Contributors

Takumi Aoyama is an Assistant Professor of English language education at Shinshu University, Japan. He received his MA in English Language Teaching from the University of Warwick in 2016, where he is currently pursuing his PhD in English Language Teaching and Applied Linguistics. His current research interests include Japanese EFL learners’ motivation, language learning experience and research methods for second language research. Also, he is presently co-organizing the Forum on Language Learning Motivation (FOLLM) with Sal Consoli.

Sal Consoli is a lecturer in Applied Linguistics and TESOL at Newcastle University. Before joining Newcastle, he taught on the BA and MA in TESOL & Applied Linguistics at the University of Warwick. His research interests are concerned with EAP practice and policy, internationalization of higher education, motivational psychology for teaching and learning, and research ethics. His work sits within the epistemological and method- ological traditions of narrative inquiry and practitioner research (i.e. Action Research and Exploratory Practice). Sal is co-founder of the Forum on Language Learning Motivation (FOLLM) and serves on the Executive Committee of the British Association of Applied Linguistics (BAAL).

Joseph Falout authored or co-authored over 50 papers and book chapters about language learning psychology. He received awards for publications and presentations from the Japan Association for Language Teaching (JALT). He edits for JALT’s OnCUE Journal and Asian EFL Journal. Collaborations include creating theoretical and applied foundations of critical participatory looping, present communities of imagining and ideal classmates. An associate professor at Nihon University (Japan), Joseph teaches EAP and ESP to graduate and undergraduate students, and he conducts workshops for teachers at all educational levels. He has taught rhetoric and composition, public speaking and ESL at colleges in the USA.

Anne Feryok is a Senior Lecturer in the Department of English and Linguistics at the University of Otago, New Zealand. Her research area is language teacher cognition and development. Most of it uses Vygotskian sociocultural theory, which has infl uenced her occasional cautious forays

vii viii Complexity Perspectives on Researching Language Learner and Teacher Psychology into complex dynamic systems theory. Her work has been published in international journals such as Modern Language Journal, Language Teaching Research, System and Teachers and Teaching: Theory and Practice.

Christina Gkonou is Associate Professor of TESOL and MA TESOL Programme Leader in the Department of Language and Linguistics at the University of Essex, UK. She convenes postgraduate modules on teacher education and development, and on psychological aspects surrounding the foreign language learning and teaching experience. She is the co-editor of New Directions in Language Learning Psychology (with Sarah Mercer and Dietmar Tatzl) and New Insights into Language Anxiety: Theory, Research and Educational Implications (with Jean-Marc Dewaele and Mark Daubney), and co-author of MYE: Managing Your Emotions Questionnaire (with Rebecca L. Oxford). Her new book, entitled The Emotional Rollercoaster of Language Teaching (co-edited with Jean- Marc Dewaele and Jim King) was published in May 2020.

Tammy Gregersen, a Professor of TESOL at the American University of Sharjah in the United Arab Emirates, received her MA in Education and PhD in Linguistics in Chile, where she began her academic career. She is co-author, with Peter MacIntyre, of Capitalizing on Language Learners’ Individuality and Optimizing Language Learners’ Nonverbal Behavior. She is also a co-editor with Peter and Sarah Mercer of Positive Psychology in SLA and Innovations in Language Teacher Education. She has pub- lished extensively in peer reviewed journals and contributed several chap- ters in applied linguistics anthologies on individual diff erences, teacher education, language teaching methodology and nonverbal communica- tion in language classrooms.

Alastair Henry is Professor of Language Education at University West, Sweden. He has carried out a number of studies using CDST methodolo- gies. In addition to teacher identity development, this research has focused on L2 motivation and, most recently, willingness to communicate. With Zoltán Dörnyei and Peter MacIntyre he is the co-editor of Motivational Dynamics in Language Learning (2015, Multilingual Matters).

Jim King is based at the University of Leicester where he directs the insti- tution’s campus-based postgraduate courses in applied linguistics and teaching English as a second language. His books include the monograph Silence in the Second Language Classroom (Palgrave Macmillan, 2013) and the edited volumes The Dynamic Interplay between Context and the Language Learner (Palgrave Macmillan, 2015), The Emotional Rollercoaster of Language Teaching (with Christina Gkonou and Jean- Marc Dewaele, Multilingual Matters, 2020) and East Asian Perspectives Contributors ix on Silence in English Language Education (with Seiko Harumi, Multilingual Matters, 2020).

Peter D. MacIntyre is Professor of Psychology at Cape Breton University. He earned his PhD from the University of Western Ontario and com- pleted a post-doctoral fellowship at the University of Ottawa. His research focuses on the psychology of language learning and communica- tion. Peter has published over 100 articles and chapters on language anxi- ety, willingness to communicate, motivation and other topics. He has co-authored or co-edited books on topics including research-driven ped- agogy, contemporary motivation research, positive psychology in second- language acquisition, motivational dynamics, nonverbal communication, teaching innovations and capitalizing on language learner individuality. Peter has received awards for teaching excellence (Atlantic Association of Universities), the Gardner Award (International Association for Language and Social Psychology), the Mildenberger Prize (Modern Language Association) for contributions to the study of language, and awards for service to students and the community.

Sarah Mercer is Professor of Foreign Language Teaching at the University of Graz, Austria, where she is Head of ELT methodology. Her research interests include all aspects of the psychology surrounding the foreign language learning experience. She is the author, co-author and co-editor of several books in this area. She has been Principal Investigator on vari- ous funded research projects. She is currently vice-president of the International Association for the Psychology of Language Learning (IAPLL). In 2018, she was awarded the Robert C Gardner Award for excellence in second language research by the International Association of Language and Social Psychology (IALSP).

Christine Muir is an Assistant Professor in Second Language Acquisition in the School of English, University of Nottingham. She has published on varied topics relating to the psychology of language learning and teaching, particularly in the area of individual and group-level motivation in lan- guage education. Recent publications include Directed Motivational Currents and Language Education: Exploring Implications for Pedagogy (2020, Multilingual Matters) and ‘Role models in language learning: Results of a large scale international survey’ (2019, Applied Linguistics, with Zoltán Dörnyei & Svenja Adolphs).

Yoshiyuki Nakata is a Professor of English Language Education in the Faculty of Global Communications at Doshisha University, Kyoto, Japan. He has been involved mainly in in-service (as well as pre-service) language teacher education in Japan for more than 20 years. His research interests include self-regulated language learning, language learning motivation, x Complexity Perspectives on Researching Language Learner and Teacher Psychology learner/teacher autonomy in the school context and language teacher edu- cation. Relevant publications have appeared in journals such as Teaching and Teacher Education, International Journal of Educational Research, International Journal of Applied Linguistics, EuroSLA Yearbook, TESL Canada Journal, Innovation in Language Learning and Teaching, System and Contemporary Educational Psychology.

Ryo Nitta is a Professor and Dean of the Center for Foreign Language Education and Research, Rikkyo University, Japan. He completed his PhD at the University of Warwick, UK. His research interests are lan- guage learning motivation, task-based language teaching and second lan- guage writing from the perspective of CDST.

Rebecca L. Oxford (PhD, University of North Carolina) is Professor Emerita and Distinguished Scholar-Teacher, University of Maryland. She is interested in emotional (aff ective) complexity, self-regulation and peace. Among her 15 books are three on peace, including Peacebuilding in Language Education (2020), and several on language learning strategies, involving affective self-regulation. She co-edits two book series: Spirituality, Religion and Education (Palgrave) and Transforming Education for the Future (Information Age). She edited the Tapestry ESL/ EFL book series, with North American, Middle Eastern, Chinese and Japanese editions. A Lifetime Achievement Award states, ‘Rebecca Oxford’s work has changed the way the world teaches languages.’

Richard S. Pinner is an Associate Professor in the Department of English Literature at Sophia University. He holds an MA in Applied Linguistics and ELT from King’s College London and a PhD from The University of Warwick. He is the author of three books, as well as several articles which have appeared in international journals such as Language Teaching Research and Applied Linguistics Review. His research focuses on the dynamic relationship between authenticity and motivation in language teaching and learning.

Heath Rose is Associate Professor of Applied Linguistics at the University of Oxford. His research covers self-regulation, language learner strate- gies, Global Englishes and English Medium Instruction. Publications include a number of authored and edited books on topics associated with language teaching and research methods in applied linguistics, including the Routledge Handbook of Research Methods in Applied Linguistics. His research on the psychological aspects of language learning has appeared in such journals as Applied Linguistics, Modern Language Journal, TESOL Quarterly and Applied Linguistics Review. Contributors xi

Richard J. Sampson began working in the Japanese educational context in 1999, and is currently an Associate Professor at Rikkyo University. He holds a Master of Applied Linguistics from the University of Southern Queensland (Australia) and a PhD from Griffi th University (Australia). He is the author of one research monograph and numerous research arti- cles published in international journals such as System, Studies in Second Language Learning and Teaching, Innovation in Language Learning and Teaching and Language Teaching Research. He uses action research approaches to give voice to the complex, situated experience of language learner psychology.

Kedi Simpson is a part-time doctoral student at the University of Oxford, as well as a part-time teacher of French, German and Spanish in an English comprehensive school. She is interested in how second language listening (particularly French among English learners) develops in the complex and messy environment of the English L2 classroom, and the chapter in this volume describes the methodology of her doctoral research. She has a particular interest in methodology and ontology within applied linguistics and second language listening in particular.

Lesley Smith is a third-year PhD candidate in Linguistics at the University of South Carolina. She previously worked as an English language instruc- tor at the University of Notre Dame and Richland County, South Carolina. She is particularly interested in instructed language acquisi- tion, and her research interests include group dynamics in second and foreign language contexts and the eff ects of instruction on second lan- guage processing.

Ema Ushioda is a Professor and Head of Applied Linguistics, University of Warwick, where she has been based since 2002. Ema is known for her work on motivation and autonomy in language learning, particularly for promoting qualitative approaches to researching motivation, and she has published widely in these areas. Her books include International Perspectives on Motivation: Language Learning and Professional Challenges (2013), Teaching and Researching Motivation (co-authored with Dörnyei, 2011), Motivation, Language Identity and the L2 Self (co- edited with Dörnyei, 2009), and the forthcoming title Language Learning Motivation: An Ethical Agenda for Research (2020).

Takenori Yamamoto is an Associate Professor at Kobe City College of Technology, Japan. His research interest focuses on the collaboration of second language education and engineering education. He is currently working on a project which focuses on English vocabulary learning in a course of engineering education in Japan. He fi nished his MA degree at xii Complexity Perspectives on Researching Language Learner and Teacher Psychology

Chiba University. He is a member of The Council of College English Teachers (COCET) and Japan Society of English Language Education (JASELE).

Tomoko Yashima is a Professor of Applied Linguistics and Intercultural Communication at Kansai University, Japan. Her research interests include L2 learning motivation, aff ect and language identity. Her research has been published in journals such as Modern Language Journal, Language Learning, System and International Journal of Intercultural Relations. She has authored book chapters such as those in Motivational Dynamics in Language Learning (edited by Dörnyei, MacIntyre & Henry, 2015, Multilingual Matters) and Psychology for Language Learning (edited by Mercer, Ryan & Williams, 2012; Palgrave MacMillan) as well as books published in Japanese, including Intercultural Communication: Global Mind and Local Aff ect (2012, Shohakusha).