2024 – 2025 Awards
Winning dissertation
Chathuska Undugoda, Coventry University
An explorative study of classroom practices for cultural inclusion and integration of refugee and migrant students in ESOL adult classes in the UK
Special commendations
Sofía Consolandich Perdomo, University of Bath
Multigrades, multi challenges: Exploring remote teachers' adaptations when teaching multigrade rural groups within the context of Uruguay's Ceibal en Inglés programme
Rabeya Habib, University College London
Exploring L2 temporal and dialogic fluency in relation to cognitive fluency through a mixed method study: Unlocking the potential of humanAI and human paired discussions
Sandy Millin, NILE (University of Chichester)
An investigation into the production of a competency framework for language learning materials writing
Commendations
Mengdie Zhou, University of Warwick
Translanguaging in EFL classrooms: Teachers’ practices and attitudes
Brett Seagrave, University of Leeds
A feasibility test for a bottom-up orientated self-study listening app in intermediate EFL learners
Thi Hoang Ha Bui, University of Sussex
Vietnamese EFL Teachers’ perceptions of using generative artificial intelligence tools in lesson planning
Saba Azimi, Aston University
The marketisation of English courses in British universities: Analysing course description pages of TESOL prospectuses on UCAS
Leonardo Marinho Dias Lima, University of Exeter
Exploring TESOL teachers' perceptions and utilisation of artificial intelligence in English as a Foreign Language classrooms in Pernambuco, Brazil
Janine Plantilla, University of Birmingham
Effect of iconic decorative typefaces on pseudoword retention
Cerise Louisa Andrews, University of Stirling
‘Languages’ in language classrooms; how do language teachers describe their experiences of the use of language(s) in their teaching practices?
Hasan Naqi, Manchester Metropolitan University
Perceptions of secondary stage EFL teachers on the use of multimodal input for learning vocabulary
Ha Linh Nguyen, University of Strathclyde
Playing to learn: Perceptions of gamification among Vietnamese EFL highschool students and teachers in the post-pandemic era
Ridmi Handapangoda, Lancaster University
Scene behind the unseen: Special-adjustments for visually impaired students at L2-English reading tests in Sri Lankan university-context
Rebecca Louise Maria Funabashi, King's College London
Generative AI in academic writing: English for Academic Purposes practitioners’ perceptions and teaching practice
Weihao Zhao, University of Liverpool
The role of pragmalinguistic recasting in e-mail requests: A study of Chinese learners in the UK
Khoa Cong Anh Le, Nottingham Trent University
A contrastive study about IELTS writing task 2 by Vietnamese learners of English
Angela Palmer, University of St Andrews
A critical evaluation of the online resource ‘Progression Pathways’ through the lens of participatory ESOL, as a teaching tool for encouraging self-reflection and empowerment of forced migrant ESOL learners from a professional background