Curriculum Vitae

Philip V. Hiver

May 06, 2020

General Information

University address: Foreign and Second Language Education School of Teacher Education College of Education Stone Building G128 Florida State University Tallahassee, Florida 32306-4459 Phone: 850/644-2097

E-mail address: [email protected]

Professional Preparation

2016 PhD, University of Nottingham, England. Major: Applied . Supervisor: Zoltán Dörnyei, Norbert Schmitt.

2010 MA, University of Nottingham, England. Major: & ELT. Supervisor: Zoltán Dörnyei. Distinction.

2007 BA, Université Paris IV - Sorbonne. Major: English Language and Linguistics.

Nondegree Education and Training

2011 University of Cambridge ESOL Certificate in English Language Teaching to Adults (Pass A).

Professional Experience

2017–present Assistant Professor, School of Teacher Education, Florida State University. Foreign & Second Language Education.

2017 Teaching Faculty I Adjunct, School of Teacher Education, Florida State University. Foreign & Second Language Education.

Vita for Philip V. Hiver

2016–2017 Assistant Professor, Department of ELT, International Graduate School of English, Seoul, S. Korea.

2016–2017 Director, Academic Information Center, International Graduate School of English, Seoul, S. Korea.

Language Proficiency

English - native in speaking, reading, and writing. French - fluent in speaking; advanced in reading; intermediate in writing. Korean - intermediate in speaking and reading; rudimentary in writing. Thai - fluent in speaking; advanced in reading; rudimentary in writing.

Visiting Professorship(s)

2010–2016 International Graduate School of English, Korea.

Honors, Awards, and Prizes

Graduate Teaching Award Nominee, College of Education, Florida State University (2018).

Current Membership in Professional Organizations

American Association for Applied Linguistics Association Internationale de Linguistique Appliquée International Association of the Psychology of Language Learning TESOL International

Teaching

Courses Taught

Culturally Responsive Teaching for Equitable Instruction (EDG5709) Grammar Instruction for Foreign and Second Language Teachers (TSL4341) Instructed Second Language Acquisition (TSL6665) Pedagogical Grammar for Foreign and Second Language Teachers (TSL5350) Introduction to Second Language Acquisition (TSL5660) Introduction to Teaching Foreign/Second Languages (FLE3033) Methodologies for Teaching Foreign and Second Languages (TSL5345) Seminar: Current Issues in Teaching TSL (TSL5930) Field Laboratory Internship (TSL5940)

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Individual Differences in SLA (TSL5931)

New Course Development

Pedagogical Grammar for Foreign and Second Language Teachers (2018) Individual Differences and the Psychology of Language Learning (2017) Instructed Second Language Acquisition (2017)

Doctoral Committee Chair

Tawfeeq, W. A., graduate. (2018). The Role of Directed Motivational Currents in Second Language Learning by Arab Heritage Learners and Arab ESL Learners. Sanchez Solarte, A. C., doctoral candidate. Sang, Y., doctoral candidate. Zhou, S., doctoral candidate. Wu, J., doctoral student.

Doctoral Committee Cochair

Wang, H., graduate. (2020). Navigating Agency and Identity: The Stories of Learning to Teach of International Teaching Assistants in the United States. Rabbi, M. T., doctoral student.

Doctoral Committee Member

Zhang, Y., graduate. (2020). Eom, M., graduate. (2018). Bondarenko, A., doctoral candidate. Jiang, C., doctoral candidate. Kim, J., doctoral candidate. Obando, G. V., doctoral candidate. Ozdemir, E., doctoral candidate. Turk, R., doctoral candidate. Wei, M., doctoral candidate.

Master's Committee Chair

Al Hathal, N. S., graduate. (2020). Alhuthayf, A., graduate. (2020). Lopez-Edwards, A. I., graduate. (2020). Du, S., graduate. (2019).

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Alali, N. F., graduate. (2019). Nanis, A., graduate. (2018). Cayson, S. C., student. Roman-Sotolongo, V., student. Thompson, A. J., student. Bai, X., student. Brandy, A. J., student. Follansbee, L., student.

Master's Committee Member

Shen, Y., graduate. (2018).

Supervision of Student Research Not Related to Thesis or Dissertation

Wu, J. (Sep 2019–present).

Solarte, A. S. (2017–20).

Hailan, W. (2018–19).

Kim, J. (2017–19).

Obando, G. (2017–19).

Sang, Y. (2017–19).

Tahmouresi, S. (2017–19).

Whiteside, Z. (2017–19).

Zhou, A. (2017–19).

Zhou, Y. (2017–19).

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Research and Original Creative Work

Publications

Invited Journal Articles

Al-Hoorie, A. H., Hiver, P., Kim, T.-Y., & De Costa, P. (contract). The identity crisis in language motivation research. Journal of Language and Social Psychology.

Li, S., Hiver, P., & Papi, M. (2019). Research initiatives in the foreign and second language education program of Florida State University: Multiple perspectives, multiple approaches. Language Teaching, 52(4), 537-541. doi:10.1017/S0261444819000259

Refereed Journal Articles

Al-Hoorie, A. H., & Hiver, P. (submitted). Expanding the conversation in language motivation: Are cross-subject differences in learning motivation differences in degree or differences in kind? Manuscript submitted for publication, 37 pages.

Hiver, P., Al-Hoorie, A. H., & Larsen-Freeman, D. (submitted). Toward a transdisciplinary integration of research purposes and methods for CDST: Beyond the quantitative-qualitative divide. Manuscript submitted for publication, 30 pages.

Sang, Y., & Hiver, P. (submitted). Using a language socialization framework to explore Chinese students' L2 reticence in English language learning. Manuscript submitted for publication, 48 pages.

Al-Hoorie, A. H., & Hiver, P. (submitted). Priming motivation in a second language: A Pre-registered report. Manuscript submitted for publication, 20 pages.

Hiver, P., Sanchez Solarte, A. C., Whiteside, Z., Kim, C. J., & Wang, H. (submitted). The role of language teacher metacognition and executive function in exemplary classroom practice. Manuscript submitted for publication, 49 pages.

Papi, M., & Hiver, P. (2020). Language learning motivation as a complex dynamic system: A global perspective of truth, control, and value. The Modern Language Journal, 104(1), 209-232. doi:10.1111/modl.12624

Hiver, P., & Al-Hoorie, A. H. (2020). Re-examining the role of vision in second language motivation: A preregistered conceptual replication of You, Dörnyei, and Csizér (2016). Language Learning, 70(1), 48-102. doi:10.1111/lang.12371

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Hiver, P., Zhou, A., Tahmouresi, S., Sang, Y., & Papi, M. (2020). Why stories matter: Exploring learner engagement and metacognition through narratives of the L2 learning experience. System, 91, 1-13. doi:10.1016/j.system.2020.102260

Hiver, P., Whiteside, Z., Sanchez Solarte, A. C., & Kim, C. J. (2019). Language teacher metacognition: Beyond the mirror. Innovation in Language Learning and Teaching, V(i), pp-pp. doi:10.1080/17501229.2019.1675666

Hiver, P., Obando, G., Sang, Y., Tahmouresi, S., Zhou, A., & Zhou, Y. (2019). Reframing the L2 learning experience as narrative reconstructions of classroom learning. Studies in Second Language Learning and Teaching, 9(1), 85-118. doi:10.14746/ssllt.2019.9.1.5

Yun, S., Hiver, P., & Al-Hoorie, A. H. (2018). Academic buoyancy: Exploring learners' everyday resilience in the language classroom. Studies in Second Language Acquisition, 40, 805-830. doi:10.1017/S0272263118000037

Han, J., & Hiver, P. (2018). Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change. Journal of Second Language Writing, 40, 44-59. doi:10.1016/j.jslw.2018.03.001

Hiver, P., & Whitehead, G. E. K. (2018). Sites of struggle: Classroom practice and the complex dynamic entanglement of language teacher agency and identity. System, 79, 70-80. doi:10.1016/j.system.2018.04.015

Joe, H.-K., Hiver, P., & Al-Hoorie, A. H. (2017). Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings. Learning and Individual Differences, 53, 133-144. doi:10.1016/j.lindif.2016.11.005

Hiver, P., & Dörnyei, Z. (2017). Language teacher immunity: A double-edged sword. Applied Linguistics, 38(3), 405-423. doi:10.1093/applin/amv034

Park, H., & Hiver, P. (2017). Profiling and tracing motivational change in project-based L2 learning. System, 67, 50-64. doi:10.1016/j.system.2017.04.013

Hiver, P. (2017). Tracing the signature dynamics of language teacher immunity: A retrodictive qualitative modeling study. The Modern Language Journal, 101(4), 669-699. doi:10.1111/modl.12433

Hiver, P., & Al-Hoorie, A. H. (2016). A dynamic ensemble for second language research: Putting complexity theory into practice. The Modern Language Journal, 100(4), 741-756. doi:10.1111/modl.12347

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Bang, S., & Hiver, P. (2016). Investigating the structural relationships of cognitive and affective domains for L2 listening. Asia-Pacific Journal of Second and Foreign Language Education, 1(7), 1-19. doi:10.1186/s40862-016-0013-8

Hiver, P. (2013). The interplay of possible language teacher selves in professional development. Language Teaching Research, 17(2), 210-227. doi:10.1177/1362168813475944

Refereed Books

Hiver, P., & Al-Hoorie, A. H. (2020). Research methods for complexity theory in applied linguistics. Bristol, England: Multilingual Matters. Retrieved from http://www.multilingual-matters.com/display.asp?K=9781788925730

Edited Books

Li, S., Hiver, P., & Papi, M. (Eds.). (contract). Routledge handbook of individual differences in second language acquisition. Manuscript under contract for publication, New York: Routledge.

Hiver, P., Mercer, S., & Al-Hoorie, A. (Eds.). (in press). Engagement in the second language classroom. Bristol, England: Multilingual Matters.

Edited Monographs

Hiver, P., & Al-Hoorie, A. H. (Eds.). (in press). Transdisciplinary research methods and complexity theory/dynamic systems theory in applied linguistics [Special issue] [Monograph]. International Review of Applied Linguistics in Language Teaching.

Refereed Book Chapters

Al-Hoorie, A. H., & Hiver, P. (submitted). Complexity theory: From metaphors to methodological advances. Manuscript submitted for publication, 17 pages.

Hiver, P. (submitted). Engaging the learner: Linking teaching practice to learners' engagement and development. Manuscript submitted for publication, 16 pages.

Hiver, P., & Sanchez Solarte, A. C. (submitted). Resilience in language learning and use. Manuscript submitted for publication, 31 pages.

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Hiver, P. (in press). Complexity theory as a conceptual framework for language teacher research. In Y. Kimura, L. Yang, & T.-Y. Kim (Eds.), Teacher motivation, autonomy, development in the Far East (28 pages). New York: Springer.

Sang, Y., & Hiver, P. (in press). Engagement and companion constructs in language learning: Conceptualizing learners' involvement in the L2 classroom. In P. Hiver, A.H. Al-Hoorie, & S. Mercer (Eds.), Student Engagement in the Language Classroom. Bristol, England: Multilingual Matters.

Zhou, A., Hiver, P., & Al-Hoorie, A. H. (in press). Measuring L2 engagement: A review of issues and applications. In P. Hiver, A.H. Al-Hoorie, & S. Mercer (Eds.), Student Engagement in the Language Classroom. Bristol, England: Multilingual Matters.

Hiver, P., & Larsen-Freeman, D. (2020). Motivation: It is a relational system. In A.H. Al-Hoorie, & P.D. MacIntyre (Eds.), Contemporary language motivation theory: 60 years since Gardner and Lambert (1959) (pp. 285-303). Bristol, England: Multilingual Matters.

Hiver, P., & Papi, M. (2019). Complexity theory and L2 motivation. In M. Lamb, K. Csizér, A. Henry, & S. Ryan (Eds.), Palgrave handbook of motivation for language learning (pp. 117-137). Basingstoke, England: Palgrave Macmillan.

Hiver, P., Kim, T.-Y., & Kim, Y. (2018). Language teacher motivation. In S. Mercer, & A. Kostoulas (Eds.), Language teacher psychology (pp. 18-33). Bristol, England: Multilingual Matters.

Hiver, P., & Whitehead, G. E. K. (2018). Teaching metacognitively: Adaptive inside-out thinking in the L2 classroom. In Å. Haukås, C. Bjørke, & M. Dypedahl (Eds.), Metacognition in Language Learning and Teaching (pp. 243-262). New York: Routledge.

Hiver, P. (2018). Teachstrong: The power of teacher resilience for L2 practitioners. In S. Mercer, & A. Kostoulas (Eds.), Language teacher psychology (pp. 231-246). Bristol, England: Multilingual Matters.

Hiver, P. (2016). The triumph over experience: Hope and hardiness in novice L2 teachers. In P.D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 168-192). Bristol, England: Multilingual Matters.

Hiver, P. (2015). states. In Z. Dörnyei, P.D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 20-28). Bristol, England: Multilingual Matters.

Hiver, P. (2015). Once burned, twice shy: The dynamic development of system immunity in language teachers. In Z. Dörnyei, P.D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 214-237). Bristol, England: Multilingual Matters.

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Presentations

Invited Presentations at Conferences

Hiver, P., Mercer, S., & Al-Hoorie, A. H. (accepted). Colloquium: Engagement in the Second Language Classroom. Presentation to be given at 4th Psychology of Language Learning Conference, International Association of the Psychology of Language Learning, Nova Scotia, Canada. (International)

Hiver, P., & Al-Hoorie, A. H. (presented 2019, March). Colloquium: Research Methods for Complexity in Applied Linguistics. Presentation at American Association for Applied Linguistics Annual Conference, American Association for Applied Linguistics, Atlanta. (International)

Refereed Presentations at Conferences

Hiver, P., & Papi, M. (accepted). Exploring Learner Engagement and Metacognition Through Narratives of the L2 Learning Experience. Presentation to be given at 4th Psychology of Language Learning Conference, International Association of the Psychology of Language Learning, Nova Scotia, Canada. (International)

Hiver, P. V., Al-Hoorie, A., Obando, G., & Zhou, Y. (accepted). Should I Power Through or Throw in the Towel? Engagement in Language Learning Tasks. Presentation to be given at 4th Psychology of Language Learning Conference, International Association of the Psychology of Language Learning, Nova Scotia, Canada. (International)

Li, S., Hiver, P., & Ding, P. (accepted). The Construct Validity of Task Anxiety. Presentation to be given at Second Language Research Forum 2019, Second Language Research Forum, East Lansing, MI. (International)

Whiteside, Z., Sanchez Solarte, A., Hiver, P., & Kim, J. (presented 2019, March). Beyond the Mirror: Language Teacher Metacognition and Executive Function. Presentation at American Association for Applied Linguistics Annual Conference, American Association for Applied Linguistics, Atlanta. (International)

Al-Hoorie, A. H., & Hiver, P. (presented 2019, March). Beyond the Quantitative-Qualitative Divide: Toward a Transdisciplinary Integration of Research Purposes and Methods for CDST. Presentation at American Association for Applied Linguistics Annual Conference, American Association for Applied Linguistics, Atlanta. (International)

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Obando, G., Zhou, S., Sang, Y., Zhou, Y., Tahmouresi, S., & Hiver, P. (presented 2019, March). Reframing the L2 Learning Experience as Narrative Reconstructions of Classroom Learning. Presentation at American Association for Applied Linguistics Annual Conference, American Association for Applied Linguistics, Atlanta. (International)

Whiteside, Z., Sanchez Solarte, A., Kim, C., & Hiver, P. (presented 2018, October). Beyond the Mirror: Language Teacher Metacognition and Executive Function. Presentation at Second Language Research Forum 2018, Second Language Research Forum, Montreal, Canada. (International)

Hiver, P., Obando, G., Sang, Y., Tahmouresi, S., Zhou, S., & Zhou, Y. (presented 2018, October). Reframing the L2 Learning Experience as Narrative Reconstructions of Classroom Learning. Presentation at Second Language Research Forum 2018, Second Language Research Forum, Montreal, Canada. (International)

Turner, J., Hiver, P., & Wei, M. (presented 2018, August). Motivation, Anxiety, Self-Efficacy, and Strategy-Use in Willingness to Communicate and L2 Use. Poster presentation at 16th International Conference on Motivation, EARLI-SIG 8, Aarhus, Denmark. (International)

Al-Hoorie, A. H., & Hiver, P. (presented 2017, March). Interrogating the Nexus between Contextual and Individual Factors: A study of L2 WTC and L2 Achievement. Poster presentation at American Association for Applied Linguistics Annual Conference, American Association for Applied Linguistics, Portland, OR. (International)

Hiver, P., & Al-Hoorie, A. H. (presented 2017, March). Learner Buoyancy: Exploring Resilience in Everyday L2 Learning in Instructed Settings. Presentation at American Association for Applied Linguistics Annual Conference, American Association for Applied Linguistics, Portland, OR. (International)

Hiver, P., Yun, S., & Al-Hoorie, A. H. (presented 2016, August). L2 Buoyancy: Exploring Learners' Everyday Resilience in the Language Classroom. Presentation at 2nd Psychology of Language Learning Conference, International Association of the Psychology of Language Learning, Jyväskylä, Finland. (International)

Hiver, P., & Yun, S. (presented 2016, July). A Study of Academic Buoyancy in L2 Learning. Presentation at Korean Association of Teachers of English International Conference, Korean Association of Teachers of English, Seoul, S. Korea. (International)

Hiver, P., & Al-Hoorie, A. H. (presented 2016, April). Putting Complexity into Practice: A Dynamic Ensemble for Second Language Research. Presentation at American Association for Applied Linguistics Annual Conference, American Association for Applied Linguistics, Orlando, FL. (International)

Hiver, P. (presented 2015, May). Language Teacher Immunity: Helping Teachers Survive and Thrive in the Classroom. Presentation at 9th International Conference on Language

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Teacher Education, The Center for Advanced Research on Language Acquisition, Minneapolis, MN. (International)

Hiver, P. (presented 2014, August). Conceptualizing Teacher Immunity. Presentation at 1st Motivational Dynamics in SLA International Conference, International Association of the Psychology of Language Learning, Nottingham, England. (International)

Hiver, P. (presented 2011, November). On Fear & Hope: Possible Language Teacher Selves. Presentation at Applied Linguistics Association of Korea International Conference, Applied Linguistics Association of Korea, Seoul, S. Korea. (International)

Hiver, P. (presented 2011, October). The Power of Possible Language Teacher Selves. Presentation at 19th Korea TESOL International Conference, Korea TESOL, Seoul, S. Korea. (International)

Refereed Presentations at Symposia

Hiver, P., & Al-Hoorie, A. H. (accepted). Modeling co-adaptation between language development and task-specific individual differences. In Simone Pfenninger, Lars Bulow (Chair), A transdisciplinary look at intra-individual variation in language development and change. Presentation to be conducted at the meeting of International Association of Applied Linguistics (World Congress), Groningen, The Netherlands. (International)

Hiver, P. (presented 2018, July). Reframing the L2 Learning Experience as Narrative Reconstructions of Classroom Learning. In Yuzo Kimura (Chair), Alternative Approaches to L2 Teacher and Learner Motivation Theory and Practice: Moving Toward Integrating Teaching and Learning Motivation. Presentation at the meeting of International Association of the Psychology of Language Learning, Tokyo, Japan. (International)

Hiver, P. (presented 2018, July). Teacher Well-being, Exemplary Teaching, and the Social Ecology of the L2 Classroom. In Sarah Mercer, Kyle Talbot (Chair), Language Teacher Well-being. Presentation at the meeting of International Association of the Psychology of Language Learning, Tokyo, Japan. (International)

MacIntyre, P. D., Gregersen, T., & Hiver, P. (presented 2017, September). Idiodynamic Case Studies: Persuasiveness Self-rankings Before and After Strategy Instruction. In Rebecca Oxford (Chair), Symposium on Demystifying Linkages between Strategies and Dynamic Systems Theory. Presentation at the meeting of The 2nd International Conference on Situating Strategy Use, Komotini, Greece. (International)

MacIntyre, P. D., Gregersen, T., & Hiver, P. (presented 2017, September). Nonverbal Communication Strategies and Competence Appraisals: An Idiodynamic Perspective. In Rebecca Oxford; Christina Gkonou (Chair), Symposium on Innovation and Creativity in

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Language Learning Strategy Assessment. Presentation at the meeting of The 2nd International Conference on Situating Strategy Use, Komotini, Greece. (International)

Gregersen, T., MacIntyre, P. D., & Hiver, P. (presented 2017, September). Strategy Instruction for Non-verbal Behavior In Effective Target-Language Communication: Insights from Dynamic Systems Theory. In Rebecca Oxford (Chair), Symposium on Demystifying Linkages between Strategies and Dynamic Systems Theory. Presentation at the meeting of The 2nd International Conference on Situating Strategy Use, Komotini, Greece. (International)

Invited Workshops

Hiver, P. (accepted). Complexity Theory in Applied Linguistics Research. Workshop to be delivered at King Mongkut's University of Technology Thonburi, Bangkok, Thailand. (International)

Hiver, P. (accepted). Complex Dynamic Systems Research in Language Education and the Social Sciences. Workshop to be delivered at Sophia University, Tokyo, Japan. (International)

Invited Lectures and Readings of Original Work

Hiver, P. (2019, November). Complex Dynamic Systems Research: How to Ruin Everything Straightforward in Life but get Closer to Reality. Delivered at Florida State University, Tallahassee, FL, School of Teacher Education (FSLE). (Local)

Hiver, P. (2019, February). Latent Variable Analysis: Eleven Commandments of Structural Equation Modeling. Delivered at Florida State University, Tallahassee, FL, School of Teacher Education (FSLE). (Local)

Hiver, P. (2018, November). What Can Complex Dynamic Systems Theory Contribute to the Study of Cognition, Motivation, and Emotion? Delivered at Florida State University, Tallahassee, FL, Educational Psychology and Learning Systems (L&C). (Local)

Hiver, P. (2018, March). Teacher Well-being, Exemplary Language Teaching, and Meaningful L2 Learning. Delivered at Florida State University, Tallahassee, FL, CORE Conference. (Local)

Hiver, P. (2017, December). Studying the Language Teaching Mind. Delivered at Florida State University, Tallahassee, FL, School of Teacher Education (FSLE). (Local)

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Contracts and Grants

Contracts and Grants Funded

Hiver, P. (Apr 2020–Jun 2020). Engagement in the Second Language Classroom. Funded by Provost Travel Award. Total award $1,400.

Hiver, P. (Mar 2020–Apr 2020). Should I Power Through or Throw in the Towel? Engagement in Language Learning Tasks. Funded by Marvalene Hughes/CORE Travel Award. Total award $675.

Hiver, P. (Oct 2019–Dec 2019). The Construct Validity of Task Anxiety. Funded by Provost Travel Award. Total award $900.

Hiver, P. (Mar 2019–Apr 2019). Reframing the L2 Learning Experience as Narrative Reconstructions of Classroom Learning. Funded by Marvalene Hughes/CORE Travel Award. Total award $750.

Hiver, P. (Nov 2018–Apr 2019). Beyond the Mirror: Language Teacher Metacognition and Executive Function. Funded by Provost Travel Award. Total award $1,400.

Hiver, P. (PI). (May 2018–Aug 2018). FYAP: Priming Motivation for Second Language Learning. Funded by FSU CRC. Total award $20,000.

Hiver, P. (Mar 2018–Apr 2018). Teacher well-being, exemplary language teaching and students' L2 learning. Funded by Marvalene Hughes/CORE Travel Award. Total award $600.

Contracts and Grants Denied

Hiver, P. (2019). The Role of Teacher Well-being in Ambitious Classroom Practice. Submitted to FSU Committee on Faculty Research Support (COFRS).

Service

Florida State University

FSU University Service

Executive Council Member, United Faculty of Florida – Florida State University Faculty Union (2020–present).

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FSU College Service

Member, College of Education Strategic Plan Implementation Working Group (2019).

FSU Department Service

Member, STE By-Laws Ad Hoc Committee (2020–present).

Member, Adhoc Committee for Online/Distance Learning (2018–present).

Member, STE Curriculum Committee (2017–present).

Member, Graduate Studies Subcommittee on Doctoral Seminars (2018–2019).

Co-chair, STE Colloquium Series (2018–2019).

Member, FSLE Faculty Search Committee (2017).

FSU Program Service

Master's Degree Coordinator, Foreign and Second Language Education (2017–present).

Coordinator, FSLE Program Graduate Applications Review (2017–present).

The Profession

Editorial Board Membership(s)

Journal of Language, Identity and Education (2019–present).

Journal for the Psychology of Language Learning (2019–present).

Guest Reviewer for Refereed Journals

Language Learning and Technology (2020–present).

Systems Research and Behavioral Science (2020–present).

Innovation in Language Learning and Teaching (2019–present).

Journal of Multilingual and Multicultural Development (2019–present).

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Applied Linguistics (2018–present).

Teaching and Teacher Education (2018–present).

Contemporary Educational Psychology (2017–present).

Educational Researcher (2017–present).

Learning and Individual Differences (2017–present).

Studies in Second Language Acquisition (2017–present).

Studies in Second Language Learning and Teaching (2017–present).

TESOL Quarterly (2017–present).

Intl. Journal of Learner Corpus Research (2016–present).

The Modern Language Journal (2016–present).

Language Teaching Research (2015–present).

System (2014–present).

Reviewer for Textbooks

Multilingual Matters (2018–present).

Cambridge University Press (2017–present).

Routledge (2017–present).

Reviewer or Panelist for Grant Applications

Social Sciences and Humanities Research Council of Canada (2019).

Service to Professional Associations

Conference Submission Reviewer, American Educational Research Association (2020–present).

Member at Large, International Association of the Psychology of Language Learning (2018–present).

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Conference Submission Reviewer, SLA strand; Pedagogy strand; Research Methods strand, American Association of Applied Linguistics (2017–present).

Co-chair PLL4 International Conference, International Association of the Psychology of Language Learning (2020–2021).

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