. PeerJ 5:e3209; DOI 10.7717/peerj.3209
• Wonnacott, E., Brown, H., & Nation, K. (2017) Skewing the evidence: The effect of input structure on child
  and adult learning of lexically-based patterns in an artificial language. Journal of Memory and Language, 95, 46-48. 10.1016/j.jml.2017.01.005 Rcode data
• Samara, A. Smith, K., Brown, H., & Wonnacott, E. (2017) Acquiring variation in an artificial language:
  children and adults are sensitive to socially-conditioned linguistic variation. Cognitive Psychology, 94, 85-114
• Smith, K., Perfors, A., Fehér, O., Samara, A., Swoboda, K., & Wonnacott, E. (2017) Language learning,
  language use and the evolution of linguistic variation. Phil. Trans. R. Soc. B, 372(1711), 20160051.
• Fehér, O., Wonnacott, E., & Smith, K. (2016) Structural priming in artificial languages and the regularisation
  of unpredictable variation. Journal of Memory and Language. 91, 158–180.
• Wonnacott, E., Joseph, H. S. S. L., Adelman, J. S. and Nation, K. (2016) Is children’s reading “good
  enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology, 69 (5). Pp. 855-879.
• Joseph, H. S., Wonnacott, E., Forbes, P., & Nation, K. (2014) Becoming a written word: Eye movements
  reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133(1), 238-248.
• Wonnacott, E. (2013) Statistical Mechanisms in Language Acquisition. In P. Binder & K. Smith (eds.). The
  Language Phenomenon, Springer.
• Wonnacott, E., Boyd, J.K, Thomson. J.J., & Goldberg, A.E. (2012) Input effects on the acquisition of a
  novel phrasal construction in 5 year olds. Journal of Memory and Language, 66, 458-478.
• Wonnacott, E. (2011) Balancing generalization and lexical conservatism: An artificial language study with
  child learners. Journal of Memory and Language, 65, 1-14.
• Perfors, A. & Wonnacott, E. (2011) Bayesian modelling of sources of constraint in language acquisition. In:
  Arnon, Inbal and Clarke, Eve V., (eds.) Experience, variation and generalization : learning a first language. Amsterdam ; Philadelphia: John Benjamins , pp. 277-294
• Smith, K., & Wonnacott, E. (2010) Eliminating unpredictable variation through iterated learning. Cognition,
  116, 444-449.
• Perfors, A., Tenenbaum, J.B., & Wonnacott, E. (2010) Variability, negative evidence, and the acquisition of
  verb argument constructions. Journal of Child Language, 37, 607-642.
• Wonnacott, E., Newport, E.L., & Tanenhaus, M.K. (2008) Acquiring and processing verb argument
  structure: Distributional learning in a miniature language. Cognitive Psychology, 56, 165-209.
• Wonnacott, E., & Watson, G. (2008) Acoustic emphasis in four year olds. Cognition, 107, 1093-101.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

• Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.

• Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
• Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.

• Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
• Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
• Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

• Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)

• Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
• Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Dr Anna-Maria Ramezanzadeh is a Departmental Lecturer in Applied Linguistics, a language researcher and a curriculum developer. Her research areas include Arabic applied linguistics, language learning motivation, and individual and group differences in second language acquisition.

She is currently conducting a funded review of existing research on the teaching and learning of the Arabic language, having also produced research for the British Council and the AHRC Creative Multilingualism project. She has taught Arabic at undergraduate and graduate levels at the University of Oxford and has experience in designing curricula for in-person and online Arabic language programs.

She received her doctorate in Education, focussing on Arabic applied linguistics, from the University of Oxford’s Department of Education, along with her MSc in Applied Linguistics and Second Language Acquisition, and a bachelor’s degree in Arabic and Persian from the Faculty of Asian and Middle Eastern Studies.

Publications

• Ramezanzadeh, A. M., & Woore, R. (2023). Scoping Review of Teaching and Learning Arabic as an L2 – Database. https://ora.ox.ac.uk/objects/uuid:322b75c2-9a5b-4214-9df7-a81b1d5e848b.
• Ramezanzadeh, A. M. (2021). Motivation and multiglossia: Exploring the learning of Arabic in UK schools [PhD thesis]. University of Oxford. https://ora.ox.ac.uk/objects/uuid:2135e20b-1a02-41a9-9a1f-b21b03bd6d14/files/d9019s2655
• Ramezanzadeh, A. M. (2016). One Size Fits All? An Analysis of Heritage and Non-Heritage Language Learner Performance in GCSE Arabic. British Council. https://www.britishcouncil.org/sites/default/files/an_analysis_of_heritage_and_non-heritage_language_learner_performance_in_gcse_arabic.pdf

Shuo-Fang earned a Bachelor’s degree from National Chengchi University (Taiwan) and a Master’s degree from Boston University. He has teaching experience in various EFL contexts including international high school, educational institute, and graduate language program.

Shuo-Fang’s areas of interest lie in applied linguistics, particularly phonetics/phonology and speech perception. As an Oxford-Taiwan Graduate Scholar, Shuo-Fang is currently undertaking his doctoral research, supervised by Dr Elizabeth Wonnacott and Dr Robert Woore. His doctoral project is mostly experimental and explores second language learners’ difficulty in processing English connected speech.

Shuo-Fang is affiliated with two research groups: Applied Linguistics and Wonnacott-Nation Lab (developmental cognitive psychology).

Publications

Liang, S., & Yu, H. (2021). Chinese students’ willingness to communicate in EFL classrooms: A case study of students at a Sino-foreign university. Professional and Academic English, 28(2), 15–33.

Athina is a Research Officer working on TalkTogether: Supporting Oral Language Development.

The project investigates children’s oral language in multilingual urban poor contexts, with an aim to develop and evaluate an intervention programme for kindergarten classes. TalkTogether is an international collaboration led by Prof. Sonali Nag and involves academic and non-academic partners in India.

Athina completed her PhD in Applied Linguistics at the University of Cambridge being awarded a PhD Studentship from the Department of Theoretical and Applied Linguistics. Before her PhD, Athina obtained a MA in Linguistics from the Radboud University Nijmegen, in the Netherlands. During her MA studies, she did an internship at the University of Amsterdam where she was involved in testing bilingual children and used the data to write her MA thesis on the occurrence of cross-linguistic influence in the acquisition of grammatical gender by Greek-Dutch bilingual children. She also worked as a student assistant for three months at the Center for Language and Speech Technology of the Radboud University of Nijmegen with her task being the preparation of a literature overview of the indicators investigated and reported in the literature to predict L2 oral proficiency, as well as, a review of the systems (manual and automatic) used to evaluate speaking proficiency. She holds a BA in Greek Philology from the Aristotle University of Thessaloniki, Greece. During her BA, she also spent an academic year at the University Pompeu Fabra, Barcelona, Spain as a student being awarded an Erasmus scholarship. Finally, she has a CELTA (Certificate in Teaching English to Speakers of Other Languages) and has some teaching experience with children and adults in various settings (immigrant populations, undergraduates, foreign and repatriated students).

In her previous research, she investigated age (of onset) and first language effects on the acquisition of English grammar (focusing on finiteness) by Chinese and Russian child learners in a minimal input EFL (English as a Foreign Language) context. During her current role, she is involved in various research projects within TalkTogether all focusing on shedding light on child oral language development of (Kannada-speaking) children and/or aiming to support their oral language development through interventions.

Her research interests involve child (second) language acquisition with a particular interest in the development of morphosyntax, the factors both linguistic and contextual that shape it, and the support of oral language development through classroom interventions to help children be ‘readier’ for literacy and school.

Conference Papers

1. ‘Age in child L2 acquisition: The case of finiteness’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the EuroSLA 28 conference, Munster, Germany, September 5-8, 2018.
2. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of age’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Age effects in bilingual language acquisition’ in Poznan, Poland, March 7-8, 2019.
3. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of L1 (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Tenselessness II’ in Lisbon, Portugal, October 3-4, 2019.

Poster presentations

1. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the Lead summer school for L2 acquisition, University of Tübingen, Germany, July 23-27, 2018.
2. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the School on Experimental and Corpus Linguistics, Aristotle University of Thessaloniki, Greece, September 25-27, 2018.

Laura is Co-Director of the University of Oxford Education Deanery and subject lead for the PGCE in Modern Languages. She also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Prior to coming to the Department of Education Oxford, Liz held positions as an Associate Professor in the Division of Language Sciences at UCL and an Assistant Professor in Psychology at Warwick.

She was previously at Oxford as a Junior Research Fellow housed in the Department of Experimental Psychology and Linacre College. Her degrees are in Linguistics and Artificial Intelligence (University of Edinburgh;  MA Hons) and Brain and Cognitive Sciences (University of Rochester, USA; MSc & PhD). Between her degrees, she worked briefly as Teacher of English to students of other languages.

Broadly speaking, Liz is interested in human language learning. Her research explores the extent to which this rests on input-driven, statistical learning processes, both in the context of learning a first native language, and in learning further languages in later childhood or adulthood. She is interested in learning that occurs both in naturalistic contexts and in input-limited contexts (such as the classroom), as well in the educational implications of statistical learning approaches for modern foreign language instruction. She also has an interest in the development of literacy and in language processing.

From a theoretical perspective, Liz has recently become interested in whether human language may be understood in terms of discriminative learning — a well-understood theory of learning developed in the study of animal learning. This work is funded by a grant from the Leverhulme Trust.

See also https://languagelearninglab-ox.com/

Publications

• Dong H, Clayards M, Brown H, Wonnacott E. 2019. The effects of high versus low talker variability and
  individual aptitude on phonetic training of Mandarin lexical tones. PeerJ 7:e7191 https://doi.org/10.7717/peerj.7191
• Sinkeviciute, R., Brown, H., Brekelmans, G., & Wonnacott, E. (2019) The role of input variability and learner
  age in second language vocabulary learning. Studies in Second Language Acquisition, 1-26.
• Samara, A., Singh, D., & Wonnacott, E. (2018) Statistical learning and spelling: Evidence from an incidental
  learning experiment with children. Cognition, 182, 25-30. DOI 10.1016
• Amridge, B., Barak, L., Wonnacott, E., Bannard, C., & Sala, G. (2018) Effects of Both Preemption and Entrenchment in the Retreat from Verb Overgeneralization Errors: Four Reanalyses, an Extended Replication, and a Meta-Analytic Synthesis. Collabra: Psychology, 4(1), 23.
• Giannakopoulou, A., Brown, H., Clayards, M., & Wonnacott, E. (2017) High or Low? Comparing high and low-variability phonetic training in adult and child second language learners. PeerJ 5:e3209; DOI 10.7717/peerj.3209
• Wonnacott, E., Brown, H., & Nation, K. (2017) Skewing the evidence: The effect of input structure on child
  and adult learning of lexically-based patterns in an artificial language. Journal of Memory and Language, 95, 46-48. 10.1016/j.jml.2017.01.005 Rcode data
• Samara, A. Smith, K., Brown, H., & Wonnacott, E. (2017) Acquiring variation in an artificial language:
  children and adults are sensitive to socially-conditioned linguistic variation. Cognitive Psychology, 94, 85-114
• Smith, K., Perfors, A., Fehér, O., Samara, A., Swoboda, K., & Wonnacott, E. (2017) Language learning,
  language use and the evolution of linguistic variation. Phil. Trans. R. Soc. B, 372(1711), 20160051.
• Fehér, O., Wonnacott, E., & Smith, K. (2016) Structural priming in artificial languages and the regularisation
  of unpredictable variation. Journal of Memory and Language. 91, 158–180.
• Wonnacott, E., Joseph, H. S. S. L., Adelman, J. S. and Nation, K. (2016) Is children’s reading “good
  enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology, 69 (5). Pp. 855-879.
• Joseph, H. S., Wonnacott, E., Forbes, P., & Nation, K. (2014) Becoming a written word: Eye movements
  reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133(1), 238-248.
• Wonnacott, E. (2013) Statistical Mechanisms in Language Acquisition. In P. Binder & K. Smith (eds.). The
  Language Phenomenon, Springer.
• Wonnacott, E., Boyd, J.K, Thomson. J.J., & Goldberg, A.E. (2012) Input effects on the acquisition of a
  novel phrasal construction in 5 year olds. Journal of Memory and Language, 66, 458-478.
• Wonnacott, E. (2011) Balancing generalization and lexical conservatism: An artificial language study with
  child learners. Journal of Memory and Language, 65, 1-14.
• Perfors, A. & Wonnacott, E. (2011) Bayesian modelling of sources of constraint in language acquisition. In:
  Arnon, Inbal and Clarke, Eve V., (eds.) Experience, variation and generalization : learning a first language. Amsterdam ; Philadelphia: John Benjamins , pp. 277-294
• Smith, K., & Wonnacott, E. (2010) Eliminating unpredictable variation through iterated learning. Cognition,
  116, 444-449.
• Perfors, A., Tenenbaum, J.B., & Wonnacott, E. (2010) Variability, negative evidence, and the acquisition of
  verb argument constructions. Journal of Child Language, 37, 607-642.
• Wonnacott, E., Newport, E.L., & Tanenhaus, M.K. (2008) Acquiring and processing verb argument
  structure: Distributional learning in a miniature language. Cognitive Psychology, 56, 165-209.
• Wonnacott, E., & Watson, G. (2008) Acoustic emphasis in four year olds. Cognition, 107, 1093-101.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

• Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.

• Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
• Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.

• Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
• Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
• Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

• Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)

• Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
• Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Dr Anna-Maria Ramezanzadeh is a Departmental Lecturer in Applied Linguistics, a language researcher and a curriculum developer. Her research areas include Arabic applied linguistics, language learning motivation, and individual and group differences in second language acquisition.

She is currently conducting a funded review of existing research on the teaching and learning of the Arabic language, having also produced research for the British Council and the AHRC Creative Multilingualism project. She has taught Arabic at undergraduate and graduate levels at the University of Oxford and has experience in designing curricula for in-person and online Arabic language programs.

She received her doctorate in Education, focussing on Arabic applied linguistics, from the University of Oxford’s Department of Education, along with her MSc in Applied Linguistics and Second Language Acquisition, and a bachelor’s degree in Arabic and Persian from the Faculty of Asian and Middle Eastern Studies.

Publications

• Ramezanzadeh, A. M., & Woore, R. (2023). Scoping Review of Teaching and Learning Arabic as an L2 – Database. https://ora.ox.ac.uk/objects/uuid:322b75c2-9a5b-4214-9df7-a81b1d5e848b.
• Ramezanzadeh, A. M. (2021). Motivation and multiglossia: Exploring the learning of Arabic in UK schools [PhD thesis]. University of Oxford. https://ora.ox.ac.uk/objects/uuid:2135e20b-1a02-41a9-9a1f-b21b03bd6d14/files/d9019s2655
• Ramezanzadeh, A. M. (2016). One Size Fits All? An Analysis of Heritage and Non-Heritage Language Learner Performance in GCSE Arabic. British Council. https://www.britishcouncil.org/sites/default/files/an_analysis_of_heritage_and_non-heritage_language_learner_performance_in_gcse_arabic.pdf

Shuo-Fang earned a Bachelor’s degree from National Chengchi University (Taiwan) and a Master’s degree from Boston University. He has teaching experience in various EFL contexts including international high school, educational institute, and graduate language program.

Shuo-Fang’s areas of interest lie in applied linguistics, particularly phonetics/phonology and speech perception. As an Oxford-Taiwan Graduate Scholar, Shuo-Fang is currently undertaking his doctoral research, supervised by Dr Elizabeth Wonnacott and Dr Robert Woore. His doctoral project is mostly experimental and explores second language learners’ difficulty in processing English connected speech.

Shuo-Fang is affiliated with two research groups: Applied Linguistics and Wonnacott-Nation Lab (developmental cognitive psychology).

Publications

Liang, S., & Yu, H. (2021). Chinese students’ willingness to communicate in EFL classrooms: A case study of students at a Sino-foreign university. Professional and Academic English, 28(2), 15–33.

Athina is a Research Officer working on TalkTogether: Supporting Oral Language Development.

The project investigates children’s oral language in multilingual urban poor contexts, with an aim to develop and evaluate an intervention programme for kindergarten classes. TalkTogether is an international collaboration led by Prof. Sonali Nag and involves academic and non-academic partners in India.

Athina completed her PhD in Applied Linguistics at the University of Cambridge being awarded a PhD Studentship from the Department of Theoretical and Applied Linguistics. Before her PhD, Athina obtained a MA in Linguistics from the Radboud University Nijmegen, in the Netherlands. During her MA studies, she did an internship at the University of Amsterdam where she was involved in testing bilingual children and used the data to write her MA thesis on the occurrence of cross-linguistic influence in the acquisition of grammatical gender by Greek-Dutch bilingual children. She also worked as a student assistant for three months at the Center for Language and Speech Technology of the Radboud University of Nijmegen with her task being the preparation of a literature overview of the indicators investigated and reported in the literature to predict L2 oral proficiency, as well as, a review of the systems (manual and automatic) used to evaluate speaking proficiency. She holds a BA in Greek Philology from the Aristotle University of Thessaloniki, Greece. During her BA, she also spent an academic year at the University Pompeu Fabra, Barcelona, Spain as a student being awarded an Erasmus scholarship. Finally, she has a CELTA (Certificate in Teaching English to Speakers of Other Languages) and has some teaching experience with children and adults in various settings (immigrant populations, undergraduates, foreign and repatriated students).

In her previous research, she investigated age (of onset) and first language effects on the acquisition of English grammar (focusing on finiteness) by Chinese and Russian child learners in a minimal input EFL (English as a Foreign Language) context. During her current role, she is involved in various research projects within TalkTogether all focusing on shedding light on child oral language development of (Kannada-speaking) children and/or aiming to support their oral language development through interventions.

Her research interests involve child (second) language acquisition with a particular interest in the development of morphosyntax, the factors both linguistic and contextual that shape it, and the support of oral language development through classroom interventions to help children be ‘readier’ for literacy and school.

Conference Papers

1. ‘Age in child L2 acquisition: The case of finiteness’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the EuroSLA 28 conference, Munster, Germany, September 5-8, 2018.
2. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of age’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Age effects in bilingual language acquisition’ in Poznan, Poland, March 7-8, 2019.
3. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of L1 (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Tenselessness II’ in Lisbon, Portugal, October 3-4, 2019.

Poster presentations

1. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the Lead summer school for L2 acquisition, University of Tübingen, Germany, July 23-27, 2018.
2. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the School on Experimental and Corpus Linguistics, Aristotle University of Thessaloniki, Greece, September 25-27, 2018.

Laura is Co-Director of the University of Oxford Education Deanery and subject lead for the PGCE in Modern Languages. She also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Prior to coming to the Department of Education Oxford, Liz held positions as an Associate Professor in the Division of Language Sciences at UCL and an Assistant Professor in Psychology at Warwick.

She was previously at Oxford as a Junior Research Fellow housed in the Department of Experimental Psychology and Linacre College. Her degrees are in Linguistics and Artificial Intelligence (University of Edinburgh;  MA Hons) and Brain and Cognitive Sciences (University of Rochester, USA; MSc & PhD). Between her degrees, she worked briefly as Teacher of English to students of other languages.

Broadly speaking, Liz is interested in human language learning. Her research explores the extent to which this rests on input-driven, statistical learning processes, both in the context of learning a first native language, and in learning further languages in later childhood or adulthood. She is interested in learning that occurs both in naturalistic contexts and in input-limited contexts (such as the classroom), as well in the educational implications of statistical learning approaches for modern foreign language instruction. She also has an interest in the development of literacy and in language processing.

From a theoretical perspective, Liz has recently become interested in whether human language may be understood in terms of discriminative learning — a well-understood theory of learning developed in the study of animal learning. This work is funded by a grant from the Leverhulme Trust.

See also https://languagelearninglab-ox.com/

Publications

• Dong H, Clayards M, Brown H, Wonnacott E. 2019. The effects of high versus low talker variability and
  individual aptitude on phonetic training of Mandarin lexical tones. PeerJ 7:e7191 https://doi.org/10.7717/peerj.7191
• Sinkeviciute, R., Brown, H., Brekelmans, G., & Wonnacott, E. (2019) The role of input variability and learner
  age in second language vocabulary learning. Studies in Second Language Acquisition, 1-26.
• Samara, A., Singh, D., & Wonnacott, E. (2018) Statistical learning and spelling: Evidence from an incidental
  learning experiment with children. Cognition, 182, 25-30. DOI 10.1016
• Amridge, B., Barak, L., Wonnacott, E., Bannard, C., & Sala, G. (2018) Effects of Both Preemption and Entrenchment in the Retreat from Verb Overgeneralization Errors: Four Reanalyses, an Extended Replication, and a Meta-Analytic Synthesis. Collabra: Psychology, 4(1), 23.
• Giannakopoulou, A., Brown, H., Clayards, M., & Wonnacott, E. (2017) High or Low? Comparing high and low-variability phonetic training in adult and child second language learners. PeerJ 5:e3209; DOI 10.7717/peerj.3209
• Wonnacott, E., Brown, H., & Nation, K. (2017) Skewing the evidence: The effect of input structure on child
  and adult learning of lexically-based patterns in an artificial language. Journal of Memory and Language, 95, 46-48. 10.1016/j.jml.2017.01.005 Rcode data
• Samara, A. Smith, K., Brown, H., & Wonnacott, E. (2017) Acquiring variation in an artificial language:
  children and adults are sensitive to socially-conditioned linguistic variation. Cognitive Psychology, 94, 85-114
• Smith, K., Perfors, A., Fehér, O., Samara, A., Swoboda, K., & Wonnacott, E. (2017) Language learning,
  language use and the evolution of linguistic variation. Phil. Trans. R. Soc. B, 372(1711), 20160051.
• Fehér, O., Wonnacott, E., & Smith, K. (2016) Structural priming in artificial languages and the regularisation
  of unpredictable variation. Journal of Memory and Language. 91, 158–180.
• Wonnacott, E., Joseph, H. S. S. L., Adelman, J. S. and Nation, K. (2016) Is children’s reading “good
  enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology, 69 (5). Pp. 855-879.
• Joseph, H. S., Wonnacott, E., Forbes, P., & Nation, K. (2014) Becoming a written word: Eye movements
  reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133(1), 238-248.
• Wonnacott, E. (2013) Statistical Mechanisms in Language Acquisition. In P. Binder & K. Smith (eds.). The
  Language Phenomenon, Springer.
• Wonnacott, E., Boyd, J.K, Thomson. J.J., & Goldberg, A.E. (2012) Input effects on the acquisition of a
  novel phrasal construction in 5 year olds. Journal of Memory and Language, 66, 458-478.
• Wonnacott, E. (2011) Balancing generalization and lexical conservatism: An artificial language study with
  child learners. Journal of Memory and Language, 65, 1-14.
• Perfors, A. & Wonnacott, E. (2011) Bayesian modelling of sources of constraint in language acquisition. In:
  Arnon, Inbal and Clarke, Eve V., (eds.) Experience, variation and generalization : learning a first language. Amsterdam ; Philadelphia: John Benjamins , pp. 277-294
• Smith, K., & Wonnacott, E. (2010) Eliminating unpredictable variation through iterated learning. Cognition,
  116, 444-449.
• Perfors, A., Tenenbaum, J.B., & Wonnacott, E. (2010) Variability, negative evidence, and the acquisition of
  verb argument constructions. Journal of Child Language, 37, 607-642.
• Wonnacott, E., Newport, E.L., & Tanenhaus, M.K. (2008) Acquiring and processing verb argument
  structure: Distributional learning in a miniature language. Cognitive Psychology, 56, 165-209.
• Wonnacott, E., & Watson, G. (2008) Acoustic emphasis in four year olds. Cognition, 107, 1093-101.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

• Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.

• Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
• Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.

• Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
• Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
• Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

• Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)

• Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
• Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Dr Anna-Maria Ramezanzadeh is a Departmental Lecturer in Applied Linguistics, a language researcher and a curriculum developer. Her research areas include Arabic applied linguistics, language learning motivation, and individual and group differences in second language acquisition.

She is currently conducting a funded review of existing research on the teaching and learning of the Arabic language, having also produced research for the British Council and the AHRC Creative Multilingualism project. She has taught Arabic at undergraduate and graduate levels at the University of Oxford and has experience in designing curricula for in-person and online Arabic language programs.

She received her doctorate in Education, focussing on Arabic applied linguistics, from the University of Oxford’s Department of Education, along with her MSc in Applied Linguistics and Second Language Acquisition, and a bachelor’s degree in Arabic and Persian from the Faculty of Asian and Middle Eastern Studies.

Publications

• Ramezanzadeh, A. M., & Woore, R. (2023). Scoping Review of Teaching and Learning Arabic as an L2 – Database. https://ora.ox.ac.uk/objects/uuid:322b75c2-9a5b-4214-9df7-a81b1d5e848b.
• Ramezanzadeh, A. M. (2021). Motivation and multiglossia: Exploring the learning of Arabic in UK schools [PhD thesis]. University of Oxford. https://ora.ox.ac.uk/objects/uuid:2135e20b-1a02-41a9-9a1f-b21b03bd6d14/files/d9019s2655
• Ramezanzadeh, A. M. (2016). One Size Fits All? An Analysis of Heritage and Non-Heritage Language Learner Performance in GCSE Arabic. British Council. https://www.britishcouncil.org/sites/default/files/an_analysis_of_heritage_and_non-heritage_language_learner_performance_in_gcse_arabic.pdf

Shuo-Fang earned a Bachelor’s degree from National Chengchi University (Taiwan) and a Master’s degree from Boston University. He has teaching experience in various EFL contexts including international high school, educational institute, and graduate language program.

Shuo-Fang’s areas of interest lie in applied linguistics, particularly phonetics/phonology and speech perception. As an Oxford-Taiwan Graduate Scholar, Shuo-Fang is currently undertaking his doctoral research, supervised by Dr Elizabeth Wonnacott and Dr Robert Woore. His doctoral project is mostly experimental and explores second language learners’ difficulty in processing English connected speech.

Shuo-Fang is affiliated with two research groups: Applied Linguistics and Wonnacott-Nation Lab (developmental cognitive psychology).

Publications

Liang, S., & Yu, H. (2021). Chinese students’ willingness to communicate in EFL classrooms: A case study of students at a Sino-foreign university. Professional and Academic English, 28(2), 15–33.

Athina is a Research Officer working on TalkTogether: Supporting Oral Language Development.

The project investigates children’s oral language in multilingual urban poor contexts, with an aim to develop and evaluate an intervention programme for kindergarten classes. TalkTogether is an international collaboration led by Prof. Sonali Nag and involves academic and non-academic partners in India.

Athina completed her PhD in Applied Linguistics at the University of Cambridge being awarded a PhD Studentship from the Department of Theoretical and Applied Linguistics. Before her PhD, Athina obtained a MA in Linguistics from the Radboud University Nijmegen, in the Netherlands. During her MA studies, she did an internship at the University of Amsterdam where she was involved in testing bilingual children and used the data to write her MA thesis on the occurrence of cross-linguistic influence in the acquisition of grammatical gender by Greek-Dutch bilingual children. She also worked as a student assistant for three months at the Center for Language and Speech Technology of the Radboud University of Nijmegen with her task being the preparation of a literature overview of the indicators investigated and reported in the literature to predict L2 oral proficiency, as well as, a review of the systems (manual and automatic) used to evaluate speaking proficiency. She holds a BA in Greek Philology from the Aristotle University of Thessaloniki, Greece. During her BA, she also spent an academic year at the University Pompeu Fabra, Barcelona, Spain as a student being awarded an Erasmus scholarship. Finally, she has a CELTA (Certificate in Teaching English to Speakers of Other Languages) and has some teaching experience with children and adults in various settings (immigrant populations, undergraduates, foreign and repatriated students).

In her previous research, she investigated age (of onset) and first language effects on the acquisition of English grammar (focusing on finiteness) by Chinese and Russian child learners in a minimal input EFL (English as a Foreign Language) context. During her current role, she is involved in various research projects within TalkTogether all focusing on shedding light on child oral language development of (Kannada-speaking) children and/or aiming to support their oral language development through interventions.

Her research interests involve child (second) language acquisition with a particular interest in the development of morphosyntax, the factors both linguistic and contextual that shape it, and the support of oral language development through classroom interventions to help children be ‘readier’ for literacy and school.

Conference Papers

1. ‘Age in child L2 acquisition: The case of finiteness’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the EuroSLA 28 conference, Munster, Germany, September 5-8, 2018.
2. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of age’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Age effects in bilingual language acquisition’ in Poznan, Poland, March 7-8, 2019.
3. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of L1 (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Tenselessness II’ in Lisbon, Portugal, October 3-4, 2019.

Poster presentations

1. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the Lead summer school for L2 acquisition, University of Tübingen, Germany, July 23-27, 2018.
2. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the School on Experimental and Corpus Linguistics, Aristotle University of Thessaloniki, Greece, September 25-27, 2018.

Laura is Co-Director of the University of Oxford Education Deanery and subject lead for the PGCE in Modern Languages. She also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Prior to coming to the Department of Education Oxford, Liz held positions as an Associate Professor in the Division of Language Sciences at UCL and an Assistant Professor in Psychology at Warwick.

She was previously at Oxford as a Junior Research Fellow housed in the Department of Experimental Psychology and Linacre College. Her degrees are in Linguistics and Artificial Intelligence (University of Edinburgh;  MA Hons) and Brain and Cognitive Sciences (University of Rochester, USA; MSc & PhD). Between her degrees, she worked briefly as Teacher of English to students of other languages.

Broadly speaking, Liz is interested in human language learning. Her research explores the extent to which this rests on input-driven, statistical learning processes, both in the context of learning a first native language, and in learning further languages in later childhood or adulthood. She is interested in learning that occurs both in naturalistic contexts and in input-limited contexts (such as the classroom), as well in the educational implications of statistical learning approaches for modern foreign language instruction. She also has an interest in the development of literacy and in language processing.

From a theoretical perspective, Liz has recently become interested in whether human language may be understood in terms of discriminative learning — a well-understood theory of learning developed in the study of animal learning. This work is funded by a grant from the Leverhulme Trust.

See also https://languagelearninglab-ox.com/

Publications

• Dong H, Clayards M, Brown H, Wonnacott E. 2019. The effects of high versus low talker variability and
  individual aptitude on phonetic training of Mandarin lexical tones. PeerJ 7:e7191 https://doi.org/10.7717/peerj.7191
• Sinkeviciute, R., Brown, H., Brekelmans, G., & Wonnacott, E. (2019) The role of input variability and learner
  age in second language vocabulary learning. Studies in Second Language Acquisition, 1-26.
• Samara, A., Singh, D., & Wonnacott, E. (2018) Statistical learning and spelling: Evidence from an incidental
  learning experiment with children. Cognition, 182, 25-30. DOI 10.1016
• Amridge, B., Barak, L., Wonnacott, E., Bannard, C., & Sala, G. (2018) Effects of Both Preemption and Entrenchment in the Retreat from Verb Overgeneralization Errors: Four Reanalyses, an Extended Replication, and a Meta-Analytic Synthesis. Collabra: Psychology, 4(1), 23.
• Giannakopoulou, A., Brown, H., Clayards, M., & Wonnacott, E. (2017) High or Low? Comparing high and low-variability phonetic training in adult and child second language learners. PeerJ 5:e3209; DOI 10.7717/peerj.3209
• Wonnacott, E., Brown, H., & Nation, K. (2017) Skewing the evidence: The effect of input structure on child
  and adult learning of lexically-based patterns in an artificial language. Journal of Memory and Language, 95, 46-48. 10.1016/j.jml.2017.01.005 Rcode data
• Samara, A. Smith, K., Brown, H., & Wonnacott, E. (2017) Acquiring variation in an artificial language:
  children and adults are sensitive to socially-conditioned linguistic variation. Cognitive Psychology, 94, 85-114
• Smith, K., Perfors, A., Fehér, O., Samara, A., Swoboda, K., & Wonnacott, E. (2017) Language learning,
  language use and the evolution of linguistic variation. Phil. Trans. R. Soc. B, 372(1711), 20160051.
• Fehér, O., Wonnacott, E., & Smith, K. (2016) Structural priming in artificial languages and the regularisation
  of unpredictable variation. Journal of Memory and Language. 91, 158–180.
• Wonnacott, E., Joseph, H. S. S. L., Adelman, J. S. and Nation, K. (2016) Is children’s reading “good
  enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology, 69 (5). Pp. 855-879.
• Joseph, H. S., Wonnacott, E., Forbes, P., & Nation, K. (2014) Becoming a written word: Eye movements
  reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133(1), 238-248.
• Wonnacott, E. (2013) Statistical Mechanisms in Language Acquisition. In P. Binder & K. Smith (eds.). The
  Language Phenomenon, Springer.
• Wonnacott, E., Boyd, J.K, Thomson. J.J., & Goldberg, A.E. (2012) Input effects on the acquisition of a
  novel phrasal construction in 5 year olds. Journal of Memory and Language, 66, 458-478.
• Wonnacott, E. (2011) Balancing generalization and lexical conservatism: An artificial language study with
  child learners. Journal of Memory and Language, 65, 1-14.
• Perfors, A. & Wonnacott, E. (2011) Bayesian modelling of sources of constraint in language acquisition. In:
  Arnon, Inbal and Clarke, Eve V., (eds.) Experience, variation and generalization : learning a first language. Amsterdam ; Philadelphia: John Benjamins , pp. 277-294
• Smith, K., & Wonnacott, E. (2010) Eliminating unpredictable variation through iterated learning. Cognition,
  116, 444-449.
• Perfors, A., Tenenbaum, J.B., & Wonnacott, E. (2010) Variability, negative evidence, and the acquisition of
  verb argument constructions. Journal of Child Language, 37, 607-642.
• Wonnacott, E., Newport, E.L., & Tanenhaus, M.K. (2008) Acquiring and processing verb argument
  structure: Distributional learning in a miniature language. Cognitive Psychology, 56, 165-209.
• Wonnacott, E., & Watson, G. (2008) Acoustic emphasis in four year olds. Cognition, 107, 1093-101.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

• Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.

• Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
• Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.

• Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
• Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
• Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

• Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)

• Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
• Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Dr Anna-Maria Ramezanzadeh is a Departmental Lecturer in Applied Linguistics, a language researcher and a curriculum developer. Her research areas include Arabic applied linguistics, language learning motivation, and individual and group differences in second language acquisition.

She is currently conducting a funded review of existing research on the teaching and learning of the Arabic language, having also produced research for the British Council and the AHRC Creative Multilingualism project. She has taught Arabic at undergraduate and graduate levels at the University of Oxford and has experience in designing curricula for in-person and online Arabic language programs.

She received her doctorate in Education, focussing on Arabic applied linguistics, from the University of Oxford’s Department of Education, along with her MSc in Applied Linguistics and Second Language Acquisition, and a bachelor’s degree in Arabic and Persian from the Faculty of Asian and Middle Eastern Studies.

Publications

• Ramezanzadeh, A. M., & Woore, R. (2023). Scoping Review of Teaching and Learning Arabic as an L2 – Database. https://ora.ox.ac.uk/objects/uuid:322b75c2-9a5b-4214-9df7-a81b1d5e848b.
• Ramezanzadeh, A. M. (2021). Motivation and multiglossia: Exploring the learning of Arabic in UK schools [PhD thesis]. University of Oxford. https://ora.ox.ac.uk/objects/uuid:2135e20b-1a02-41a9-9a1f-b21b03bd6d14/files/d9019s2655
• Ramezanzadeh, A. M. (2016). One Size Fits All? An Analysis of Heritage and Non-Heritage Language Learner Performance in GCSE Arabic. British Council. https://www.britishcouncil.org/sites/default/files/an_analysis_of_heritage_and_non-heritage_language_learner_performance_in_gcse_arabic.pdf

Shuo-Fang earned a Bachelor’s degree from National Chengchi University (Taiwan) and a Master’s degree from Boston University. He has teaching experience in various EFL contexts including international high school, educational institute, and graduate language program.

Shuo-Fang’s areas of interest lie in applied linguistics, particularly phonetics/phonology and speech perception. As an Oxford-Taiwan Graduate Scholar, Shuo-Fang is currently undertaking his doctoral research, supervised by Dr Elizabeth Wonnacott and Dr Robert Woore. His doctoral project is mostly experimental and explores second language learners’ difficulty in processing English connected speech.

Shuo-Fang is affiliated with two research groups: Applied Linguistics and Wonnacott-Nation Lab (developmental cognitive psychology).

Publications

Liang, S., & Yu, H. (2021). Chinese students’ willingness to communicate in EFL classrooms: A case study of students at a Sino-foreign university. Professional and Academic English, 28(2), 15–33.

Athina is a Research Officer working on TalkTogether: Supporting Oral Language Development.

The project investigates children’s oral language in multilingual urban poor contexts, with an aim to develop and evaluate an intervention programme for kindergarten classes. TalkTogether is an international collaboration led by Prof. Sonali Nag and involves academic and non-academic partners in India.

Athina completed her PhD in Applied Linguistics at the University of Cambridge being awarded a PhD Studentship from the Department of Theoretical and Applied Linguistics. Before her PhD, Athina obtained a MA in Linguistics from the Radboud University Nijmegen, in the Netherlands. During her MA studies, she did an internship at the University of Amsterdam where she was involved in testing bilingual children and used the data to write her MA thesis on the occurrence of cross-linguistic influence in the acquisition of grammatical gender by Greek-Dutch bilingual children. She also worked as a student assistant for three months at the Center for Language and Speech Technology of the Radboud University of Nijmegen with her task being the preparation of a literature overview of the indicators investigated and reported in the literature to predict L2 oral proficiency, as well as, a review of the systems (manual and automatic) used to evaluate speaking proficiency. She holds a BA in Greek Philology from the Aristotle University of Thessaloniki, Greece. During her BA, she also spent an academic year at the University Pompeu Fabra, Barcelona, Spain as a student being awarded an Erasmus scholarship. Finally, she has a CELTA (Certificate in Teaching English to Speakers of Other Languages) and has some teaching experience with children and adults in various settings (immigrant populations, undergraduates, foreign and repatriated students).

In her previous research, she investigated age (of onset) and first language effects on the acquisition of English grammar (focusing on finiteness) by Chinese and Russian child learners in a minimal input EFL (English as a Foreign Language) context. During her current role, she is involved in various research projects within TalkTogether all focusing on shedding light on child oral language development of (Kannada-speaking) children and/or aiming to support their oral language development through interventions.

Her research interests involve child (second) language acquisition with a particular interest in the development of morphosyntax, the factors both linguistic and contextual that shape it, and the support of oral language development through classroom interventions to help children be ‘readier’ for literacy and school.

Conference Papers

1. ‘Age in child L2 acquisition: The case of finiteness’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the EuroSLA 28 conference, Munster, Germany, September 5-8, 2018.
2. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of age’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Age effects in bilingual language acquisition’ in Poznan, Poland, March 7-8, 2019.
3. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of L1 (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Tenselessness II’ in Lisbon, Portugal, October 3-4, 2019.

Poster presentations

1. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the Lead summer school for L2 acquisition, University of Tübingen, Germany, July 23-27, 2018.
2. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the School on Experimental and Corpus Linguistics, Aristotle University of Thessaloniki, Greece, September 25-27, 2018.

Laura is Co-Director of the University of Oxford Education Deanery and subject lead for the PGCE in Modern Languages. She also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Prior to coming to the Department of Education Oxford, Liz held positions as an Associate Professor in the Division of Language Sciences at UCL and an Assistant Professor in Psychology at Warwick.

She was previously at Oxford as a Junior Research Fellow housed in the Department of Experimental Psychology and Linacre College. Her degrees are in Linguistics and Artificial Intelligence (University of Edinburgh;  MA Hons) and Brain and Cognitive Sciences (University of Rochester, USA; MSc & PhD). Between her degrees, she worked briefly as Teacher of English to students of other languages.

Broadly speaking, Liz is interested in human language learning. Her research explores the extent to which this rests on input-driven, statistical learning processes, both in the context of learning a first native language, and in learning further languages in later childhood or adulthood. She is interested in learning that occurs both in naturalistic contexts and in input-limited contexts (such as the classroom), as well in the educational implications of statistical learning approaches for modern foreign language instruction. She also has an interest in the development of literacy and in language processing.

From a theoretical perspective, Liz has recently become interested in whether human language may be understood in terms of discriminative learning — a well-understood theory of learning developed in the study of animal learning. This work is funded by a grant from the Leverhulme Trust.

See also https://languagelearninglab-ox.com/

Publications

• Dong H, Clayards M, Brown H, Wonnacott E. 2019. The effects of high versus low talker variability and
  individual aptitude on phonetic training of Mandarin lexical tones. PeerJ 7:e7191 https://doi.org/10.7717/peerj.7191
• Sinkeviciute, R., Brown, H., Brekelmans, G., & Wonnacott, E. (2019) The role of input variability and learner
  age in second language vocabulary learning. Studies in Second Language Acquisition, 1-26.
• Samara, A., Singh, D., & Wonnacott, E. (2018) Statistical learning and spelling: Evidence from an incidental
  learning experiment with children. Cognition, 182, 25-30. DOI 10.1016
• Amridge, B., Barak, L., Wonnacott, E., Bannard, C., & Sala, G. (2018) Effects of Both Preemption and Entrenchment in the Retreat from Verb Overgeneralization Errors: Four Reanalyses, an Extended Replication, and a Meta-Analytic Synthesis. Collabra: Psychology, 4(1), 23.
• Giannakopoulou, A., Brown, H., Clayards, M., & Wonnacott, E. (2017) High or Low? Comparing high and low-variability phonetic training in adult and child second language learners. PeerJ 5:e3209; DOI 10.7717/peerj.3209
• Wonnacott, E., Brown, H., & Nation, K. (2017) Skewing the evidence: The effect of input structure on child
  and adult learning of lexically-based patterns in an artificial language. Journal of Memory and Language, 95, 46-48. 10.1016/j.jml.2017.01.005 Rcode data
• Samara, A. Smith, K., Brown, H., & Wonnacott, E. (2017) Acquiring variation in an artificial language:
  children and adults are sensitive to socially-conditioned linguistic variation. Cognitive Psychology, 94, 85-114
• Smith, K., Perfors, A., Fehér, O., Samara, A., Swoboda, K., & Wonnacott, E. (2017) Language learning,
  language use and the evolution of linguistic variation. Phil. Trans. R. Soc. B, 372(1711), 20160051.
• Fehér, O., Wonnacott, E., & Smith, K. (2016) Structural priming in artificial languages and the regularisation
  of unpredictable variation. Journal of Memory and Language. 91, 158–180.
• Wonnacott, E., Joseph, H. S. S. L., Adelman, J. S. and Nation, K. (2016) Is children’s reading “good
  enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology, 69 (5). Pp. 855-879.
• Joseph, H. S., Wonnacott, E., Forbes, P., & Nation, K. (2014) Becoming a written word: Eye movements
  reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133(1), 238-248.
• Wonnacott, E. (2013) Statistical Mechanisms in Language Acquisition. In P. Binder & K. Smith (eds.). The
  Language Phenomenon, Springer.
• Wonnacott, E., Boyd, J.K, Thomson. J.J., & Goldberg, A.E. (2012) Input effects on the acquisition of a
  novel phrasal construction in 5 year olds. Journal of Memory and Language, 66, 458-478.
• Wonnacott, E. (2011) Balancing generalization and lexical conservatism: An artificial language study with
  child learners. Journal of Memory and Language, 65, 1-14.
• Perfors, A. & Wonnacott, E. (2011) Bayesian modelling of sources of constraint in language acquisition. In:
  Arnon, Inbal and Clarke, Eve V., (eds.) Experience, variation and generalization : learning a first language. Amsterdam ; Philadelphia: John Benjamins , pp. 277-294
• Smith, K., & Wonnacott, E. (2010) Eliminating unpredictable variation through iterated learning. Cognition,
  116, 444-449.
• Perfors, A., Tenenbaum, J.B., & Wonnacott, E. (2010) Variability, negative evidence, and the acquisition of
  verb argument constructions. Journal of Child Language, 37, 607-642.
• Wonnacott, E., Newport, E.L., & Tanenhaus, M.K. (2008) Acquiring and processing verb argument
  structure: Distributional learning in a miniature language. Cognitive Psychology, 56, 165-209.
• Wonnacott, E., & Watson, G. (2008) Acoustic emphasis in four year olds. Cognition, 107, 1093-101.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

• Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.

• Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
• Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.

• Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
• Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
• Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

• Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)

• Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
• Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Dr Anna-Maria Ramezanzadeh is a Departmental Lecturer in Applied Linguistics, a language researcher and a curriculum developer. Her research areas include Arabic applied linguistics, language learning motivation, and individual and group differences in second language acquisition.

She is currently conducting a funded review of existing research on the teaching and learning of the Arabic language, having also produced research for the British Council and the AHRC Creative Multilingualism project. She has taught Arabic at undergraduate and graduate levels at the University of Oxford and has experience in designing curricula for in-person and online Arabic language programs.

She received her doctorate in Education, focussing on Arabic applied linguistics, from the University of Oxford’s Department of Education, along with her MSc in Applied Linguistics and Second Language Acquisition, and a bachelor’s degree in Arabic and Persian from the Faculty of Asian and Middle Eastern Studies.

Publications

• Ramezanzadeh, A. M., & Woore, R. (2023). Scoping Review of Teaching and Learning Arabic as an L2 – Database. https://ora.ox.ac.uk/objects/uuid:322b75c2-9a5b-4214-9df7-a81b1d5e848b.
• Ramezanzadeh, A. M. (2021). Motivation and multiglossia: Exploring the learning of Arabic in UK schools [PhD thesis]. University of Oxford. https://ora.ox.ac.uk/objects/uuid:2135e20b-1a02-41a9-9a1f-b21b03bd6d14/files/d9019s2655
• Ramezanzadeh, A. M. (2016). One Size Fits All? An Analysis of Heritage and Non-Heritage Language Learner Performance in GCSE Arabic. British Council. https://www.britishcouncil.org/sites/default/files/an_analysis_of_heritage_and_non-heritage_language_learner_performance_in_gcse_arabic.pdf

Shuo-Fang earned a Bachelor’s degree from National Chengchi University (Taiwan) and a Master’s degree from Boston University. He has teaching experience in various EFL contexts including international high school, educational institute, and graduate language program.

Shuo-Fang’s areas of interest lie in applied linguistics, particularly phonetics/phonology and speech perception. As an Oxford-Taiwan Graduate Scholar, Shuo-Fang is currently undertaking his doctoral research, supervised by Dr Elizabeth Wonnacott and Dr Robert Woore. His doctoral project is mostly experimental and explores second language learners’ difficulty in processing English connected speech.

Shuo-Fang is affiliated with two research groups: Applied Linguistics and Wonnacott-Nation Lab (developmental cognitive psychology).

Publications

Liang, S., & Yu, H. (2021). Chinese students’ willingness to communicate in EFL classrooms: A case study of students at a Sino-foreign university. Professional and Academic English, 28(2), 15–33.

Athina is a Research Officer working on TalkTogether: Supporting Oral Language Development.

The project investigates children’s oral language in multilingual urban poor contexts, with an aim to develop and evaluate an intervention programme for kindergarten classes. TalkTogether is an international collaboration led by Prof. Sonali Nag and involves academic and non-academic partners in India.

Athina completed her PhD in Applied Linguistics at the University of Cambridge being awarded a PhD Studentship from the Department of Theoretical and Applied Linguistics. Before her PhD, Athina obtained a MA in Linguistics from the Radboud University Nijmegen, in the Netherlands. During her MA studies, she did an internship at the University of Amsterdam where she was involved in testing bilingual children and used the data to write her MA thesis on the occurrence of cross-linguistic influence in the acquisition of grammatical gender by Greek-Dutch bilingual children. She also worked as a student assistant for three months at the Center for Language and Speech Technology of the Radboud University of Nijmegen with her task being the preparation of a literature overview of the indicators investigated and reported in the literature to predict L2 oral proficiency, as well as, a review of the systems (manual and automatic) used to evaluate speaking proficiency. She holds a BA in Greek Philology from the Aristotle University of Thessaloniki, Greece. During her BA, she also spent an academic year at the University Pompeu Fabra, Barcelona, Spain as a student being awarded an Erasmus scholarship. Finally, she has a CELTA (Certificate in Teaching English to Speakers of Other Languages) and has some teaching experience with children and adults in various settings (immigrant populations, undergraduates, foreign and repatriated students).

In her previous research, she investigated age (of onset) and first language effects on the acquisition of English grammar (focusing on finiteness) by Chinese and Russian child learners in a minimal input EFL (English as a Foreign Language) context. During her current role, she is involved in various research projects within TalkTogether all focusing on shedding light on child oral language development of (Kannada-speaking) children and/or aiming to support their oral language development through interventions.

Her research interests involve child (second) language acquisition with a particular interest in the development of morphosyntax, the factors both linguistic and contextual that shape it, and the support of oral language development through classroom interventions to help children be ‘readier’ for literacy and school.

Conference Papers

1. ‘Age in child L2 acquisition: The case of finiteness’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the EuroSLA 28 conference, Munster, Germany, September 5-8, 2018.
2. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of age’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Age effects in bilingual language acquisition’ in Poznan, Poland, March 7-8, 2019.
3. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of L1 (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Tenselessness II’ in Lisbon, Portugal, October 3-4, 2019.

Poster presentations

1. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the Lead summer school for L2 acquisition, University of Tübingen, Germany, July 23-27, 2018.
2. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the School on Experimental and Corpus Linguistics, Aristotle University of Thessaloniki, Greece, September 25-27, 2018.

Laura is Co-Director of the University of Oxford Education Deanery and subject lead for the PGCE in Modern Languages. She also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Prior to coming to the Department of Education Oxford, Liz held positions as an Associate Professor in the Division of Language Sciences at UCL and an Assistant Professor in Psychology at Warwick.

She was previously at Oxford as a Junior Research Fellow housed in the Department of Experimental Psychology and Linacre College. Her degrees are in Linguistics and Artificial Intelligence (University of Edinburgh;  MA Hons) and Brain and Cognitive Sciences (University of Rochester, USA; MSc & PhD). Between her degrees, she worked briefly as Teacher of English to students of other languages.

Broadly speaking, Liz is interested in human language learning. Her research explores the extent to which this rests on input-driven, statistical learning processes, both in the context of learning a first native language, and in learning further languages in later childhood or adulthood. She is interested in learning that occurs both in naturalistic contexts and in input-limited contexts (such as the classroom), as well in the educational implications of statistical learning approaches for modern foreign language instruction. She also has an interest in the development of literacy and in language processing.

From a theoretical perspective, Liz has recently become interested in whether human language may be understood in terms of discriminative learning — a well-understood theory of learning developed in the study of animal learning. This work is funded by a grant from the Leverhulme Trust.

See also https://languagelearninglab-ox.com/

Publications

• Dong H, Clayards M, Brown H, Wonnacott E. 2019. The effects of high versus low talker variability and
  individual aptitude on phonetic training of Mandarin lexical tones. PeerJ 7:e7191 https://doi.org/10.7717/peerj.7191
• Sinkeviciute, R., Brown, H., Brekelmans, G., & Wonnacott, E. (2019) The role of input variability and learner
  age in second language vocabulary learning. Studies in Second Language Acquisition, 1-26.
• Samara, A., Singh, D., & Wonnacott, E. (2018) Statistical learning and spelling: Evidence from an incidental
  learning experiment with children. Cognition, 182, 25-30. DOI 10.1016
• Amridge, B., Barak, L., Wonnacott, E., Bannard, C., & Sala, G. (2018) Effects of Both Preemption and Entrenchment in the Retreat from Verb Overgeneralization Errors: Four Reanalyses, an Extended Replication, and a Meta-Analytic Synthesis. Collabra: Psychology, 4(1), 23.
• Giannakopoulou, A., Brown, H., Clayards, M., & Wonnacott, E. (2017) High or Low? Comparing high and low-variability phonetic training in adult and child second language learners. PeerJ 5:e3209; DOI 10.7717/peerj.3209
• Wonnacott, E., Brown, H., & Nation, K. (2017) Skewing the evidence: The effect of input structure on child
  and adult learning of lexically-based patterns in an artificial language. Journal of Memory and Language, 95, 46-48. 10.1016/j.jml.2017.01.005 Rcode data
• Samara, A. Smith, K., Brown, H., & Wonnacott, E. (2017) Acquiring variation in an artificial language:
  children and adults are sensitive to socially-conditioned linguistic variation. Cognitive Psychology, 94, 85-114
• Smith, K., Perfors, A., Fehér, O., Samara, A., Swoboda, K., & Wonnacott, E. (2017) Language learning,
  language use and the evolution of linguistic variation. Phil. Trans. R. Soc. B, 372(1711), 20160051.
• Fehér, O., Wonnacott, E., & Smith, K. (2016) Structural priming in artificial languages and the regularisation
  of unpredictable variation. Journal of Memory and Language. 91, 158–180.
• Wonnacott, E., Joseph, H. S. S. L., Adelman, J. S. and Nation, K. (2016) Is children’s reading “good
  enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology, 69 (5). Pp. 855-879.
• Joseph, H. S., Wonnacott, E., Forbes, P., & Nation, K. (2014) Becoming a written word: Eye movements
  reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133(1), 238-248.
• Wonnacott, E. (2013) Statistical Mechanisms in Language Acquisition. In P. Binder & K. Smith (eds.). The
  Language Phenomenon, Springer.
• Wonnacott, E., Boyd, J.K, Thomson. J.J., & Goldberg, A.E. (2012) Input effects on the acquisition of a
  novel phrasal construction in 5 year olds. Journal of Memory and Language, 66, 458-478.
• Wonnacott, E. (2011) Balancing generalization and lexical conservatism: An artificial language study with
  child learners. Journal of Memory and Language, 65, 1-14.
• Perfors, A. & Wonnacott, E. (2011) Bayesian modelling of sources of constraint in language acquisition. In:
  Arnon, Inbal and Clarke, Eve V., (eds.) Experience, variation and generalization : learning a first language. Amsterdam ; Philadelphia: John Benjamins , pp. 277-294
• Smith, K., & Wonnacott, E. (2010) Eliminating unpredictable variation through iterated learning. Cognition,
  116, 444-449.
• Perfors, A., Tenenbaum, J.B., & Wonnacott, E. (2010) Variability, negative evidence, and the acquisition of
  verb argument constructions. Journal of Child Language, 37, 607-642.
• Wonnacott, E., Newport, E.L., & Tanenhaus, M.K. (2008) Acquiring and processing verb argument
  structure: Distributional learning in a miniature language. Cognitive Psychology, 56, 165-209.
• Wonnacott, E., & Watson, G. (2008) Acoustic emphasis in four year olds. Cognition, 107, 1093-101.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

• Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.

• Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
• Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.

• Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
• Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
• Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

• Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)

• Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
• Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Dr Anna-Maria Ramezanzadeh is a Departmental Lecturer in Applied Linguistics, a language researcher and a curriculum developer. Her research areas include Arabic applied linguistics, language learning motivation, and individual and group differences in second language acquisition.

She is currently conducting a funded review of existing research on the teaching and learning of the Arabic language, having also produced research for the British Council and the AHRC Creative Multilingualism project. She has taught Arabic at undergraduate and graduate levels at the University of Oxford and has experience in designing curricula for in-person and online Arabic language programs.

She received her doctorate in Education, focussing on Arabic applied linguistics, from the University of Oxford’s Department of Education, along with her MSc in Applied Linguistics and Second Language Acquisition, and a bachelor’s degree in Arabic and Persian from the Faculty of Asian and Middle Eastern Studies.

Publications

• Ramezanzadeh, A. M., & Woore, R. (2023). Scoping Review of Teaching and Learning Arabic as an L2 – Database. https://ora.ox.ac.uk/objects/uuid:322b75c2-9a5b-4214-9df7-a81b1d5e848b.
• Ramezanzadeh, A. M. (2021). Motivation and multiglossia: Exploring the learning of Arabic in UK schools [PhD thesis]. University of Oxford. https://ora.ox.ac.uk/objects/uuid:2135e20b-1a02-41a9-9a1f-b21b03bd6d14/files/d9019s2655
• Ramezanzadeh, A. M. (2016). One Size Fits All? An Analysis of Heritage and Non-Heritage Language Learner Performance in GCSE Arabic. British Council. https://www.britishcouncil.org/sites/default/files/an_analysis_of_heritage_and_non-heritage_language_learner_performance_in_gcse_arabic.pdf

Shuo-Fang earned a Bachelor’s degree from National Chengchi University (Taiwan) and a Master’s degree from Boston University. He has teaching experience in various EFL contexts including international high school, educational institute, and graduate language program.

Shuo-Fang’s areas of interest lie in applied linguistics, particularly phonetics/phonology and speech perception. As an Oxford-Taiwan Graduate Scholar, Shuo-Fang is currently undertaking his doctoral research, supervised by Dr Elizabeth Wonnacott and Dr Robert Woore. His doctoral project is mostly experimental and explores second language learners’ difficulty in processing English connected speech.

Shuo-Fang is affiliated with two research groups: Applied Linguistics and Wonnacott-Nation Lab (developmental cognitive psychology).

Publications

Liang, S., & Yu, H. (2021). Chinese students’ willingness to communicate in EFL classrooms: A case study of students at a Sino-foreign university. Professional and Academic English, 28(2), 15–33.

Athina is a Research Officer working on TalkTogether: Supporting Oral Language Development.

The project investigates children’s oral language in multilingual urban poor contexts, with an aim to develop and evaluate an intervention programme for kindergarten classes. TalkTogether is an international collaboration led by Prof. Sonali Nag and involves academic and non-academic partners in India.

Athina completed her PhD in Applied Linguistics at the University of Cambridge being awarded a PhD Studentship from the Department of Theoretical and Applied Linguistics. Before her PhD, Athina obtained a MA in Linguistics from the Radboud University Nijmegen, in the Netherlands. During her MA studies, she did an internship at the University of Amsterdam where she was involved in testing bilingual children and used the data to write her MA thesis on the occurrence of cross-linguistic influence in the acquisition of grammatical gender by Greek-Dutch bilingual children. She also worked as a student assistant for three months at the Center for Language and Speech Technology of the Radboud University of Nijmegen with her task being the preparation of a literature overview of the indicators investigated and reported in the literature to predict L2 oral proficiency, as well as, a review of the systems (manual and automatic) used to evaluate speaking proficiency. She holds a BA in Greek Philology from the Aristotle University of Thessaloniki, Greece. During her BA, she also spent an academic year at the University Pompeu Fabra, Barcelona, Spain as a student being awarded an Erasmus scholarship. Finally, she has a CELTA (Certificate in Teaching English to Speakers of Other Languages) and has some teaching experience with children and adults in various settings (immigrant populations, undergraduates, foreign and repatriated students).

In her previous research, she investigated age (of onset) and first language effects on the acquisition of English grammar (focusing on finiteness) by Chinese and Russian child learners in a minimal input EFL (English as a Foreign Language) context. During her current role, she is involved in various research projects within TalkTogether all focusing on shedding light on child oral language development of (Kannada-speaking) children and/or aiming to support their oral language development through interventions.

Her research interests involve child (second) language acquisition with a particular interest in the development of morphosyntax, the factors both linguistic and contextual that shape it, and the support of oral language development through classroom interventions to help children be ‘readier’ for literacy and school.

Conference Papers

1. ‘Age in child L2 acquisition: The case of finiteness’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the EuroSLA 28 conference, Munster, Germany, September 5-8, 2018.
2. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of age’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Age effects in bilingual language acquisition’ in Poznan, Poland, March 7-8, 2019.
3. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of L1 (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Tenselessness II’ in Lisbon, Portugal, October 3-4, 2019.

Poster presentations

1. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the Lead summer school for L2 acquisition, University of Tübingen, Germany, July 23-27, 2018.
2. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the School on Experimental and Corpus Linguistics, Aristotle University of Thessaloniki, Greece, September 25-27, 2018.

Laura is Co-Director of the University of Oxford Education Deanery and subject lead for the PGCE in Modern Languages. She also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Prior to coming to the Department of Education Oxford, Liz held positions as an Associate Professor in the Division of Language Sciences at UCL and an Assistant Professor in Psychology at Warwick.

She was previously at Oxford as a Junior Research Fellow housed in the Department of Experimental Psychology and Linacre College. Her degrees are in Linguistics and Artificial Intelligence (University of Edinburgh;  MA Hons) and Brain and Cognitive Sciences (University of Rochester, USA; MSc & PhD). Between her degrees, she worked briefly as Teacher of English to students of other languages.

Broadly speaking, Liz is interested in human language learning. Her research explores the extent to which this rests on input-driven, statistical learning processes, both in the context of learning a first native language, and in learning further languages in later childhood or adulthood. She is interested in learning that occurs both in naturalistic contexts and in input-limited contexts (such as the classroom), as well in the educational implications of statistical learning approaches for modern foreign language instruction. She also has an interest in the development of literacy and in language processing.

From a theoretical perspective, Liz has recently become interested in whether human language may be understood in terms of discriminative learning — a well-understood theory of learning developed in the study of animal learning. This work is funded by a grant from the Leverhulme Trust.

See also https://languagelearninglab-ox.com/

Publications

• Dong H, Clayards M, Brown H, Wonnacott E. 2019. The effects of high versus low talker variability and
  individual aptitude on phonetic training of Mandarin lexical tones. PeerJ 7:e7191 https://doi.org/10.7717/peerj.7191
• Sinkeviciute, R., Brown, H., Brekelmans, G., & Wonnacott, E. (2019) The role of input variability and learner
  age in second language vocabulary learning. Studies in Second Language Acquisition, 1-26.
• Samara, A., Singh, D., & Wonnacott, E. (2018) Statistical learning and spelling: Evidence from an incidental
  learning experiment with children. Cognition, 182, 25-30. DOI 10.1016
• Amridge, B., Barak, L., Wonnacott, E., Bannard, C., & Sala, G. (2018) Effects of Both Preemption and Entrenchment in the Retreat from Verb Overgeneralization Errors: Four Reanalyses, an Extended Replication, and a Meta-Analytic Synthesis. Collabra: Psychology, 4(1), 23.
• Giannakopoulou, A., Brown, H., Clayards, M., & Wonnacott, E. (2017) High or Low? Comparing high and low-variability phonetic training in adult and child second language learners. PeerJ 5:e3209; DOI 10.7717/peerj.3209
• Wonnacott, E., Brown, H., & Nation, K. (2017) Skewing the evidence: The effect of input structure on child
  and adult learning of lexically-based patterns in an artificial language. Journal of Memory and Language, 95, 46-48. 10.1016/j.jml.2017.01.005 Rcode data
• Samara, A. Smith, K., Brown, H., & Wonnacott, E. (2017) Acquiring variation in an artificial language:
  children and adults are sensitive to socially-conditioned linguistic variation. Cognitive Psychology, 94, 85-114
• Smith, K., Perfors, A., Fehér, O., Samara, A., Swoboda, K., & Wonnacott, E. (2017) Language learning,
  language use and the evolution of linguistic variation. Phil. Trans. R. Soc. B, 372(1711), 20160051.
• Fehér, O., Wonnacott, E., & Smith, K. (2016) Structural priming in artificial languages and the regularisation
  of unpredictable variation. Journal of Memory and Language. 91, 158–180.
• Wonnacott, E., Joseph, H. S. S. L., Adelman, J. S. and Nation, K. (2016) Is children’s reading “good
  enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology, 69 (5). Pp. 855-879.
• Joseph, H. S., Wonnacott, E., Forbes, P., & Nation, K. (2014) Becoming a written word: Eye movements
  reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133(1), 238-248.
• Wonnacott, E. (2013) Statistical Mechanisms in Language Acquisition. In P. Binder & K. Smith (eds.). The
  Language Phenomenon, Springer.
• Wonnacott, E., Boyd, J.K, Thomson. J.J., & Goldberg, A.E. (2012) Input effects on the acquisition of a
  novel phrasal construction in 5 year olds. Journal of Memory and Language, 66, 458-478.
• Wonnacott, E. (2011) Balancing generalization and lexical conservatism: An artificial language study with
  child learners. Journal of Memory and Language, 65, 1-14.
• Perfors, A. & Wonnacott, E. (2011) Bayesian modelling of sources of constraint in language acquisition. In:
  Arnon, Inbal and Clarke, Eve V., (eds.) Experience, variation and generalization : learning a first language. Amsterdam ; Philadelphia: John Benjamins , pp. 277-294
• Smith, K., & Wonnacott, E. (2010) Eliminating unpredictable variation through iterated learning. Cognition,
  116, 444-449.
• Perfors, A., Tenenbaum, J.B., & Wonnacott, E. (2010) Variability, negative evidence, and the acquisition of
  verb argument constructions. Journal of Child Language, 37, 607-642.
• Wonnacott, E., Newport, E.L., & Tanenhaus, M.K. (2008) Acquiring and processing verb argument
  structure: Distributional learning in a miniature language. Cognitive Psychology, 56, 165-209.
• Wonnacott, E., & Watson, G. (2008) Acoustic emphasis in four year olds. Cognition, 107, 1093-101.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

• Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.

• Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
• Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.

• Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
• Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
• Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

• Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)

• Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
• Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Dr Anna-Maria Ramezanzadeh is a Departmental Lecturer in Applied Linguistics, a language researcher and a curriculum developer. Her research areas include Arabic applied linguistics, language learning motivation, and individual and group differences in second language acquisition.

She is currently conducting a funded review of existing research on the teaching and learning of the Arabic language, having also produced research for the British Council and the AHRC Creative Multilingualism project. She has taught Arabic at undergraduate and graduate levels at the University of Oxford and has experience in designing curricula for in-person and online Arabic language programs.

She received her doctorate in Education, focussing on Arabic applied linguistics, from the University of Oxford’s Department of Education, along with her MSc in Applied Linguistics and Second Language Acquisition, and a bachelor’s degree in Arabic and Persian from the Faculty of Asian and Middle Eastern Studies.

Publications

• Ramezanzadeh, A. M., & Woore, R. (2023). Scoping Review of Teaching and Learning Arabic as an L2 – Database. https://ora.ox.ac.uk/objects/uuid:322b75c2-9a5b-4214-9df7-a81b1d5e848b.
• Ramezanzadeh, A. M. (2021). Motivation and multiglossia: Exploring the learning of Arabic in UK schools [PhD thesis]. University of Oxford. https://ora.ox.ac.uk/objects/uuid:2135e20b-1a02-41a9-9a1f-b21b03bd6d14/files/d9019s2655
• Ramezanzadeh, A. M. (2016). One Size Fits All? An Analysis of Heritage and Non-Heritage Language Learner Performance in GCSE Arabic. British Council. https://www.britishcouncil.org/sites/default/files/an_analysis_of_heritage_and_non-heritage_language_learner_performance_in_gcse_arabic.pdf

Shuo-Fang earned a Bachelor’s degree from National Chengchi University (Taiwan) and a Master’s degree from Boston University. He has teaching experience in various EFL contexts including international high school, educational institute, and graduate language program.

Shuo-Fang’s areas of interest lie in applied linguistics, particularly phonetics/phonology and speech perception. As an Oxford-Taiwan Graduate Scholar, Shuo-Fang is currently undertaking his doctoral research, supervised by Dr Elizabeth Wonnacott and Dr Robert Woore. His doctoral project is mostly experimental and explores second language learners’ difficulty in processing English connected speech.

Shuo-Fang is affiliated with two research groups: Applied Linguistics and Wonnacott-Nation Lab (developmental cognitive psychology).

Publications

Liang, S., & Yu, H. (2021). Chinese students’ willingness to communicate in EFL classrooms: A case study of students at a Sino-foreign university. Professional and Academic English, 28(2), 15–33.

Athina is a Research Officer working on TalkTogether: Supporting Oral Language Development.

The project investigates children’s oral language in multilingual urban poor contexts, with an aim to develop and evaluate an intervention programme for kindergarten classes. TalkTogether is an international collaboration led by Prof. Sonali Nag and involves academic and non-academic partners in India.

Athina completed her PhD in Applied Linguistics at the University of Cambridge being awarded a PhD Studentship from the Department of Theoretical and Applied Linguistics. Before her PhD, Athina obtained a MA in Linguistics from the Radboud University Nijmegen, in the Netherlands. During her MA studies, she did an internship at the University of Amsterdam where she was involved in testing bilingual children and used the data to write her MA thesis on the occurrence of cross-linguistic influence in the acquisition of grammatical gender by Greek-Dutch bilingual children. She also worked as a student assistant for three months at the Center for Language and Speech Technology of the Radboud University of Nijmegen with her task being the preparation of a literature overview of the indicators investigated and reported in the literature to predict L2 oral proficiency, as well as, a review of the systems (manual and automatic) used to evaluate speaking proficiency. She holds a BA in Greek Philology from the Aristotle University of Thessaloniki, Greece. During her BA, she also spent an academic year at the University Pompeu Fabra, Barcelona, Spain as a student being awarded an Erasmus scholarship. Finally, she has a CELTA (Certificate in Teaching English to Speakers of Other Languages) and has some teaching experience with children and adults in various settings (immigrant populations, undergraduates, foreign and repatriated students).

In her previous research, she investigated age (of onset) and first language effects on the acquisition of English grammar (focusing on finiteness) by Chinese and Russian child learners in a minimal input EFL (English as a Foreign Language) context. During her current role, she is involved in various research projects within TalkTogether all focusing on shedding light on child oral language development of (Kannada-speaking) children and/or aiming to support their oral language development through interventions.

Her research interests involve child (second) language acquisition with a particular interest in the development of morphosyntax, the factors both linguistic and contextual that shape it, and the support of oral language development through classroom interventions to help children be ‘readier’ for literacy and school.

Conference Papers

1. ‘Age in child L2 acquisition: The case of finiteness’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the EuroSLA 28 conference, Munster, Germany, September 5-8, 2018.
2. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of age’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Age effects in bilingual language acquisition’ in Poznan, Poland, March 7-8, 2019.
3. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of L1 (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Tenselessness II’ in Lisbon, Portugal, October 3-4, 2019.

Poster presentations

1. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the Lead summer school for L2 acquisition, University of Tübingen, Germany, July 23-27, 2018.
2. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the School on Experimental and Corpus Linguistics, Aristotle University of Thessaloniki, Greece, September 25-27, 2018.

Laura is Co-Director of the University of Oxford Education Deanery and subject lead for the PGCE in Modern Languages. She also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Prior to coming to the Department of Education Oxford, Liz held positions as an Associate Professor in the Division of Language Sciences at UCL and an Assistant Professor in Psychology at Warwick.

She was previously at Oxford as a Junior Research Fellow housed in the Department of Experimental Psychology and Linacre College. Her degrees are in Linguistics and Artificial Intelligence (University of Edinburgh;  MA Hons) and Brain and Cognitive Sciences (University of Rochester, USA; MSc & PhD). Between her degrees, she worked briefly as Teacher of English to students of other languages.

Broadly speaking, Liz is interested in human language learning. Her research explores the extent to which this rests on input-driven, statistical learning processes, both in the context of learning a first native language, and in learning further languages in later childhood or adulthood. She is interested in learning that occurs both in naturalistic contexts and in input-limited contexts (such as the classroom), as well in the educational implications of statistical learning approaches for modern foreign language instruction. She also has an interest in the development of literacy and in language processing.

From a theoretical perspective, Liz has recently become interested in whether human language may be understood in terms of discriminative learning — a well-understood theory of learning developed in the study of animal learning. This work is funded by a grant from the Leverhulme Trust.

See also https://languagelearninglab-ox.com/

Publications

• Dong H, Clayards M, Brown H, Wonnacott E. 2019. The effects of high versus low talker variability and
  individual aptitude on phonetic training of Mandarin lexical tones. PeerJ 7:e7191 https://doi.org/10.7717/peerj.7191
• Sinkeviciute, R., Brown, H., Brekelmans, G., & Wonnacott, E. (2019) The role of input variability and learner
  age in second language vocabulary learning. Studies in Second Language Acquisition, 1-26.
• Samara, A., Singh, D., & Wonnacott, E. (2018) Statistical learning and spelling: Evidence from an incidental
  learning experiment with children. Cognition, 182, 25-30. DOI 10.1016
• Amridge, B., Barak, L., Wonnacott, E., Bannard, C., & Sala, G. (2018) Effects of Both Preemption and Entrenchment in the Retreat from Verb Overgeneralization Errors: Four Reanalyses, an Extended Replication, and a Meta-Analytic Synthesis. Collabra: Psychology, 4(1), 23.
• Giannakopoulou, A., Brown, H., Clayards, M., & Wonnacott, E. (2017) High or Low? Comparing high and low-variability phonetic training in adult and child second language learners. PeerJ 5:e3209; DOI 10.7717/peerj.3209
• Wonnacott, E., Brown, H., & Nation, K. (2017) Skewing the evidence: The effect of input structure on child
  and adult learning of lexically-based patterns in an artificial language. Journal of Memory and Language, 95, 46-48. 10.1016/j.jml.2017.01.005 Rcode data
• Samara, A. Smith, K., Brown, H., & Wonnacott, E. (2017) Acquiring variation in an artificial language:
  children and adults are sensitive to socially-conditioned linguistic variation. Cognitive Psychology, 94, 85-114
• Smith, K., Perfors, A., Fehér, O., Samara, A., Swoboda, K., & Wonnacott, E. (2017) Language learning,
  language use and the evolution of linguistic variation. Phil. Trans. R. Soc. B, 372(1711), 20160051.
• Fehér, O., Wonnacott, E., & Smith, K. (2016) Structural priming in artificial languages and the regularisation
  of unpredictable variation. Journal of Memory and Language. 91, 158–180.
• Wonnacott, E., Joseph, H. S. S. L., Adelman, J. S. and Nation, K. (2016) Is children’s reading “good
  enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology, 69 (5). Pp. 855-879.
• Joseph, H. S., Wonnacott, E., Forbes, P., & Nation, K. (2014) Becoming a written word: Eye movements
  reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133(1), 238-248.
• Wonnacott, E. (2013) Statistical Mechanisms in Language Acquisition. In P. Binder & K. Smith (eds.). The
  Language Phenomenon, Springer.
• Wonnacott, E., Boyd, J.K, Thomson. J.J., & Goldberg, A.E. (2012) Input effects on the acquisition of a
  novel phrasal construction in 5 year olds. Journal of Memory and Language, 66, 458-478.
• Wonnacott, E. (2011) Balancing generalization and lexical conservatism: An artificial language study with
  child learners. Journal of Memory and Language, 65, 1-14.
• Perfors, A. & Wonnacott, E. (2011) Bayesian modelling of sources of constraint in language acquisition. In:
  Arnon, Inbal and Clarke, Eve V., (eds.) Experience, variation and generalization : learning a first language. Amsterdam ; Philadelphia: John Benjamins , pp. 277-294
• Smith, K., & Wonnacott, E. (2010) Eliminating unpredictable variation through iterated learning. Cognition,
  116, 444-449.
• Perfors, A., Tenenbaum, J.B., & Wonnacott, E. (2010) Variability, negative evidence, and the acquisition of
  verb argument constructions. Journal of Child Language, 37, 607-642.
• Wonnacott, E., Newport, E.L., & Tanenhaus, M.K. (2008) Acquiring and processing verb argument
  structure: Distributional learning in a miniature language. Cognitive Psychology, 56, 165-209.
• Wonnacott, E., & Watson, G. (2008) Acoustic emphasis in four year olds. Cognition, 107, 1093-101.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

• Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.

• Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
• Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.

• Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
• Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
• Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

• Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)

• Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
• Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Dr Anna-Maria Ramezanzadeh is a Departmental Lecturer in Applied Linguistics, a language researcher and a curriculum developer. Her research areas include Arabic applied linguistics, language learning motivation, and individual and group differences in second language acquisition.

She is currently conducting a funded review of existing research on the teaching and learning of the Arabic language, having also produced research for the British Council and the AHRC Creative Multilingualism project. She has taught Arabic at undergraduate and graduate levels at the University of Oxford and has experience in designing curricula for in-person and online Arabic language programs.

She received her doctorate in Education, focussing on Arabic applied linguistics, from the University of Oxford’s Department of Education, along with her MSc in Applied Linguistics and Second Language Acquisition, and a bachelor’s degree in Arabic and Persian from the Faculty of Asian and Middle Eastern Studies.

Publications

• Ramezanzadeh, A. M., & Woore, R. (2023). Scoping Review of Teaching and Learning Arabic as an L2 – Database. https://ora.ox.ac.uk/objects/uuid:322b75c2-9a5b-4214-9df7-a81b1d5e848b.
• Ramezanzadeh, A. M. (2021). Motivation and multiglossia: Exploring the learning of Arabic in UK schools [PhD thesis]. University of Oxford. https://ora.ox.ac.uk/objects/uuid:2135e20b-1a02-41a9-9a1f-b21b03bd6d14/files/d9019s2655
• Ramezanzadeh, A. M. (2016). One Size Fits All? An Analysis of Heritage and Non-Heritage Language Learner Performance in GCSE Arabic. British Council. https://www.britishcouncil.org/sites/default/files/an_analysis_of_heritage_and_non-heritage_language_learner_performance_in_gcse_arabic.pdf

Shuo-Fang earned a Bachelor’s degree from National Chengchi University (Taiwan) and a Master’s degree from Boston University. He has teaching experience in various EFL contexts including international high school, educational institute, and graduate language program.

Shuo-Fang’s areas of interest lie in applied linguistics, particularly phonetics/phonology and speech perception. As an Oxford-Taiwan Graduate Scholar, Shuo-Fang is currently undertaking his doctoral research, supervised by Dr Elizabeth Wonnacott and Dr Robert Woore. His doctoral project is mostly experimental and explores second language learners’ difficulty in processing English connected speech.

Shuo-Fang is affiliated with two research groups: Applied Linguistics and Wonnacott-Nation Lab (developmental cognitive psychology).

Publications

Liang, S., & Yu, H. (2021). Chinese students’ willingness to communicate in EFL classrooms: A case study of students at a Sino-foreign university. Professional and Academic English, 28(2), 15–33.

Athina is a Research Officer working on TalkTogether: Supporting Oral Language Development.

The project investigates children’s oral language in multilingual urban poor contexts, with an aim to develop and evaluate an intervention programme for kindergarten classes. TalkTogether is an international collaboration led by Prof. Sonali Nag and involves academic and non-academic partners in India.

Athina completed her PhD in Applied Linguistics at the University of Cambridge being awarded a PhD Studentship from the Department of Theoretical and Applied Linguistics. Before her PhD, Athina obtained a MA in Linguistics from the Radboud University Nijmegen, in the Netherlands. During her MA studies, she did an internship at the University of Amsterdam where she was involved in testing bilingual children and used the data to write her MA thesis on the occurrence of cross-linguistic influence in the acquisition of grammatical gender by Greek-Dutch bilingual children. She also worked as a student assistant for three months at the Center for Language and Speech Technology of the Radboud University of Nijmegen with her task being the preparation of a literature overview of the indicators investigated and reported in the literature to predict L2 oral proficiency, as well as, a review of the systems (manual and automatic) used to evaluate speaking proficiency. She holds a BA in Greek Philology from the Aristotle University of Thessaloniki, Greece. During her BA, she also spent an academic year at the University Pompeu Fabra, Barcelona, Spain as a student being awarded an Erasmus scholarship. Finally, she has a CELTA (Certificate in Teaching English to Speakers of Other Languages) and has some teaching experience with children and adults in various settings (immigrant populations, undergraduates, foreign and repatriated students).

In her previous research, she investigated age (of onset) and first language effects on the acquisition of English grammar (focusing on finiteness) by Chinese and Russian child learners in a minimal input EFL (English as a Foreign Language) context. During her current role, she is involved in various research projects within TalkTogether all focusing on shedding light on child oral language development of (Kannada-speaking) children and/or aiming to support their oral language development through interventions.

Her research interests involve child (second) language acquisition with a particular interest in the development of morphosyntax, the factors both linguistic and contextual that shape it, and the support of oral language development through classroom interventions to help children be ‘readier’ for literacy and school.

Conference Papers

1. ‘Age in child L2 acquisition: The case of finiteness’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the EuroSLA 28 conference, Munster, Germany, September 5-8, 2018.
2. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of age’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Age effects in bilingual language acquisition’ in Poznan, Poland, March 7-8, 2019.
3. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of L1 (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Tenselessness II’ in Lisbon, Portugal, October 3-4, 2019.

Poster presentations

1. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the Lead summer school for L2 acquisition, University of Tübingen, Germany, July 23-27, 2018.
2. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the School on Experimental and Corpus Linguistics, Aristotle University of Thessaloniki, Greece, September 25-27, 2018.

Laura is Co-Director of the University of Oxford Education Deanery and subject lead for the PGCE in Modern Languages. She also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Prior to coming to the Department of Education Oxford, Liz held positions as an Associate Professor in the Division of Language Sciences at UCL and an Assistant Professor in Psychology at Warwick.

She was previously at Oxford as a Junior Research Fellow housed in the Department of Experimental Psychology and Linacre College. Her degrees are in Linguistics and Artificial Intelligence (University of Edinburgh;  MA Hons) and Brain and Cognitive Sciences (University of Rochester, USA; MSc & PhD). Between her degrees, she worked briefly as Teacher of English to students of other languages.

Broadly speaking, Liz is interested in human language learning. Her research explores the extent to which this rests on input-driven, statistical learning processes, both in the context of learning a first native language, and in learning further languages in later childhood or adulthood. She is interested in learning that occurs both in naturalistic contexts and in input-limited contexts (such as the classroom), as well in the educational implications of statistical learning approaches for modern foreign language instruction. She also has an interest in the development of literacy and in language processing.

From a theoretical perspective, Liz has recently become interested in whether human language may be understood in terms of discriminative learning — a well-understood theory of learning developed in the study of animal learning. This work is funded by a grant from the Leverhulme Trust.

See also https://languagelearninglab-ox.com/

Publications

• Dong H, Clayards M, Brown H, Wonnacott E. 2019. The effects of high versus low talker variability and
  individual aptitude on phonetic training of Mandarin lexical tones. PeerJ 7:e7191 https://doi.org/10.7717/peerj.7191
• Sinkeviciute, R., Brown, H., Brekelmans, G., & Wonnacott, E. (2019) The role of input variability and learner
  age in second language vocabulary learning. Studies in Second Language Acquisition, 1-26.
• Samara, A., Singh, D., & Wonnacott, E. (2018) Statistical learning and spelling: Evidence from an incidental
  learning experiment with children. Cognition, 182, 25-30. DOI 10.1016
• Amridge, B., Barak, L., Wonnacott, E., Bannard, C., & Sala, G. (2018) Effects of Both Preemption and Entrenchment in the Retreat from Verb Overgeneralization Errors: Four Reanalyses, an Extended Replication, and a Meta-Analytic Synthesis. Collabra: Psychology, 4(1), 23.
• Giannakopoulou, A., Brown, H., Clayards, M., & Wonnacott, E. (2017) High or Low? Comparing high and low-variability phonetic training in adult and child second language learners. PeerJ 5:e3209; DOI 10.7717/peerj.3209
• Wonnacott, E., Brown, H., & Nation, K. (2017) Skewing the evidence: The effect of input structure on child
  and adult learning of lexically-based patterns in an artificial language. Journal of Memory and Language, 95, 46-48. 10.1016/j.jml.2017.01.005 Rcode data
• Samara, A. Smith, K., Brown, H., & Wonnacott, E. (2017) Acquiring variation in an artificial language:
  children and adults are sensitive to socially-conditioned linguistic variation. Cognitive Psychology, 94, 85-114
• Smith, K., Perfors, A., Fehér, O., Samara, A., Swoboda, K., & Wonnacott, E. (2017) Language learning,
  language use and the evolution of linguistic variation. Phil. Trans. R. Soc. B, 372(1711), 20160051.
• Fehér, O., Wonnacott, E., & Smith, K. (2016) Structural priming in artificial languages and the regularisation
  of unpredictable variation. Journal of Memory and Language. 91, 158–180.
• Wonnacott, E., Joseph, H. S. S. L., Adelman, J. S. and Nation, K. (2016) Is children’s reading “good
  enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology, 69 (5). Pp. 855-879.
• Joseph, H. S., Wonnacott, E., Forbes, P., & Nation, K. (2014) Becoming a written word: Eye movements
  reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133(1), 238-248.
• Wonnacott, E. (2013) Statistical Mechanisms in Language Acquisition. In P. Binder & K. Smith (eds.). The
  Language Phenomenon, Springer.
• Wonnacott, E., Boyd, J.K, Thomson. J.J., & Goldberg, A.E. (2012) Input effects on the acquisition of a
  novel phrasal construction in 5 year olds. Journal of Memory and Language, 66, 458-478.
• Wonnacott, E. (2011) Balancing generalization and lexical conservatism: An artificial language study with
  child learners. Journal of Memory and Language, 65, 1-14.
• Perfors, A. & Wonnacott, E. (2011) Bayesian modelling of sources of constraint in language acquisition. In:
  Arnon, Inbal and Clarke, Eve V., (eds.) Experience, variation and generalization : learning a first language. Amsterdam ; Philadelphia: John Benjamins , pp. 277-294
• Smith, K., & Wonnacott, E. (2010) Eliminating unpredictable variation through iterated learning. Cognition,
  116, 444-449.
• Perfors, A., Tenenbaum, J.B., & Wonnacott, E. (2010) Variability, negative evidence, and the acquisition of
  verb argument constructions. Journal of Child Language, 37, 607-642.
• Wonnacott, E., Newport, E.L., & Tanenhaus, M.K. (2008) Acquiring and processing verb argument
  structure: Distributional learning in a miniature language. Cognitive Psychology, 56, 165-209.
• Wonnacott, E., & Watson, G. (2008) Acoustic emphasis in four year olds. Cognition, 107, 1093-101.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

• Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.

• Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
• Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.

• Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
• Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
• Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

• Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)

• Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
• Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Dr Anna-Maria Ramezanzadeh is a Departmental Lecturer in Applied Linguistics, a language researcher and a curriculum developer. Her research areas include Arabic applied linguistics, language learning motivation, and individual and group differences in second language acquisition.

She is currently conducting a funded review of existing research on the teaching and learning of the Arabic language, having also produced research for the British Council and the AHRC Creative Multilingualism project. She has taught Arabic at undergraduate and graduate levels at the University of Oxford and has experience in designing curricula for in-person and online Arabic language programs.

She received her doctorate in Education, focussing on Arabic applied linguistics, from the University of Oxford’s Department of Education, along with her MSc in Applied Linguistics and Second Language Acquisition, and a bachelor’s degree in Arabic and Persian from the Faculty of Asian and Middle Eastern Studies.

Publications

• Ramezanzadeh, A. M., & Woore, R. (2023). Scoping Review of Teaching and Learning Arabic as an L2 – Database. https://ora.ox.ac.uk/objects/uuid:322b75c2-9a5b-4214-9df7-a81b1d5e848b.
• Ramezanzadeh, A. M. (2021). Motivation and multiglossia: Exploring the learning of Arabic in UK schools [PhD thesis]. University of Oxford. https://ora.ox.ac.uk/objects/uuid:2135e20b-1a02-41a9-9a1f-b21b03bd6d14/files/d9019s2655
• Ramezanzadeh, A. M. (2016). One Size Fits All? An Analysis of Heritage and Non-Heritage Language Learner Performance in GCSE Arabic. British Council. https://www.britishcouncil.org/sites/default/files/an_analysis_of_heritage_and_non-heritage_language_learner_performance_in_gcse_arabic.pdf

Shuo-Fang earned a Bachelor’s degree from National Chengchi University (Taiwan) and a Master’s degree from Boston University. He has teaching experience in various EFL contexts including international high school, educational institute, and graduate language program.

Shuo-Fang’s areas of interest lie in applied linguistics, particularly phonetics/phonology and speech perception. As an Oxford-Taiwan Graduate Scholar, Shuo-Fang is currently undertaking his doctoral research, supervised by Dr Elizabeth Wonnacott and Dr Robert Woore. His doctoral project is mostly experimental and explores second language learners’ difficulty in processing English connected speech.

Shuo-Fang is affiliated with two research groups: Applied Linguistics and Wonnacott-Nation Lab (developmental cognitive psychology).

Publications

Liang, S., & Yu, H. (2021). Chinese students’ willingness to communicate in EFL classrooms: A case study of students at a Sino-foreign university. Professional and Academic English, 28(2), 15–33.

Athina is a Research Officer working on TalkTogether: Supporting Oral Language Development.

The project investigates children’s oral language in multilingual urban poor contexts, with an aim to develop and evaluate an intervention programme for kindergarten classes. TalkTogether is an international collaboration led by Prof. Sonali Nag and involves academic and non-academic partners in India.

Athina completed her PhD in Applied Linguistics at the University of Cambridge being awarded a PhD Studentship from the Department of Theoretical and Applied Linguistics. Before her PhD, Athina obtained a MA in Linguistics from the Radboud University Nijmegen, in the Netherlands. During her MA studies, she did an internship at the University of Amsterdam where she was involved in testing bilingual children and used the data to write her MA thesis on the occurrence of cross-linguistic influence in the acquisition of grammatical gender by Greek-Dutch bilingual children. She also worked as a student assistant for three months at the Center for Language and Speech Technology of the Radboud University of Nijmegen with her task being the preparation of a literature overview of the indicators investigated and reported in the literature to predict L2 oral proficiency, as well as, a review of the systems (manual and automatic) used to evaluate speaking proficiency. She holds a BA in Greek Philology from the Aristotle University of Thessaloniki, Greece. During her BA, she also spent an academic year at the University Pompeu Fabra, Barcelona, Spain as a student being awarded an Erasmus scholarship. Finally, she has a CELTA (Certificate in Teaching English to Speakers of Other Languages) and has some teaching experience with children and adults in various settings (immigrant populations, undergraduates, foreign and repatriated students).

In her previous research, she investigated age (of onset) and first language effects on the acquisition of English grammar (focusing on finiteness) by Chinese and Russian child learners in a minimal input EFL (English as a Foreign Language) context. During her current role, she is involved in various research projects within TalkTogether all focusing on shedding light on child oral language development of (Kannada-speaking) children and/or aiming to support their oral language development through interventions.

Her research interests involve child (second) language acquisition with a particular interest in the development of morphosyntax, the factors both linguistic and contextual that shape it, and the support of oral language development through classroom interventions to help children be ‘readier’ for literacy and school.

Conference Papers

1. ‘Age in child L2 acquisition: The case of finiteness’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the EuroSLA 28 conference, Munster, Germany, September 5-8, 2018.
2. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of age’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Age effects in bilingual language acquisition’ in Poznan, Poland, March 7-8, 2019.
3. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of L1 (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Tenselessness II’ in Lisbon, Portugal, October 3-4, 2019.

Poster presentations

1. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the Lead summer school for L2 acquisition, University of Tübingen, Germany, July 23-27, 2018.
2. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the School on Experimental and Corpus Linguistics, Aristotle University of Thessaloniki, Greece, September 25-27, 2018.

Laura is Co-Director of the University of Oxford Education Deanery and subject lead for the PGCE in Modern Languages. She also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Prior to coming to the Department of Education Oxford, Liz held positions as an Associate Professor in the Division of Language Sciences at UCL and an Assistant Professor in Psychology at Warwick.

She was previously at Oxford as a Junior Research Fellow housed in the Department of Experimental Psychology and Linacre College. Her degrees are in Linguistics and Artificial Intelligence (University of Edinburgh;  MA Hons) and Brain and Cognitive Sciences (University of Rochester, USA; MSc & PhD). Between her degrees, she worked briefly as Teacher of English to students of other languages.

Broadly speaking, Liz is interested in human language learning. Her research explores the extent to which this rests on input-driven, statistical learning processes, both in the context of learning a first native language, and in learning further languages in later childhood or adulthood. She is interested in learning that occurs both in naturalistic contexts and in input-limited contexts (such as the classroom), as well in the educational implications of statistical learning approaches for modern foreign language instruction. She also has an interest in the development of literacy and in language processing.

From a theoretical perspective, Liz has recently become interested in whether human language may be understood in terms of discriminative learning — a well-understood theory of learning developed in the study of animal learning. This work is funded by a grant from the Leverhulme Trust.

See also https://languagelearninglab-ox.com/

Publications

• Dong H, Clayards M, Brown H, Wonnacott E. 2019. The effects of high versus low talker variability and
  individual aptitude on phonetic training of Mandarin lexical tones. PeerJ 7:e7191 https://doi.org/10.7717/peerj.7191
• Sinkeviciute, R., Brown, H., Brekelmans, G., & Wonnacott, E. (2019) The role of input variability and learner
  age in second language vocabulary learning. Studies in Second Language Acquisition, 1-26.
• Samara, A., Singh, D., & Wonnacott, E. (2018) Statistical learning and spelling: Evidence from an incidental
  learning experiment with children. Cognition, 182, 25-30. DOI 10.1016
• Amridge, B., Barak, L., Wonnacott, E., Bannard, C., & Sala, G. (2018) Effects of Both Preemption and Entrenchment in the Retreat from Verb Overgeneralization Errors: Four Reanalyses, an Extended Replication, and a Meta-Analytic Synthesis. Collabra: Psychology, 4(1), 23.
• Giannakopoulou, A., Brown, H., Clayards, M., & Wonnacott, E. (2017) High or Low? Comparing high and low-variability phonetic training in adult and child second language learners. PeerJ 5:e3209; DOI 10.7717/peerj.3209
• Wonnacott, E., Brown, H., & Nation, K. (2017) Skewing the evidence: The effect of input structure on child
  and adult learning of lexically-based patterns in an artificial language. Journal of Memory and Language, 95, 46-48. 10.1016/j.jml.2017.01.005 Rcode data
• Samara, A. Smith, K., Brown, H., & Wonnacott, E. (2017) Acquiring variation in an artificial language:
  children and adults are sensitive to socially-conditioned linguistic variation. Cognitive Psychology, 94, 85-114
• Smith, K., Perfors, A., Fehér, O., Samara, A., Swoboda, K., & Wonnacott, E. (2017) Language learning,
  language use and the evolution of linguistic variation. Phil. Trans. R. Soc. B, 372(1711), 20160051.
• Fehér, O., Wonnacott, E., & Smith, K. (2016) Structural priming in artificial languages and the regularisation
  of unpredictable variation. Journal of Memory and Language. 91, 158–180.
• Wonnacott, E., Joseph, H. S. S. L., Adelman, J. S. and Nation, K. (2016) Is children’s reading “good
  enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology, 69 (5). Pp. 855-879.
• Joseph, H. S., Wonnacott, E., Forbes, P., & Nation, K. (2014) Becoming a written word: Eye movements
  reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133(1), 238-248.
• Wonnacott, E. (2013) Statistical Mechanisms in Language Acquisition. In P. Binder & K. Smith (eds.). The
  Language Phenomenon, Springer.
• Wonnacott, E., Boyd, J.K, Thomson. J.J., & Goldberg, A.E. (2012) Input effects on the acquisition of a
  novel phrasal construction in 5 year olds. Journal of Memory and Language, 66, 458-478.
• Wonnacott, E. (2011) Balancing generalization and lexical conservatism: An artificial language study with
  child learners. Journal of Memory and Language, 65, 1-14.
• Perfors, A. & Wonnacott, E. (2011) Bayesian modelling of sources of constraint in language acquisition. In:
  Arnon, Inbal and Clarke, Eve V., (eds.) Experience, variation and generalization : learning a first language. Amsterdam ; Philadelphia: John Benjamins , pp. 277-294
• Smith, K., & Wonnacott, E. (2010) Eliminating unpredictable variation through iterated learning. Cognition,
  116, 444-449.
• Perfors, A., Tenenbaum, J.B., & Wonnacott, E. (2010) Variability, negative evidence, and the acquisition of
  verb argument constructions. Journal of Child Language, 37, 607-642.
• Wonnacott, E., Newport, E.L., & Tanenhaus, M.K. (2008) Acquiring and processing verb argument
  structure: Distributional learning in a miniature language. Cognitive Psychology, 56, 165-209.
• Wonnacott, E., & Watson, G. (2008) Acoustic emphasis in four year olds. Cognition, 107, 1093-101.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

• Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.

• Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
• Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.

• Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
• Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
• Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

• Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)

• Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
• Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Dr Anna-Maria Ramezanzadeh is a Departmental Lecturer in Applied Linguistics, a language researcher and a curriculum developer. Her research areas include Arabic applied linguistics, language learning motivation, and individual and group differences in second language acquisition.

She is currently conducting a funded review of existing research on the teaching and learning of the Arabic language, having also produced research for the British Council and the AHRC Creative Multilingualism project. She has taught Arabic at undergraduate and graduate levels at the University of Oxford and has experience in designing curricula for in-person and online Arabic language programs.

She received her doctorate in Education, focussing on Arabic applied linguistics, from the University of Oxford’s Department of Education, along with her MSc in Applied Linguistics and Second Language Acquisition, and a bachelor’s degree in Arabic and Persian from the Faculty of Asian and Middle Eastern Studies.

Publications

• Ramezanzadeh, A. M., & Woore, R. (2023). Scoping Review of Teaching and Learning Arabic as an L2 – Database. https://ora.ox.ac.uk/objects/uuid:322b75c2-9a5b-4214-9df7-a81b1d5e848b.
• Ramezanzadeh, A. M. (2021). Motivation and multiglossia: Exploring the learning of Arabic in UK schools [PhD thesis]. University of Oxford. https://ora.ox.ac.uk/objects/uuid:2135e20b-1a02-41a9-9a1f-b21b03bd6d14/files/d9019s2655
• Ramezanzadeh, A. M. (2016). One Size Fits All? An Analysis of Heritage and Non-Heritage Language Learner Performance in GCSE Arabic. British Council. https://www.britishcouncil.org/sites/default/files/an_analysis_of_heritage_and_non-heritage_language_learner_performance_in_gcse_arabic.pdf

Shuo-Fang earned a Bachelor’s degree from National Chengchi University (Taiwan) and a Master’s degree from Boston University. He has teaching experience in various EFL contexts including international high school, educational institute, and graduate language program.

Shuo-Fang’s areas of interest lie in applied linguistics, particularly phonetics/phonology and speech perception. As an Oxford-Taiwan Graduate Scholar, Shuo-Fang is currently undertaking his doctoral research, supervised by Dr Elizabeth Wonnacott and Dr Robert Woore. His doctoral project is mostly experimental and explores second language learners’ difficulty in processing English connected speech.

Shuo-Fang is affiliated with two research groups: Applied Linguistics and Wonnacott-Nation Lab (developmental cognitive psychology).

Publications

Liang, S., & Yu, H. (2021). Chinese students’ willingness to communicate in EFL classrooms: A case study of students at a Sino-foreign university. Professional and Academic English, 28(2), 15–33.

Athina is a Research Officer working on TalkTogether: Supporting Oral Language Development.

The project investigates children’s oral language in multilingual urban poor contexts, with an aim to develop and evaluate an intervention programme for kindergarten classes. TalkTogether is an international collaboration led by Prof. Sonali Nag and involves academic and non-academic partners in India.

Athina completed her PhD in Applied Linguistics at the University of Cambridge being awarded a PhD Studentship from the Department of Theoretical and Applied Linguistics. Before her PhD, Athina obtained a MA in Linguistics from the Radboud University Nijmegen, in the Netherlands. During her MA studies, she did an internship at the University of Amsterdam where she was involved in testing bilingual children and used the data to write her MA thesis on the occurrence of cross-linguistic influence in the acquisition of grammatical gender by Greek-Dutch bilingual children. She also worked as a student assistant for three months at the Center for Language and Speech Technology of the Radboud University of Nijmegen with her task being the preparation of a literature overview of the indicators investigated and reported in the literature to predict L2 oral proficiency, as well as, a review of the systems (manual and automatic) used to evaluate speaking proficiency. She holds a BA in Greek Philology from the Aristotle University of Thessaloniki, Greece. During her BA, she also spent an academic year at the University Pompeu Fabra, Barcelona, Spain as a student being awarded an Erasmus scholarship. Finally, she has a CELTA (Certificate in Teaching English to Speakers of Other Languages) and has some teaching experience with children and adults in various settings (immigrant populations, undergraduates, foreign and repatriated students).

In her previous research, she investigated age (of onset) and first language effects on the acquisition of English grammar (focusing on finiteness) by Chinese and Russian child learners in a minimal input EFL (English as a Foreign Language) context. During her current role, she is involved in various research projects within TalkTogether all focusing on shedding light on child oral language development of (Kannada-speaking) children and/or aiming to support their oral language development through interventions.

Her research interests involve child (second) language acquisition with a particular interest in the development of morphosyntax, the factors both linguistic and contextual that shape it, and the support of oral language development through classroom interventions to help children be ‘readier’ for literacy and school.

Conference Papers

1. ‘Age in child L2 acquisition: The case of finiteness’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the EuroSLA 28 conference, Munster, Germany, September 5-8, 2018.
2. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of age’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Age effects in bilingual language acquisition’ in Poznan, Poland, March 7-8, 2019.
3. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of L1 (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Tenselessness II’ in Lisbon, Portugal, October 3-4, 2019.

Poster presentations

1. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the Lead summer school for L2 acquisition, University of Tübingen, Germany, July 23-27, 2018.
2. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the School on Experimental and Corpus Linguistics, Aristotle University of Thessaloniki, Greece, September 25-27, 2018.

Laura is Co-Director of the University of Oxford Education Deanery and subject lead for the PGCE in Modern Languages. She also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Prior to coming to the Department of Education Oxford, Liz held positions as an Associate Professor in the Division of Language Sciences at UCL and an Assistant Professor in Psychology at Warwick.

She was previously at Oxford as a Junior Research Fellow housed in the Department of Experimental Psychology and Linacre College. Her degrees are in Linguistics and Artificial Intelligence (University of Edinburgh;  MA Hons) and Brain and Cognitive Sciences (University of Rochester, USA; MSc & PhD). Between her degrees, she worked briefly as Teacher of English to students of other languages.

Broadly speaking, Liz is interested in human language learning. Her research explores the extent to which this rests on input-driven, statistical learning processes, both in the context of learning a first native language, and in learning further languages in later childhood or adulthood. She is interested in learning that occurs both in naturalistic contexts and in input-limited contexts (such as the classroom), as well in the educational implications of statistical learning approaches for modern foreign language instruction. She also has an interest in the development of literacy and in language processing.

From a theoretical perspective, Liz has recently become interested in whether human language may be understood in terms of discriminative learning — a well-understood theory of learning developed in the study of animal learning. This work is funded by a grant from the Leverhulme Trust.

See also https://languagelearninglab-ox.com/

Publications

• Dong H, Clayards M, Brown H, Wonnacott E. 2019. The effects of high versus low talker variability and
  individual aptitude on phonetic training of Mandarin lexical tones. PeerJ 7:e7191 https://doi.org/10.7717/peerj.7191
• Sinkeviciute, R., Brown, H., Brekelmans, G., & Wonnacott, E. (2019) The role of input variability and learner
  age in second language vocabulary learning. Studies in Second Language Acquisition, 1-26.
• Samara, A., Singh, D., & Wonnacott, E. (2018) Statistical learning and spelling: Evidence from an incidental
  learning experiment with children. Cognition, 182, 25-30. DOI 10.1016
• Amridge, B., Barak, L., Wonnacott, E., Bannard, C., & Sala, G. (2018) Effects of Both Preemption and Entrenchment in the Retreat from Verb Overgeneralization Errors: Four Reanalyses, an Extended Replication, and a Meta-Analytic Synthesis. Collabra: Psychology, 4(1), 23.
• Giannakopoulou, A., Brown, H., Clayards, M., & Wonnacott, E. (2017) High or Low? Comparing high and low-variability phonetic training in adult and child second language learners. PeerJ 5:e3209; DOI 10.7717/peerj.3209
• Wonnacott, E., Brown, H., & Nation, K. (2017) Skewing the evidence: The effect of input structure on child
  and adult learning of lexically-based patterns in an artificial language. Journal of Memory and Language, 95, 46-48. 10.1016/j.jml.2017.01.005 Rcode data
• Samara, A. Smith, K., Brown, H., & Wonnacott, E. (2017) Acquiring variation in an artificial language:
  children and adults are sensitive to socially-conditioned linguistic variation. Cognitive Psychology, 94, 85-114
• Smith, K., Perfors, A., Fehér, O., Samara, A., Swoboda, K., & Wonnacott, E. (2017) Language learning,
  language use and the evolution of linguistic variation. Phil. Trans. R. Soc. B, 372(1711), 20160051.
• Fehér, O., Wonnacott, E., & Smith, K. (2016) Structural priming in artificial languages and the regularisation
  of unpredictable variation. Journal of Memory and Language. 91, 158–180.
• Wonnacott, E., Joseph, H. S. S. L., Adelman, J. S. and Nation, K. (2016) Is children’s reading “good
  enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology, 69 (5). Pp. 855-879.
• Joseph, H. S., Wonnacott, E., Forbes, P., & Nation, K. (2014) Becoming a written word: Eye movements
  reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133(1), 238-248.
• Wonnacott, E. (2013) Statistical Mechanisms in Language Acquisition. In P. Binder & K. Smith (eds.). The
  Language Phenomenon, Springer.
• Wonnacott, E., Boyd, J.K, Thomson. J.J., & Goldberg, A.E. (2012) Input effects on the acquisition of a
  novel phrasal construction in 5 year olds. Journal of Memory and Language, 66, 458-478.
• Wonnacott, E. (2011) Balancing generalization and lexical conservatism: An artificial language study with
  child learners. Journal of Memory and Language, 65, 1-14.
• Perfors, A. & Wonnacott, E. (2011) Bayesian modelling of sources of constraint in language acquisition. In:
  Arnon, Inbal and Clarke, Eve V., (eds.) Experience, variation and generalization : learning a first language. Amsterdam ; Philadelphia: John Benjamins , pp. 277-294
• Smith, K., & Wonnacott, E. (2010) Eliminating unpredictable variation through iterated learning. Cognition,
  116, 444-449.
• Perfors, A., Tenenbaum, J.B., & Wonnacott, E. (2010) Variability, negative evidence, and the acquisition of
  verb argument constructions. Journal of Child Language, 37, 607-642.
• Wonnacott, E., Newport, E.L., & Tanenhaus, M.K. (2008) Acquiring and processing verb argument
  structure: Distributional learning in a miniature language. Cognitive Psychology, 56, 165-209.
• Wonnacott, E., & Watson, G. (2008) Acoustic emphasis in four year olds. Cognition, 107, 1093-101.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

• Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.

• Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
• Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.

• Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
• Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
• Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

• Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)

• Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
• Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Dr Anna-Maria Ramezanzadeh is a Departmental Lecturer in Applied Linguistics, a language researcher and a curriculum developer. Her research areas include Arabic applied linguistics, language learning motivation, and individual and group differences in second language acquisition.

She is currently conducting a funded review of existing research on the teaching and learning of the Arabic language, having also produced research for the British Council and the AHRC Creative Multilingualism project. She has taught Arabic at undergraduate and graduate levels at the University of Oxford and has experience in designing curricula for in-person and online Arabic language programs.

She received her doctorate in Education, focussing on Arabic applied linguistics, from the University of Oxford’s Department of Education, along with her MSc in Applied Linguistics and Second Language Acquisition, and a bachelor’s degree in Arabic and Persian from the Faculty of Asian and Middle Eastern Studies.

Publications

• Ramezanzadeh, A. M., & Woore, R. (2023). Scoping Review of Teaching and Learning Arabic as an L2 – Database. https://ora.ox.ac.uk/objects/uuid:322b75c2-9a5b-4214-9df7-a81b1d5e848b.
• Ramezanzadeh, A. M. (2021). Motivation and multiglossia: Exploring the learning of Arabic in UK schools [PhD thesis]. University of Oxford. https://ora.ox.ac.uk/objects/uuid:2135e20b-1a02-41a9-9a1f-b21b03bd6d14/files/d9019s2655
• Ramezanzadeh, A. M. (2016). One Size Fits All? An Analysis of Heritage and Non-Heritage Language Learner Performance in GCSE Arabic. British Council. https://www.britishcouncil.org/sites/default/files/an_analysis_of_heritage_and_non-heritage_language_learner_performance_in_gcse_arabic.pdf

Shuo-Fang earned a Bachelor’s degree from National Chengchi University (Taiwan) and a Master’s degree from Boston University. He has teaching experience in various EFL contexts including international high school, educational institute, and graduate language program.

Shuo-Fang’s areas of interest lie in applied linguistics, particularly phonetics/phonology and speech perception. As an Oxford-Taiwan Graduate Scholar, Shuo-Fang is currently undertaking his doctoral research, supervised by Dr Elizabeth Wonnacott and Dr Robert Woore. His doctoral project is mostly experimental and explores second language learners’ difficulty in processing English connected speech.

Shuo-Fang is affiliated with two research groups: Applied Linguistics and Wonnacott-Nation Lab (developmental cognitive psychology).

Publications

Liang, S., & Yu, H. (2021). Chinese students’ willingness to communicate in EFL classrooms: A case study of students at a Sino-foreign university. Professional and Academic English, 28(2), 15–33.

Athina is a Research Officer working on TalkTogether: Supporting Oral Language Development.

The project investigates children’s oral language in multilingual urban poor contexts, with an aim to develop and evaluate an intervention programme for kindergarten classes. TalkTogether is an international collaboration led by Prof. Sonali Nag and involves academic and non-academic partners in India.

Athina completed her PhD in Applied Linguistics at the University of Cambridge being awarded a PhD Studentship from the Department of Theoretical and Applied Linguistics. Before her PhD, Athina obtained a MA in Linguistics from the Radboud University Nijmegen, in the Netherlands. During her MA studies, she did an internship at the University of Amsterdam where she was involved in testing bilingual children and used the data to write her MA thesis on the occurrence of cross-linguistic influence in the acquisition of grammatical gender by Greek-Dutch bilingual children. She also worked as a student assistant for three months at the Center for Language and Speech Technology of the Radboud University of Nijmegen with her task being the preparation of a literature overview of the indicators investigated and reported in the literature to predict L2 oral proficiency, as well as, a review of the systems (manual and automatic) used to evaluate speaking proficiency. She holds a BA in Greek Philology from the Aristotle University of Thessaloniki, Greece. During her BA, she also spent an academic year at the University Pompeu Fabra, Barcelona, Spain as a student being awarded an Erasmus scholarship. Finally, she has a CELTA (Certificate in Teaching English to Speakers of Other Languages) and has some teaching experience with children and adults in various settings (immigrant populations, undergraduates, foreign and repatriated students).

In her previous research, she investigated age (of onset) and first language effects on the acquisition of English grammar (focusing on finiteness) by Chinese and Russian child learners in a minimal input EFL (English as a Foreign Language) context. During her current role, she is involved in various research projects within TalkTogether all focusing on shedding light on child oral language development of (Kannada-speaking) children and/or aiming to support their oral language development through interventions.

Her research interests involve child (second) language acquisition with a particular interest in the development of morphosyntax, the factors both linguistic and contextual that shape it, and the support of oral language development through classroom interventions to help children be ‘readier’ for literacy and school.

Conference Papers

1. ‘Age in child L2 acquisition: The case of finiteness’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the EuroSLA 28 conference, Munster, Germany, September 5-8, 2018.
2. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of age’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Age effects in bilingual language acquisition’ in Poznan, Poland, March 7-8, 2019.
3. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of L1 (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Tenselessness II’ in Lisbon, Portugal, October 3-4, 2019.

Poster presentations

1. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the Lead summer school for L2 acquisition, University of Tübingen, Germany, July 23-27, 2018.
2. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the School on Experimental and Corpus Linguistics, Aristotle University of Thessaloniki, Greece, September 25-27, 2018.

Laura is Co-Director of the University of Oxford Education Deanery and subject lead for the PGCE in Modern Languages. She also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Prior to coming to the Department of Education Oxford, Liz held positions as an Associate Professor in the Division of Language Sciences at UCL and an Assistant Professor in Psychology at Warwick.

She was previously at Oxford as a Junior Research Fellow housed in the Department of Experimental Psychology and Linacre College. Her degrees are in Linguistics and Artificial Intelligence (University of Edinburgh;  MA Hons) and Brain and Cognitive Sciences (University of Rochester, USA; MSc & PhD). Between her degrees, she worked briefly as Teacher of English to students of other languages.

Broadly speaking, Liz is interested in human language learning. Her research explores the extent to which this rests on input-driven, statistical learning processes, both in the context of learning a first native language, and in learning further languages in later childhood or adulthood. She is interested in learning that occurs both in naturalistic contexts and in input-limited contexts (such as the classroom), as well in the educational implications of statistical learning approaches for modern foreign language instruction. She also has an interest in the development of literacy and in language processing.

From a theoretical perspective, Liz has recently become interested in whether human language may be understood in terms of discriminative learning — a well-understood theory of learning developed in the study of animal learning. This work is funded by a grant from the Leverhulme Trust.

See also https://languagelearninglab-ox.com/

Publications

• Dong H, Clayards M, Brown H, Wonnacott E. 2019. The effects of high versus low talker variability and
  individual aptitude on phonetic training of Mandarin lexical tones. PeerJ 7:e7191 https://doi.org/10.7717/peerj.7191
• Sinkeviciute, R., Brown, H., Brekelmans, G., & Wonnacott, E. (2019) The role of input variability and learner
  age in second language vocabulary learning. Studies in Second Language Acquisition, 1-26.
• Samara, A., Singh, D., & Wonnacott, E. (2018) Statistical learning and spelling: Evidence from an incidental
  learning experiment with children. Cognition, 182, 25-30. DOI 10.1016
• Amridge, B., Barak, L., Wonnacott, E., Bannard, C., & Sala, G. (2018) Effects of Both Preemption and Entrenchment in the Retreat from Verb Overgeneralization Errors: Four Reanalyses, an Extended Replication, and a Meta-Analytic Synthesis. Collabra: Psychology, 4(1), 23.
• Giannakopoulou, A., Brown, H., Clayards, M., & Wonnacott, E. (2017) High or Low? Comparing high and low-variability phonetic training in adult and child second language learners. PeerJ 5:e3209; DOI 10.7717/peerj.3209
• Wonnacott, E., Brown, H., & Nation, K. (2017) Skewing the evidence: The effect of input structure on child
  and adult learning of lexically-based patterns in an artificial language. Journal of Memory and Language, 95, 46-48. 10.1016/j.jml.2017.01.005 Rcode data
• Samara, A. Smith, K., Brown, H., & Wonnacott, E. (2017) Acquiring variation in an artificial language:
  children and adults are sensitive to socially-conditioned linguistic variation. Cognitive Psychology, 94, 85-114
• Smith, K., Perfors, A., Fehér, O., Samara, A., Swoboda, K., & Wonnacott, E. (2017) Language learning,
  language use and the evolution of linguistic variation. Phil. Trans. R. Soc. B, 372(1711), 20160051.
• Fehér, O., Wonnacott, E., & Smith, K. (2016) Structural priming in artificial languages and the regularisation
  of unpredictable variation. Journal of Memory and Language. 91, 158–180.
• Wonnacott, E., Joseph, H. S. S. L., Adelman, J. S. and Nation, K. (2016) Is children’s reading “good
  enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology, 69 (5). Pp. 855-879.
• Joseph, H. S., Wonnacott, E., Forbes, P., & Nation, K. (2014) Becoming a written word: Eye movements
  reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133(1), 238-248.
• Wonnacott, E. (2013) Statistical Mechanisms in Language Acquisition. In P. Binder & K. Smith (eds.). The
  Language Phenomenon, Springer.
• Wonnacott, E., Boyd, J.K, Thomson. J.J., & Goldberg, A.E. (2012) Input effects on the acquisition of a
  novel phrasal construction in 5 year olds. Journal of Memory and Language, 66, 458-478.
• Wonnacott, E. (2011) Balancing generalization and lexical conservatism: An artificial language study with
  child learners. Journal of Memory and Language, 65, 1-14.
• Perfors, A. & Wonnacott, E. (2011) Bayesian modelling of sources of constraint in language acquisition. In:
  Arnon, Inbal and Clarke, Eve V., (eds.) Experience, variation and generalization : learning a first language. Amsterdam ; Philadelphia: John Benjamins , pp. 277-294
• Smith, K., & Wonnacott, E. (2010) Eliminating unpredictable variation through iterated learning. Cognition,
  116, 444-449.
• Perfors, A., Tenenbaum, J.B., & Wonnacott, E. (2010) Variability, negative evidence, and the acquisition of
  verb argument constructions. Journal of Child Language, 37, 607-642.
• Wonnacott, E., Newport, E.L., & Tanenhaus, M.K. (2008) Acquiring and processing verb argument
  structure: Distributional learning in a miniature language. Cognitive Psychology, 56, 165-209.
• Wonnacott, E., & Watson, G. (2008) Acoustic emphasis in four year olds. Cognition, 107, 1093-101.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

• Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.

• Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
• Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.

• Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
• Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
• Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

• Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)

• Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
• Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference “Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Zhengyuan is a highly motivated DPhil candidate in the Department of Education at the University of Oxford, with a strong passion for research and a deep commitment to advancing the field of language and cognition. She is currently supported by Swire Scholarship.

After completing her undergraduate studies at the University of Toronto, Zhengyuan pursued a MSc degree in Applied Linguistics and Second Language Acquisition at the University of Oxford. During her studies, she developed a keen interest in adult second language learning and processing, which has since become the focus of her research.

As a DPhil candidate, Zhengyuan is currently working on their doctoral thesis, which explores the acquisition and processing of grammar and semantics in adult second language learning. Her research is focused on statistical learning approach, with the goal of uncovering new insights and contributing to the wider body of knowledge in their field.

Dr Anna-Maria Ramezanzadeh is a Departmental Lecturer in Applied Linguistics, a language researcher and a curriculum developer. Her research areas include Arabic applied linguistics, language learning motivation, and individual and group differences in second language acquisition.

She is currently conducting a funded review of existing research on the teaching and learning of the Arabic language, having also produced research for the British Council and the AHRC Creative Multilingualism project. She has taught Arabic at undergraduate and graduate levels at the University of Oxford and has experience in designing curricula for in-person and online Arabic language programs.

She received her doctorate in Education, focussing on Arabic applied linguistics, from the University of Oxford’s Department of Education, along with her MSc in Applied Linguistics and Second Language Acquisition, and a bachelor’s degree in Arabic and Persian from the Faculty of Asian and Middle Eastern Studies.

Publications

• Ramezanzadeh, A. M., & Woore, R. (2023). Scoping Review of Teaching and Learning Arabic as an L2 – Database. https://ora.ox.ac.uk/objects/uuid:322b75c2-9a5b-4214-9df7-a81b1d5e848b.
• Ramezanzadeh, A. M. (2021). Motivation and multiglossia: Exploring the learning of Arabic in UK schools [PhD thesis]. University of Oxford. https://ora.ox.ac.uk/objects/uuid:2135e20b-1a02-41a9-9a1f-b21b03bd6d14/files/d9019s2655
• Ramezanzadeh, A. M. (2016). One Size Fits All? An Analysis of Heritage and Non-Heritage Language Learner Performance in GCSE Arabic. British Council. https://www.britishcouncil.org/sites/default/files/an_analysis_of_heritage_and_non-heritage_language_learner_performance_in_gcse_arabic.pdf

Shuo-Fang earned a Bachelor’s degree from National Chengchi University (Taiwan) and a Master’s degree from Boston University. He has teaching experience in various EFL contexts including international high school, educational institute, and graduate language program.

Shuo-Fang’s areas of interest lie in applied linguistics, particularly phonetics/phonology and speech perception. As an Oxford-Taiwan Graduate Scholar, Shuo-Fang is currently undertaking his doctoral research, supervised by Dr Elizabeth Wonnacott and Dr Robert Woore. His doctoral project is mostly experimental and explores second language learners’ difficulty in processing English connected speech.

Shuo-Fang is affiliated with two research groups: Applied Linguistics and Wonnacott-Nation Lab (developmental cognitive psychology).

Publications

Liang, S., & Yu, H. (2021). Chinese students’ willingness to communicate in EFL classrooms: A case study of students at a Sino-foreign university. Professional and Academic English, 28(2), 15–33.

Athina is a Research Officer working on TalkTogether: Supporting Oral Language Development.

The project investigates children’s oral language in multilingual urban poor contexts, with an aim to develop and evaluate an intervention programme for kindergarten classes. TalkTogether is an international collaboration led by Prof. Sonali Nag and involves academic and non-academic partners in India.

Athina completed her PhD in Applied Linguistics at the University of Cambridge being awarded a PhD Studentship from the Department of Theoretical and Applied Linguistics. Before her PhD, Athina obtained a MA in Linguistics from the Radboud University Nijmegen, in the Netherlands. During her MA studies, she did an internship at the University of Amsterdam where she was involved in testing bilingual children and used the data to write her MA thesis on the occurrence of cross-linguistic influence in the acquisition of grammatical gender by Greek-Dutch bilingual children. She also worked as a student assistant for three months at the Center for Language and Speech Technology of the Radboud University of Nijmegen with her task being the preparation of a literature overview of the indicators investigated and reported in the literature to predict L2 oral proficiency, as well as, a review of the systems (manual and automatic) used to evaluate speaking proficiency. She holds a BA in Greek Philology from the Aristotle University of Thessaloniki, Greece. During her BA, she also spent an academic year at the University Pompeu Fabra, Barcelona, Spain as a student being awarded an Erasmus scholarship. Finally, she has a CELTA (Certificate in Teaching English to Speakers of Other Languages) and has some teaching experience with children and adults in various settings (immigrant populations, undergraduates, foreign and repatriated students).

In her previous research, she investigated age (of onset) and first language effects on the acquisition of English grammar (focusing on finiteness) by Chinese and Russian child learners in a minimal input EFL (English as a Foreign Language) context. During her current role, she is involved in various research projects within TalkTogether all focusing on shedding light on child oral language development of (Kannada-speaking) children and/or aiming to support their oral language development through interventions.

Her research interests involve child (second) language acquisition with a particular interest in the development of morphosyntax, the factors both linguistic and contextual that shape it, and the support of oral language development through classroom interventions to help children be ‘readier’ for literacy and school.

Conference Papers

1. ‘Age in child L2 acquisition: The case of finiteness’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the EuroSLA 28 conference, Munster, Germany, September 5-8, 2018.
2. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of age’ (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Age effects in bilingual language acquisition’ in Poznan, Poland, March 7-8, 2019.
3. ‘The acquisition of finiteness in English by Chinese and Russian speaking children: the impact of L1 (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Paper presented at the workshop: ‘Tenselessness II’ in Lisbon, Portugal, October 3-4, 2019.

Poster presentations

1. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the Lead summer school for L2 acquisition, University of Tübingen, Germany, July 23-27, 2018.
2. Age in child L2 acquisition: The case of finiteness (In collaboration with Theodora Alexopoulou, Henriette Hendriks, Ianthi Maria Tsimpli, University of Cambridge). Poster presented at the School on Experimental and Corpus Linguistics, Aristotle University of Thessaloniki, Greece, September 25-27, 2018.

Laura is Co-Director of the University of Oxford Education Deanery and subject lead for the PGCE in Modern Languages. She also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Before joining the DPhil program, Johannes obtained a B.Ed. in English and German Language Studies from Tübingen University, Germany, and an M.Sc. in Applied Linguistics and Second Language Acquisition from the University of Oxford (Distinction). During his undergraduate studies, he spent a year at the University of Cambridge where he read Linguistics and Modern and Medieval Languages. Johannes has worked as a research assistant for several linguists in Tübingen, where he also taught introductory courses in theoretical linguistics.

Johannes’ research focuses on the role of multi-word units in primary school foreign language learning contexts both from a psycholinguistic and a pedagogical angle. His work is funded by the Department of Education.

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Prior to coming to the Department of Education Oxford, Liz held positions as an Associate Professor in the Division of Language Sciences at UCL and an Assistant Professor in Psychology at Warwick.

She was previously at Oxford as a Junior Research Fellow housed in the Department of Experimental Psychology and Linacre College. Her degrees are in Linguistics and Artificial Intelligence (University of Edinburgh;  MA Hons) and Brain and Cognitive Sciences (University of Rochester, USA; MSc & PhD). Between her degrees, she worked briefly as Teacher of English to students of other languages.

Broadly speaking, Liz is interested in human language learning. Her research explores the extent to which this rests on input-driven, statistical learning processes, both in the context of learning a first native language, and in learning further languages in later childhood or adulthood. She is interested in learning that occurs both in naturalistic contexts and in input-limited contexts (such as the classroom), as well in the educational implications of statistical learning approaches for modern foreign language instruction. She also has an interest in the development of literacy and in language processing.

From a theoretical perspective, Liz has recently become interested in whether human language may be understood in terms of discriminative learning — a well-understood theory of learning developed in the study of animal learning. This work is funded by a grant from the Leverhulme Trust.

See also https://languagelearninglab-ox.com/

Publications

• Dong H, Clayards M, Brown H, Wonnacott E. 2019. The effects of high versus low talker variability and
  individual aptitude on phonetic training of Mandarin lexical tones. PeerJ 7:e7191 https://doi.org/10.7717/peerj.7191
• Sinkeviciute, R., Brown, H., Brekelmans, G., & Wonnacott, E. (2019) The role of input variability and learner
  age in second language vocabulary learning. Studies in Second Language Acquisition, 1-26.
• Samara, A., Singh, D., & Wonnacott, E. (2018) Statistical learning and spelling: Evidence from an incidental
  learning experiment with children. Cognition, 182, 25-30. DOI 10.1016
• Amridge, B., Barak, L., Wonnacott, E., Bannard, C., & Sala, G. (2018) Effects of Both Preemption and Entrenchment in the Retreat from Verb Overgeneralization Errors: Four Reanalyses, an Extended Replication, and a Meta-Analytic Synthesis. Collabra: Psychology, 4(1), 23.
• Giannakopoulou, A., Brown, H., Clayards, M., & Wonnacott, E. (2017) High or Low? Comparing high and low-variability phonetic training in adult and child second language learners. PeerJ 5:e3209; DOI 10.7717/peerj.3209
• Wonnacott, E., Brown, H., & Nation, K. (2017) Skewing the evidence: The effect of input structure on child
  and adult learning of lexically-based patterns in an artificial language. Journal of Memory and Language, 95, 46-48. 10.1016/j.jml.2017.01.005 Rcode data
• Samara, A. Smith, K., Brown, H., & Wonnacott, E. (2017) Acquiring variation in an artificial language:
  children and adults are sensitive to socially-conditioned linguistic variation. Cognitive Psychology, 94, 85-114
• Smith, K., Perfors, A., Fehér, O., Samara, A., Swoboda, K., & Wonnacott, E. (2017) Language learning,
  language use and the evolution of linguistic variation. Phil. Trans. R. Soc. B, 372(1711), 20160051.
• Fehér, O., Wonnacott, E., & Smith, K. (2016) Structural priming in artificial languages and the regularisation
  of unpredictable variation. Journal of Memory and Language. 91, 158–180.
• Wonnacott, E., Joseph, H. S. S. L., Adelman, J. S. and Nation, K. (2016) Is children’s reading “good
  enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology, 69 (5). Pp. 855-879.
• Joseph, H. S., Wonnacott, E., Forbes, P., & Nation, K. (2014) Becoming a written word: Eye movements
  reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133(1), 238-248.
• Wonnacott, E. (2013) Statistical Mechanisms in Language Acquisition. In P. Binder & K. Smith (eds.). The
  Language Phenomenon, Springer.
• Wonnacott, E., Boyd, J.K, Thomson. J.J., & Goldberg, A.E. (2012) Input effects on the acquisition of a
  novel phrasal construction in 5 year olds. Journal of Memory and Language, 66, 458-478.
• Wonnacott, E. (2011) Balancing generalization and lexical conservatism: An artificial language study with
  child learners. Journal of Memory and Language, 65, 1-14.
• Perfors, A. & Wonnacott, E. (2011) Bayesian modelling of sources of constraint in language acquisition. In:
  Arnon, Inbal and Clarke, Eve V., (eds.) Experience, variation and generalization : learning a first language. Amsterdam ; Philadelphia: John Benjamins , pp. 277-294
• Smith, K., & Wonnacott, E. (2010) Eliminating unpredictable variation through iterated learning. Cognition,
  116, 444-449.
• Perfors, A., Tenenbaum, J.B., & Wonnacott, E. (2010) Variability, negative evidence, and the acquisition of
  verb argument constructions. Journal of Child Language, 37, 607-642.
• Wonnacott, E., Newport, E.L., & Tanenhaus, M.K. (2008) Acquiring and processing verb argument
  structure: Distributional learning in a miniature language. Cognitive Psychology, 56, 165-209.
• Wonnacott, E., & Watson, G. (2008) Acoustic emphasis in four year olds. Cognition, 107, 1093-101.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

• Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.

• Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
• Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.

• Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
• Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
• Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.