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Dr Richard Smith - Research Students

I am currently acting as main supervisor for the following five research students:

  • Suha Alansari (a multimodal analysis of representations of identity and gender in global and local coursebooks used in Saudi Arabia)
  • Ana Inés Salvi (an exploratory practice based investigation of conceptions of / development of criticality in English for Academic Purposes instruction)
  • Saiful Izwan Zainal (cognitions and practices of teachers in rural Malaysian secondary schools with regard to use of ICT in L2 literacy instruction)
  • Vennela Rayavarapu (history of English education in India, with a focus on textbooks in 19th century Madras Presidency)
  • Ernesto Vargas Gil (ethnographic investigation of a pre-service teacher education course in Mexico)


Most years I take on one or two new research students. Please get in touch with a draft proposal if you would like to discuss this possibility before making a formal application (R.C.Smith@warwick.ac.uk)

telc_-_mais_me_harry_and_priyah.jpgphoto_-_ying_and_harry.png

On the left: Research students Mais Ajjan (following successful completion of her PhD) and Harry Kuchah Kuchah, with Richard and Undergraduate Research Scholarship Scheme winner Priyah Anmpalagan. On the right: Richard with Harry on the day he submitted his PhD thesis and with Anyarat Nattheeraphong (Ying) after she was awarded her PhD).

I have previously supervised the following students to successful completion of a PhD or EdD degree:

A Comparative Investigation of Conceptions of Research and Its Value within Undergraduate ELT Teacher Education Programmes (Ceren Őztabay PhD, 2015)

Appropriate Pedagogy for Critical Reading in English in the Japanese Secondary School Context: An Action Research Investigation (Mayumi Tanaka, PhD, 2015)

An Investigation into the Match or Mismatch between a Saudi Medical School English Programme and Workplace Use of English: An ESP Case Study, from Needs Analysis and Sociolinguistic Perspectives (Elham Ghobain, PhD. 2015)

Context appropriate ELT pedagogy: an investigation in Cameroonian primary schools (Harry Kuchah Kuchah, PhD, 2013)

Teachers’ Beliefs about Appropriate Methodology in Thai Secondary Level English Education (Anyarat Nattheeraphong, PhD, 2013)

Teaching and Learning under Difficult Circumstances: Teachers’ Strategies and Student’ Perspectives with Specific Reference to the Syrian University Context (Mais Ajjan, PhD, 2012)

Biography of an English Language Textbook in Kenya: A Journey from Conceptualization to the Classroom (Alice Wanjira Kiai, PhD, 2012)

Ideal and Reality of Textbook Selection: An interview and questionnaire-based investigation in the Taiwanese tertiary context (Shu-er Huang, EdD, 2011)

Understanding Students' Learner Autonomy through Practitioner Research (Yi-Chu Wei, Sherri, PhD, 2011)*

Communicative Language Teaching and the ELT Journal: A Corpus-Based Approach to the History of a Discourse (Duncan Hunter, PhD, 2009)

Social Networks, Language Learning and Language School Student Sojourners; A Qualitative Study (Pi-Chu Wu, EdD, 2008)*

Cultures and Learner Behaviours: A Qualitative Investigation of a Thai Classroom (Chutigarn Raktham, EdD, 2008)*

Constructing concepts of learner autonomy in language education in the Chinese context: a narrative-based inquiry into university students' conceptions of successful English Language Learning (Xiaoli Jiang, PhD, 2008) 

Plagiarism and International Students: An Investigation in the British Higher Education Context (Nadezhda Yakovchuk, PhD, 2007)

Dimensions of Questioning: A Qualitative Study of Current Classroom Practice in Malaysia (Habsah Hussin, EdD, 2006)

Teaching and Learning English as an International Language in Portugal: Policy, Practice and Perceptions (Luis Guerra, PhD, 2005)

Supporting East Asian Undergraduates in British Higher Education: The Impact of a Learner Training Intervention (Androulla Athanasiou, PhD, 2004)

* = supervised 50-50 with Ema Ushioda