Recent and active research projects

A selection of recent active research projects from members of the LITE Research Group.

• Disciplinary Literacy and Corpus-based Pedagogy: The BAWESS (British Academic Written English Secondary School) corpus project (2025-2028), ESRC (£970,000). PI: Professor Gail Forey; Co-I: Dr Reka R. Jablonkai; Research Associate: Dr Dana Therova; Research Assistant: Dr David Beachamp
• Reparative learning and English language teaching in Nepal and Uganda (2025 – July 2026), British Council – ELTRA award. Professor Lizzi O. Milligan (University of Bath), Dr Bebwa Isingoma (Gulu University, Uganda), Dr Bal Ram Adhikari (Tribhuvan University, Nepal), and Dr Mir Abduallah Miri (University of Bath)
• TRUE - Through Rural Eyes: Rural childhoods and the Future of AI Literacy (English version) / A Través de Ojos Rurales: Infancias rurales y futuros digitales (Spanish Version) (March 2026 – January 2027), ECR Network British Academy. Dr Eliana Osorio-Saez
• Student lived experiences of linguistic diversity in higher education (2023-2025). PI: Dr Hugo Santiago Sanchez (University of Bath); CoIs: Dr Lívia Rodrigues; Dr Émerson de Pietri, Dr Ana Duboc (Universidade de São Paulo); Dr Ioannis Costas Batlle, Dr Trevor Grimshaw (University of Bath). Funder: Universidade de São Paulo, R$ 16,800
• Celebrating Multlingualism and Supporting English as an Additional Language (Jan – July 2023) Dr Gail Forey (University of Bath, Engagement Grant, £3,500)
• Disciplinary Literacy and Corpus-Based Pedagogy (Jan – July 2023) Dr Gail Forey & Dr Reka R. Jablonkai (University of Bath, Impact Grant, £10,000)
  
• Reviewing PGwTs’ Experiences and Needs: PGwT’s Perspective, (Jan – July 2023) Dr Gail Forey (University of Bath, TDF Seed Grant, £1,000)
• From social justice talk to social justice practice through collaborative action research: A pilot study on L2 materials development (2022-2024). PI: Dr Darío Banegas (Edinburgh University); Co-Is: Dr Hugo Santiago Sanchez (University of Bath), Professor Melina Porto (Universidad Nacional de la Plata, Argentina), Dr Fabiana Sacchi (Universidad Nacional de Rio Cuarto, Argentina), Dr. Gimena San Martin (Universidad Nacional de Córdoba, Argentina). Funder: Spencer Foundation, USD 63,500
• Enhancing the English Medium Instruction Engineering curriculum based on industry needs and expectations in Turkey (2021-23). PI: Dr. Dogan Yuksel. Co-Is: Dr. Samantha Curle, Dr. Uriel Martinez Hernandez, Alpaslan Güven, Dr. Mehmet Altay. Funder: British Council (Turkey)

Selected publications

A selection of recent publications from members of the LITE Research Group.

Mir Abdullah Miri

• Miri, M. A., Pishghadam, R., & Meidani, E. N. (2025). Reflexive qualitative inquiry into emotioncy and teacher identity in Afghanistan. In G. G. Park, O. Moroz, S. Henderson Lee, & B. Yazan (Eds.), Methodological issues and reflexivity practices in qualitative language teacher education research (1st ed., pp. 163-177). Routledge.

Dr Trevor Grimshaw

• Guerriche, A. and Grimshaw, T. (2024) Revisiting Kim’s integrative theory of communication and cross-cultural adaptation (ITCCA): Insights from a study of Algerian students abroad, Journal of Intercultural Communication Research, 53/1-2
  Soruc, A., Yuksel, D., McKinley, J. and Grimshaw, T. (2024) Factors influencing EFL teachers’ provision of oral corrective feedback: The role of teaching experience, The Language Learning Journal

Dr Janina Iwaniec

• Dunn, K. & Iwaniec, J. (2023). English impact: An evaluation of English language capability. Uzbekistan. British Council.
• Curdt-Christiansen, X. L. & Iwaniec, J. (2022). ‘妈妈 I miss you’: Emotional Multilingual Practices in Transnational Families. International Journal of Bilingualism.
• Iwaniec, J. & Wang, W. (2022). Motivations to enrol in EMI programmes in China: An exploratory study. Applied Linguistics Review.
• Dunn, K. & Iwaniec, J. (2021). Exploring the relationship between second language learning motivation and proficiency: A latent profiling approach. Studies in Second Language Acquisition.
• Iwaniec, J. & Halbach, A. (2021). Teachers’ views on their methodology and their profiles: In search of the possible reasons for the levelling effect of CLIL. Journal of Multilingual and Multicultural Development. DOI: 10.1080/01434632.2021.1946548.

Dr Reka R. Jablonkai

• Csomay, E., Jablonkai, R. R., & Hui, S. (Eds.). (2025). Corpora and AI for inductive learning: Theory and practice (2025 Autumn) in Applied Corpus Linguistics (Special Issue)
• Jablonkai, R.R. (2025). Language for Academic Purposes and Data-Driven Learning. In: McCallum, L., Tafazoli, D. (eds) The Palgrave Encyclopaedia of Computer-Assisted Language Learning. Palgrave Macmillan, Cham.
• Jablonkai, R.R. (2025). Input Enhancement and Input Flood in Data-Driven Learning. In: McCallum, L., Tafazoli, D. (eds) The Palgrave Encyclopedia of Computer-Assisted Language Learning. Palgrave Macmillan, Cham.
• Csomay, E., Jablonkai, R. R., & Wu, S. M. (2024). A corpus-based multidimensional analysis of EMI university classroom discourse: The case of Singapore. In S. M. Curle & J. Pun (Eds.). Researching English Medium Instruction Quantitative methods for students and researchers (pp. 240-262). Cambridge University Press.
• Jablonkai, R. R. (2023). Affordances of Conversation Analysis for investigating EMI classroom talk. In S. Curle, & J. Pun (Eds.). Qualitative methods for English Medium Instruction (pp. 69-82). Routledge.
• Jablonkai, R. R. (2022). Building corpora for ELT. In R. R. Jablonkai & E. Csomay (Eds). The Routledge Handbook of Corpora and English Language Teaching and Learning. Routledge.
• Jablonkai, R. R. & Csomay, E. (Eds). (2022). The Routledge Handbook of Corpora and English Language Teaching and Learning. Routledge.
• Jablonkai, R. R. (2021). Corpus linguistic methods in EMI research: A missed opportunity? In J. Pun, & S. Curle (Eds.). Research methods in EMI (pp. 92-106). Routledge.
• Jablonkai, R. R. & Hou, J. (2021). English medium of instruction in Chinese higher education: a systematic mapping review of empirical research. Applied Linguistics Review.
• Jablonkai, R. (2020). Leveraging professional wordlists for productive vocabulary knowledge. ESP Today, 8(1), 2-24.
• Jablonkai, R. R., Forti, L., Abad Castelló, M., Salengros Iguenane, I., Schaeffer‑Lacroix, E. & Vyatkina, N. (2020). Data‑driven learning for languages other than English: the cases of French, German, Italian, and Spanish. In K. M. Frederiksen, S. Larsen, L. Bradley, & Thouësny, S. (Eds.). CALL for widening participation: short papers from EUROCALL 2020 (pp. 132-137). Research-publishing.net

Professor Lizzi Milligan

• Barrett, A. M., Milligan, L. O., Sane, E., & Bowden, R. (2025). Multilingual education for sustainable development in sub-Saharan Africa: Towards epistemic inclusion. Prospects. Advance online publication. https://doi.org/10.1007/s11125-025- 09731-1
• Milligan, L. O., Dorimana, A., Uwizeyemariya, A., Uworwabayeho, A., Sprague, T., Adamson, L., & Kuchah, K. (2024). Umuzigo w’inyongera: girls’ differential experiences of the double-burden of language and gender in Rwandan English medium secondary education. Language and education, 38(6), 1098-1113.
• Milligan, L.O., Isingoma, B., Aciro, T., Mirembe, D.D., Krause, N., & Nuwategeka, E. (2024). Learners’ everyday experiences of violence in English medium secondary education in Uganda. Global Social Challenges, 3:1, 31-48.

Dr Hugo Santiago Sanchez

• Banegas, D. L., & Sanchez, H. S. (2025). Social justice and language teacher education from Latin America. Routledge.
• Sanchez, H. S., & Lazzaris, S. A. (forthcoming). Bringing philosophy to life: Embodied and multimodal pedagogies for complex conceptual learning. Teaching Philosophy, 49(2).
• Eşki, M., Sanchez, H. S., & Walsh, S. (2025). Navigating digital teaching in Spain during the COVID-19 pandemic: how language teacher educators enhance and integrate digital literacy and resilience. Cogent Education, 12(1).
• Sanchez, H. S., Eski, M., & Costas Batlle, I. (2025). Bricolage for innovative qualitative social science research: A perspective on its conceptual hallmarks. Qualitative Inquiry, 31(8-9), 802-816.
• Yang, Z. and Sanchez, H. S. (2023) Teachers’ selection and enactment of context-appropriate pedagogies: Re-conceptualising motivational strategies in the English language classroom. TESOL-EJ.
• Banegas, D. L. & Sanchez, H. S. (2023) Editorial: Social justice and language teacher education from Latin America. Teachers and Teaching.
• Gillway, M. and Sanchez, H. S. (2022). Collaborative reflexivity through feedback dialogues: Developing the research and the doctoral researcher. In S. Consoli & S. Ganassin (Eds.), Reflexivity in Applied Linguistics Research: Opportunities, Challenges and Suggestions. Abingdon, Oxon: Routledge.
• Yang, Z. and Sanchez, H. S. (2021) Teachers’ pedagogical intentions while using motivational strategies. ELT Journal, 76.
• Borg, S. and Sanchez, H. S. (2020). Cognition and good language teachers. In Griffiths, C. & Tajeddin, Z. (Eds.), Lessons from Good Language Teachers, pp. 16-27. Cambridge: Cambridge University Press.
• Sanchez, H. S. and Grimshaw, T. (2020). Stimulated recall. In J. McKinley & H. Rose (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics, pp. 312-323. Abingdon, Oxon: Routledge.

Dr Dana Therova

• Therova, D. & McKay, A. (2025). Identifying Academic Phrases in Self-Compiled Corpora: A Case Study from Mathematical Sciences. International Journal of English for Academic Purposes. 5(1), 47-68.
• Therova, D. & McKay, A. (2024). Addressing discipline specificity in a multidisciplinary EAP classroom through data-driven learning. Enhancing Teaching and Learning in Higher Education. 1, 21-40.
• Therova, D. (2023). Core academic vocabulary in four genres of novice student writing. Teaching English as a Second Language Electronic Journal (TESL-EJ). 27(1), 1-21.
• Therova, D. & McKay, A. (2023). Enhancing student writing with specialised do-it-yourself corpora on a PhD pre-sessional programme. Language Teaching Research. [online first], 1-18.
• Therova, D. (2022). The development of academic vocabulary in international foundation students’ assessed academic writing. Journal of International Students, 12(1), 123-140.