Aida M. Bakeer
is Dean of the Faculty of Educational Sciences at A-Quds Open University in Palestine. She is an assistant professor with a PhD in Education ‘Curricula and Instruction’. Her specialization links students majoring English Language and Literature and students in Faculty of Education majoring Teaching English as a Foreign Language’ empowering them with best practices and innovative methodologies in TEFL. She has extensive teaching experience in three HEI s in Palestine with 25 years of teaching experience. She was the coordinator of TEFL_ePAL project as one of the capacity building projects funded by the EU, Erasmus+. program in Palestine.
Vicent Beltrán-Palanques
is Assistant Professor in the Department of English at Universitat Jaume I, Spain, and a member of the GRAPE research group. His research interests include multimodal literacy, multimodal discourse analysis, English-medium education, and ESP/EAP pedagogies. His latest publications have appeared in national and international journals such as System, Estudios de Lingüística Inglesa Aplicada, Journal of English for Academic Purposes, and he has published book chapters with international publishing companies such as Routledge or Springer. He recently edited a special issue in the European Journal of Special Needs Education and is currently co-editing an edited volume on multimodality in higher education (Routledge).
Ana Cecilia Cad
is Adjunct Professor at Cordoba National University in Argentina where she currently teaches English Language and Phonetics and Phonology. As a teacher educator, she has also taught Methodology courses and a course on Technology and Education. She also works at a tertiary institution where she teaches Methodology courses and Phonetics and Phonology. Her research interests lie in applied linguistics, the production and interpretation of multimodal texts, and the use of games and technology in the field of second language learning. At present she is the head teacher of a research team that explores the impact of gamification on academic writing.
Nicole Flindt
earned her PhD on e-learning from the University of Heidelberg, during which she cooperated with the software company SAS. Since 2020, she has been a
Betsy Gilliland
is Associate Professor in the Department of Second Language Studies at the University of Hawaiʻi Mānoa, where she teaches and researches second language writing and language teacher education. She is co-editor of the Journal of Response to Writing and has published recently in TESL-EJ, TESOL Journal, and the L2 Journal, among others.
Marta Guarda
is a senior researcher at the Institute for Applied Linguistics of Eurac Research, Bolzano/Bozen, Italy. She is currently responsible for a research and professional development initiative on plurilingual education (COMPASS: Didactic Competences in the Multilingual Classroom), the focus of which lies on the inclusion and valorisation of school children’ full linguistic repertoires. In addition to plurilingual education, her research interests include the use of collaborative technologies (virtual exchange) for language and intercultural learning, English as a lingua franca (ELF) communication, translanguaging, internationalisation of education, and applied corpus linguistics.
Jan-Friso Heeren
studied English, Chemistry and Physical Education as part of a teacher training degree at Leibniz University Hannover. There, he has been working as a research assistant at Englisches Seminar. His master’s thesis is entitled Establishing a Mechanism-Based Framework for the Corpus-Informed Analysis of Multi-Word Discourse Markers (Springer, 2022). His research focuses on teacher education and its application in the classroom.
Pascal Hohaus
studied English and Political Sciences as part of a teacher training degree at Leibniz University Hannover. His doctoral dissertation Subordinating Modalities: A Quantitative Analysis of Syntactically Dependent Modal Verb Constructions (J. B. Metzler, 2020) applies construction grammar to the use of modal verbs in subordinate clauses. He co-edited Re-Assessing Modalising
Hampus Holm
is a teacher educator and a doctoral researcher in language teaching and learning at Umeå University, Sweden. His research interests include new media and computer gaming and how these out-of-school activities influence school student language and writing in school.
Nina Hüsler
is a research assistant at the University of Applied Sciences Northwestern Switzerland, FHNW School of Education, at the Institute for Studies on Professional Practice and Professionalism. She completed her Master of Arts in Educational Science and German Language and Literature in 2019 at the University of Zurich. She obtained her teaching diploma for upper secondary education in 2022 and works part-time as a teacher.
Michelle Kunkel
is a PhD candidate in the Department of Second Language Studies at the University of Hawaiʻi Mānoa. She has taught English as a second or foreign language in Senegal, South Korea, and Kuwait as well as in the United States. Her research interests include language teacher identity and second language writing.
Jacqueline P. Leighton
is Professor in Educational Psychology at the University of Alberta, Canada. Her research focuses on human development and cognition, including investigating children’s and adults’ achievement and wellbeing against the backdrop of humanistic psychological principles, children’s human rights as informed by the United Nation’s Convention on the Rights of the Child (CRC) and her own Learning Errors and Formative Feedback (LEAFF) model. She is past winner of the American Educational Research Association and is a former editor-in-chief of Educational Measurement: Issues and Practice (EMIP), a flagship journal for the National Council on Measurement in Education.
Hannah Lindfors
is a teacher education student at Umeå University. Her first subject area is the social sciences. She graduated from high school in 2017 and started her teacher training in autumn 2020.
is a teacher educator and an associate professor in the teaching and learning of religious studies and ethics at Umeå University. He holds a PhD in Ethics from Lund University, Sweden. His research interests include writing in teacher training, controversial questions in the classroom, and the understanding of ethics in school contexts.
Gisela Mayr
is a qualified teacher of English language and culture in secondary school in Bolzano, South Tyrol, Italy. From 2015 until 2020 she was adjunct professor for English at the Free University of Bolzano. In 2019 she graduated in at the University of Gießen, Germany. Currently she is a researcher in the field of German literature and multilingualism at the Free University of Bolzano, Faculty of Education. Her main research interests are multilingualism, language learning, inclusion, and FLL.
Trang Tam Nguyen
taught in the Faculty of English, Hanoi National University of Education, Vietnam, in a range of pre-service teacher courses and in-service teacher training programs of General English and ELT methodology in several cities in Vietnam under the Vietnamese National Foreign Languages Project 2020. Her research interest includes alternative assessment, critical thinking, ELT methodologies, ESP and learner autonomy.
Ben Opitz
is a research assistant in the English didactics department of the Freie Universität Berlin where he is currently teaching the digital teaching and learning lab seminar. The seminar is a constituent of the project “K2teach – Know how to teach,” which is part of the “Qualitätsoffensive Lehrerbildung,” a joint initiative of the Federal Government and the Länder which aims to improve the quality of teacher training. The program is funded by the Federal Ministry of Education and Research. His research focus is on digital media competences of pre-service teachers.
Lukas Oskarsson
is a teacher education student at Umeå University. His first subject area is History. He graduated from high school in 2016 and started his teacher training in autumn 2020.
works in the Faculty of Education, Monash University, Melbourne. She has extensive language teaching experience in various Australian and overseas contexts. Her research focuses on cultural identity, intercultural communication, the use of English as an international language and post-entry English language proficiency development in tertiary settings.
Raphaela Porsch
is Professor of Education at the University of Magdeburg, Germany. Her research interests include teaching-out-field, teacher education and transition after primary school. She has worked in national large-scale assessment as well as projects on school development and is the editor of several anthologies on educational topics.
Christian Reintjes
is Professor of Education (Chair for Empirical Research on Schools and Instruction) in the Department of Education and Cultural Sciences at the University of Osnabrück, Germany. He conducts empirical educational research in the fields of teacher training, quality of schools and teaching as well as the development of educational systems. Since 2023, he has been a member of the Standing Scientific Commission, the most important advisory body of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany.
Michaela Sambanis
is Professor and Chair of English Didactics in the Institute for English Language and Literature at the Freie Universität Berlin. In her work, she combines evidence from didactics, neuroscience and psychology and encourages the dialogue between researchers and practitioners.
Howard Scott
is Senior Lecturer with the University of Wolverhampton, UK, in the Initial Teacher Education team for Post-Compulsory Education. He teaches Advanced Research Methods on master’s and doctorate courses. He has previously taught in Further Education colleges in the UK and now conducts research into areas around adult literacy, digital literacy and how mobile learning and technologies support community and informal learning practices. He has a PhD in technology enhanced learning from the University of Hull, UK.
is a teacher educator and a professor of linguistics at Umeå University. He is also an associate professor in educational work. He holds doctoral degrees from the universities of Southampton and Bristol, UK. His research interests focus primarily on cognition, linguistics, education, and writing.
Gustav Surting
is a teacher education student at Umeå University. His first subject area is the social sciences. He graduated from high school in 2019 and started his teacher training in autumn 2020.
Montaser Motia Ujvari
is a lecturer at Palestine Technical University-Kadoorie and teaches English language foundation courses to undergraduate students. He is also studying for a PhD in Phonetics at University of Malta. His research interests involve ELT, acoustic phonetics, and linguistic landscape.
Nils Vestring
is a teacher education student at Umeå University. His first subject area is the social sciences. He graduated from high school in 2019 and started his teacher training in autumn 2020.
Karin Vogt
is Professor of Teaching English as a Foreign Language at the University of Education Heidelberg, Germany. Her research interests include intercultural communication in telecollaborative environments, digital-inclusive English language teaching, assessment, the Common European Framework of Reference for Languages, and Vocationally-oriented Foreign Language Learning. She has published widely in these and other areas of foreign language education. At Heidelberg University of Education, she is the director of the Professional School, a central institution for lifelong learning that also offers professional development for teachers.
Johanathan Woodworth
is a full-time instructor at the School of Continuing Studies at York University, Canada. Possessing a background in computer science, his enthusiasm for technology complements his passion for its integration into the classroom. As such, his current interests explore adaptive learning, novel types of feedback,
Corinne Wyss
is Professor at the University of Applied Sciences Northwestern Switzerland FHNW, FHNW School of Education, and Holder of the Chair for Studies on Professional Practice and Professionalism. Her work focuses on professionalization in the teaching profession, reflection and feedback processes, video-based classroom research, eye tracking and augmented reality. She works both with quantitative and qualitative methods and is particularly interested in applying digital technologies in instruction and research.