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BA, MA Syracuse University (philosophy), PhD University of Auckland (language teaching and learning)

Research

My research area is language teacher cognition and development. Most of my research is situated in Vygotskian sociocultural theory (including activity theory), which is based on the premises that human development is socially mediated and language is the primary means of mediation. Under certain conditions, when language is used to meet the practical demands of teaching (such as planning lessons), the conventional demands of a genre (especially narrative), or the critical demands of an interlocutor (including researchers), new or changed attitudes, beliefs, and practices may emerge.

Capturing and examining this emergence – to “grasp the process in flight” (Vygotsky, 1978) – and the conditions under which it can be initiated and developed in order to improve language teaching and learning is central in my research. Some of my research has also looked at language teacher cognition through complex dynamic systems theory, where the role of interaction in emergence can also be examined. The relationships among contexts and timescales play an important role in both theories.

Current postgraduate supervision (Primary)

Al-Jumah, K.Utilizing concept-based instruction in pragmatics: Teaching Arab learners English language requests. PhD.

Tayel, A.Teacher Cognition in EFL Teaching: A Study of Non-native English-speaking Teachers of English for Arabic-speaking Students in Egypt with a Particular Focus on Vocabulary. PhD.

Askaribigdeli, R.A Sociocultural Approach to Language Teacher Identity: Iranian Public School and Private Language Institute EFL Teachers. PhD.

Sobhani, A.The effectiveness of graduated corrective feedback in second language writing: Self-regulation. PhD.

Recently supervised postgraduate theses (Primary)

Gordon, Elisa. H. University Study Abroad in New Zealand: Identity, ideology, and investment in English language learning. Awarded 2018.

Kuepper, M.-C. Du or Sie? Developing Sociopragmatic Competence of German Address Forms through Concept-Based Instruction. MA. Awarded 2017.

Al-Murtadha, M. Willingness to communicate and L2 motivational self system of Yemeni high school EFL learners. PhD. Awarded 2017.

Olsen, M. Motivation, Learner Attrition, and the L2 Motivational Self System: A New Zealand Study of Heritage and Non-Heritage University Language Learners. PhD. Awarded 2017.

Oranje, J. M. Intercultural Communicative Language Teaching: Enhancing awareness and practice through cultural portfolio projects. PhD. Awarded 2016. Placed on the list of University of Otago Humanities Exceptional Theses.

Moodie, I. Grounded narrative inquiry into language teacher cognition: Stories and case studies on English language teaching in South Korea.PhD. Awarded 2015. Placed on the list of University of Otago Humanities Exceptional Theses.

Wall, B. Self-Regulation During A Reading-To-Write Task: A Sociocultural Theory-Based Investigation. PhD. Awarded 2015. Placed on the list of University of Otago Humanities Exceptional Theses.

Henderson, S. J.  Textual borrowing in an English for Academic Purposes class: Knowledge, practices and beliefs. PhD. Awarded 2015.

Pryde, M. Patterns in conversations between Japanese students and New Zealand homestay parents.PhD. Awarded 2012.

Oranje, J. M. Culture in the classroom of ESL learners: A case study of how culture is represented in the lessons of ESL children at a New Zealand mainstream primary school.MA. Awarded 2012. Winner of the Best MA Thesis, 2012, New Zealand Association of Applied Linguistics.

de Burgh-Hirabe, R. Extensive reading and L2 reading motivation in Japanese as a foreign language: A case study of New Zealand high school students. PhD. Awarded 2011.

Barkway-Brown, B. What is it like to "hear" a hand?: Deaf Narratives from the New Zealand Deaf Community. MA. Awarded 2011.

Bowen, S. The Changing Language Learning Motivations of Learners from Mainland China Studying English in New Zealand. MA. Awarded 2008.

Publications

Askaribigdeli, R., & Feryok, A. (2024). Systemic tensions and ESOL teacher identity development: From affinity to disaffinity. In Z. Tajeddin & B. Yazan (Eds.), Language teacher identity tensions: Nexus of agency, emotion, and investment. (pp. 33-46). Abingdon, UK: Routledge. doi: 10.4324/9781003402411-4 Chapter in Book - Research

Feryok, A. (2022). From fractured reflections to narrative coherence. Proccedings of the Annual Conference of the Linguistic Society of New Zealand: Language & Society (LangSoc). (pp. 30-31). Retrieved from https://nzlingsoc.org Conference Contribution - Published proceedings: Abstract

Feryok, A. (2022). The social/cognitive split. In T. Gregersen & S. Mercer (Eds.), Routledge handbook of the psychology of language learning and teaching. (pp. 350-361). New York, NY: Routledge. doi: 10.4324/ 9780429321498 Chapter in Book - Research

Tonogbanua, J., & Feryok, A. (2022). Personal or professional: A dilemma in second language teacher development amidst the pandemic. Proceedings of the ALANZ-ALAA-ALTAANZ Conference: Applied Linguistics in the Asia-Pacific Region. (pp. 108). Retrieved from http://www.alanz2021.co.nz Conference Contribution - Published proceedings: Abstract

Feryok, A. (2022). Fracture reflections, coherent selves. Proceedings of the ALANZ-ALAA-ALTAANZ Conference: Applied Linguistics in the Asia-Pacific Region. (pp. 62). Retrieved from http://www.alanz2021.co.nz Conference Contribution - Published proceedings: Abstract

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