Research

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Research Assistance and Consultation

In addition to ongoing research efforts, we can offer free advice to institutions and teachers who wish to conduct research. We have excellent contacts in the field of ELT and Applied Linguistics. We offer advice on any of the following:

  • Conducting Action research – if you plan to conduct research in your class and would like to discuss how to best go about it then get in touch and we can offer a free consultation about how you might approach your project.
  • Creating questionnaires – these need to be tested for statistical reliability, and creating questionnaires that actually ask in an effective way what they are designed to research has been the focus of many books. We can advise about how to avoid the pitfalls.
  • Language Assessment Design – we can assist you in the creation of language tests which are reliable, valid, authentic and practical.
  • Conducting evaluations of Language Tests – we have experience of statistically evaluating commercial language tests and can help with conducting t-tests and working out item difficulties for any language tests that you have developed. At present this is offered as a free service.
  • Program Evaluation – using theoretical frameworks we can evaluate your Language Programs to ensure you are giving your learners the best education.
  • Materials Evaluation – we can advise on how to improve any materials for language learning that you have created and give suggestions on how to improve them. We can also run materials development workshops if you have inexperienced developers. In addition to this we can train your developers on the creation of eLearning content.

Publications

Papers

Books and Research Monographs

Ikeda, M., Izumi, S., Watanabe, Y., & Pinner, R. S. (2022). Soft CLIL and English Language Teaching: Understanding Japanese policy, practice and implications. London: Routledge.

Sampson, R. J., & Pinner, R. S. (Eds.). (2021). Complexity Perspectives on Researching Language Learner and Teacher Psychology. Bristol: Multilingual Matters.

Pinner, R.S. (2019). Social Authentication and Teacher-Student Motivational Synergy: A narrative of language teaching. London: Routledge.

Pinner, R.S. (2019). Augmented Communication: The effect of digital devices on face-to-face interactions. Basingstoke: Palgrave Macmillan.

Pinner, R. S. (2016). Reconceptualising Authenticity for English as a Global Language. Bristol: Multilingual Matters.

Peer Reviewed Journal Articles

Banegas, D. L., Pinner, R. S., & Larrondo, I. D. (2021). Funds of Professional Identity in Language Teacher Education: A Longitudinal Study on Student-Teachers. TESOL quarterly. (online first)

Pinner, R. S. (2018). Authenticity and ideology: Creating a culture of authenticity through reflecting on purposes for learning and teaching. Argentinian Journal of Applied Linguistics, 6(1), 7-24.

Pinner, R. S. (2018). Re-learning from experience: using autoethnography for teacher development. Educational Action Research, 26(1), 91-105. doi: 10.1080/09650792.2017.1310665

Lowe, R., & Pinner, R. (2016). Finding the Connections Between Native-speakerism and Authenticity. Applied Linguistics Review, 7(1), 27-52. doi:10.1515/applirev-2016-0002

Pinner, R. S. (2016). Using self-assessment to maintain motivation in a dynamic classroom environment: An exploratory practice inquiry of one Japanese university speaking course. Asian Journal of Applied Linguistics, 3(1), 27-40.

Pinner, R. S. (2016). The nature of authenticity in English as a foreign language: a comparison of eight inter-related definitions. ELTWO Journal, 9(1), 78-93.

Pinner, R. S. (2016). Constructing and managing transportable identities on social networking sites. Explorations in Teacher Education, 23(2), 2-5.

Pinner, R. S. (2016). Trouble in paradise: Self-assessment and the Tao. Language Teaching Research, 20(2), 181-195. doi: 10.1177/1362168814562015

Pinner, R. S. (2014). The authenticity continuum: Towards a definition incorporating international voices. English Today, 30(4), 22-27. doi: 10.1017/S0266078414000364

Pinner, R. S. (2014). The Authenticity Continuum: Empowering international voices. English Language Teacher Education and Development, 16(1), 9 – 17.

Pinner, R. S. (2013). Authenticity of Purpose: CLIL as a way to bring meaning and motivation into EFL contexts. Asian EFL Journal, 15(4), 138 – 159.

Ikeda, M., Pinner, R. S., Mehisto, P., & Marsh, D. (2013). Editorial: CLIL in Japan. International CLIL Research Journal, 2(1), 1- 3.

Pinner, R. S. (2013). Authenticity and CLIL: Examining authenticity from an international CLIL perspective. International CLIL Research Journal, 2(1), 44 – 54.

Pinner, R. S. (2012). Teachers’ attitudes to and motivations for using CALL in and around the language classroom. Procedia-Social and Behavioral Sciences, 34, 188-192.

Pinner, R. S. (2012). Examining Authenticity and Motivation from an International Perspective. JACET ESP Annual Report, 14, 26 -35.

Pinner, R. S. (2011). A Two Year Cross-Section of Student Use of Self-Access eLearning. Studies in self-access learning, 2(3), 30 -34.

Edited Book Chapters

Pinner, R. S. (2024 (forthcoming)). Technology and Motivation. In G. Stockwell (Ed.), Cambridge Handbook of Technology in Language Teaching: Cambridge University Press.

Pinner, R. S. (2024 in press). Burnout, Energy Return on Investment and recovering post-pandemic motivation: an oversharing narrative. In R. Askaribigdeli & A. Feryok (Eds.), Language Teacher Identity and Well-Being. Bristol, UK: Multilingual Matters.

Will, L., & Pinner, R. S. (2022). The Concept of Authenticity in Foreign Language Teaching and Learning. In W. Stadler, L. Will, & I. Eloff (Eds.), Authenticity across Languages and Cultures: Themes of Identity in Foreign Language Teaching and Learning (pp. 1-16) Bristol, UK. Multilingual Matters

Pinner, R. S. (2021). Authenticity in CLIL: Creating a meaningful purpose by experiencing the language in use. In C. Hemmi & D. L. Banegas (Eds.), Educational Change and CLIL. London: Palgrave Macmillan.

Pinner, R. S. (2021). The Complexity Lens: Autoethnography and practitioner research to examine classroom dynamics. In R. J. Sampson & R. S. Pinner (Eds.), Complexity Perspectives on Researching Language Learner and Teacher Psychology (pp. 208-233). Bristol, UK: Multilingual Matters.

Pinner, R. S., & Sampson, R. J. (2021). Introduction: [simple and complex?]. In R. J. Sampson & R. S. Pinner (Eds.), Complexity Perspectives on Researching Language Learner and Teacher Psychology (pp. 1-14). Bristol, UK: Multilingual Matters.

Banegas, D. L., & Pinner, R. (2021). Motivations and Synergy on a Sociolinguistics Module in Language Teacher Education in Argentina. In K. Talbot, S. Mercer, M.-T. Gruber, & R. Nishida (Eds.), The psychological experience of integrating language and content. Bristol: Multilingual Matters.

Fogal, G., & Pinner, R. S. (2019). Exploring literary texts as a tool for developing L2 oral proficiency. In C. Jones (Ed.), Literature, Spoken Language and Speaking Skills in Second Language Learning, (pp. 202-229). Cambridge: Cambridge University Press.

Pinner, R. S., & Ushioda, E. (2019). Personalisation and Professionalism: managing the relationship between teachers and learners as people. In R. Lowe & L. Lawrence (Eds.), Duoethnography in English language teaching: Research, reflection, and classroom application, (pp. 71-89). Bristol: Multilingual Matters.

Pinner, R. S. (2019). Teaching Practitioner Research to pre-service teachers in Japan. In K. Dikilitaş & A. Bostancıoğlu (Eds.), Inquiry and Research Skills for Language Teachers. Abingdon: Palgrave Macmillan.

Sampson, R. J., Pinner, R. S., Falout, J., & Yashima, T. (2018). Simply Researching Complexity in Language Learning and Teaching. In J. Mynard & I. K. Brady (Eds.), Stretching Boundaries: Papers from the Third International Psychology of Language Learning Conference, Tokyo (pp. 13-24). Tokyo: International Association for the Psychology of Language Learning.

Pinner, R. S. (2015). Authenticity in a Global Context: Learning, Working and Communicating with L2 teachers of English. In J. Angouri, T. Harrison, S. Schnurr, & S. Wharton (Eds.), Learning, Working and Communicating in a Global Context (pp. 135-139). London: Scitsiugnil Press for the British Association for Applied Linguistics.

Pinner, R. S. (2012). Unlocking Literature through CLIL. In S. Izumi, M. Ikeda & Y. Watanabe (Eds.), CLIL: New Challenges in Foreign Language Education (Vol. 2, pp. 91-129). Tokyo: Sophia University Press.

Pinner, R. S. (2010). Setting up Self-Access through eLearning. In T. Pattison (Ed.), IATEFL Conference Selections: 44th International Conference (Vol. 2010, pp. 178 – 180): IATEFL Publications.

Pinner, R. S. (2010). Teachers’ Attitudes and Motivations for Using CALL in and around the Language Classroom. In A. Aerts, J. Colpaert, & M. Oberhofer (Eds.), Motivation and Beyond (pp. 145-147). Antwerp: Linguapolis, Universiteit Antwerpen

Vetted Papers and Methodology Articles

Pinner, R. S. (2022). Energy Return on Investment and Emergency Remote Teaching. English Literature and Language, 58(1), 1-11.

Pinner, R. S. (2018). Why I am and am not just a teacher: a reflection on teacher identity and classroom emotion in language learning. Humanising Language Teaching, 20(6).

Pinner, R. S. (2016). A rose by any other name: A contemporary assessment of the scope of Linguistic Relativity Hypothesis. English Literature and Language, 53(1), 13-28

Pinner, R. S. (2016). The smart way to use Smartphones in the language classroom. Modern English Teacher, 25(3), 43-45

Pinner, R. S. (2016). Understanding Meaning: Defining expectations in vocabulary teaching. Lingua, 27(1), 12-38

Pinner, R. S. (2016). Give few thy voice: why language teachers should learn to love our larynxes. English teaching professional, 104 (May), 51-52

Pinner, R. S. (2015). Marching to the Beat: Music as a catalyst to the development and popularity of the Beat Generation. English Literature and Language, 52(1), 33-48.

Pinner, R. (2015). The Quest for “real” Authenticity in EFL. Modern English Teacher, 25(1), 73-75.

Pinner, R. S. (2014). What Is The Difference Between an LMS and a VLE? [available at https://elearningindustry.com/difference-between-lms-and-vle]

Pinner, R. S. (2014). Collaboration, sub-creation, inspiration and evolution in fantasy literature. English Literature and Language, 51, 23-38

Pinner, R. S. (2013). Literature and Second Languages: Transcending Linguistic Barriers. English Literature and Language, 50(1), 65 – 75.

Pinner, R. S. (2011). VLE or LMS: Taxonomy for Online Learning Environments. CALL Review, 2011(Summer), 5 – 9.

Pinner, R. S. (2011). Teaching with social networks. Modern English teacher, 20(3), 37-39.

Pinner, R. S. (2011). Making the most of moodle. English Teaching Professional(73), 64-66.

Pinner, R. S. (2011). The importance of instructional technology in language teaching. Modern English Teacher, 20(1), 42-45.

Pinner, R. S. (2010). Stuck in a rut: adding a dash of culture to help motivate students to progress. Modern English Teacher, 19(4), 33-35.

Pinner, R. S. (2010). Regular peer-tutorials as a way of encouraging self-assessment and an alternative to traditional portfolios. Independence(49), 13 – 16.

Pinner, R. S. (2009). ELT and the global recession. ELT Journal, 63(4), 390-392.

Invited Papers

Sampson, R.J, Ushioda, E. Pinner, R.S and Consoli, S. (2022) Research in progress report: The ethics and practice of L+ classroom research. Language Teaching, 1-4. doi:10.1017/S0261444822000106.

Pinner, R.S & Sampson, R.J (2021) Humanising TESOL research through the lens of complexity thinking. TESOL Quarterly: Invited Research Issues

Pinner, R. (2015). Authenticity as a Continuum [Blog post for Cambridge University Press based on an article in English Today].  Retrieved from http://cup.linguistlist.org/journals/authenticity-as-a-continuum/#

Pinner, R. (2015). What we talk about when we talk about Authenticity [Invited guest post for popular EFL blog].  Retrieved from http://malingual.blogspot.jp/2015/02/what-we-talk-about-when-we-talk-about.html

Grants

  • The Intuitive Social Dynamics of Authentic Language Teaching (2024-2028) Principal Investigator. Funded by Japanese Ministry of Education, Sports, Technology and Science (MEXT) Grant-in-aid for scientific research (KAKENHI). Grant No. 24K04061: 3,800,000 JPY (approx. 20,000 GBP)
  • Social Authentication and the links between teacher and student motivation in Japanese English as a Foreign Language Teaching (2019 – 2022) Principal Investigator. Funded by Japanese Ministry of Education, Sports, Technology and Science (MEXT) Grant-in-aid for scientific research (KAKENHI). Grant No. 19K13301: 3,380,000 JPY (approx. 25,000 GBP)

Theses and Others

Pinner, R. S. (2017). Social Authentication and the Synergies Between Teacher and Student Motivation: A narrative of teaching at a Japanese university. (Doctoral Thesis), University of Warwick, Warwick.

Pinner, R. S. (2010). Teachers’ attitudes to and motivations for using CALL in and around the language classroom. (Master’s Dissertation) King’s College, London.

Pinner, R. S. (2003). Female Oppression & the Reversal of Feminine Symbols: Interpreting the Artistic Portrayal of the Minotaur. (Bachelor of Arts), University of Leeds.

Conference Presentations

Invited Plenary Talks

Pinner, R.S, AuthenticAIty: ELT Research In Action Conference, University of Barcelona, May 10 to 12th 2024

Sampson, R.J and Pinner, R.S, Classroom Research and Complexity Perspectives Virtual Conference, Argentina TESOL (ARTESOL21) June 4-5th 2021

Pinner, R.S. Authenticity and motivation in soft CLIL. Plenary talk for Japan Content and Language Integrated Learning Pedagogy Association (日本CLIL 教育学会), Waseda University, Toyama Campus, Tokyo, Japan, July 14th, 2018

Pinner, R.S. Authenticity as a continuum in the global context: Identity and empowerment for L2 teachers of English. Plenary talk for Federación Argentina de Asociaciones de Profesores de Inglés, Parque del Conocimiento SAPEM – Posadas, Misiones, Argentina, August 31st-September 2nd, 2017

Invited Presentations and Workshops

Pinner, R.S. Teaching as Research: A Case in Practice Presentation as part of The Ethics and Practice of L+ Classroom Research. Rikkyo University Centre for Foreign Language Education and Research Symposium. Saturday 5 March 2022 (Online)

Pinner, R.S. Authenticity, motivational synergy and pursuing an academic career, invited lecture presented at the Centre for Language Discourse, King’s College, London, UK. September 4th, 2019.

Pinner, R.S “Global English” –CLIL in Practice: Demonstration Lesson and Rationale (理論による 外国語教授法) invited Faculty Development Workshop given at the Faculty of English Studies, Tokyo Kasei University, June 28th, 2018 CLIL

Pinner, R.S Augmented Communication: How Smartphones affect face-to-face interactions, invited lecture given at The Tokyo Discourse Group Regular Meeting, The University of Tokyo, February 23rd, 2018

Pinner, R.S Teacher Training Workshop: Motivation, invited workshop funded by MEXT Grant for Educational Research, Nanzan University, September 3rd 2016

Pinner, R.S Authenticity in Social Context, invited presentation given at CLIL in a Plurilingual Community of Practice Symposium, Sophia University, January 31st 2016

Pinner, R.S Reconceptualising Authenticity for English as a Global Language, invited lecture given at The Tokyo Discourse Group Regular Meeting, The University of Tokyo, January 28th 2016

Pinner, R.S CLIL in Practice: Syllabus, Materials, Assessment and Interaction through English Literature, invited faculty development workshop held for the Department of English Literature and Language, Faculty of Education, Waseda University, November 24th 2015

Pinner, R.S CLIL in Practice: Demonstration Lesson and Rationale invited Faculty Development Workshop given at the Faculty of Regional Development Studies, Kyushu University, March 3rd 2015

Pinner, R.S CLIL in Practice: Demonstration Lesson and Rationale invited Faculty Development Workshop given at the Faculty of Regional Development Studies, Toyo University, February 12th 2015

Pinner, R.S Authenticity in CLIL, invited presentation and panel given at the International CLIL Research Journal Symposium: CLIL in Japan – Beyond the European Context, Sophia University, March 26th 2014

Pinner, R.S CLIL in Practice: Demonstration Lesson and Rationale invited workshop given at The 38th Foreign Language Education and Research Annual Meeting, Senshu University, July 6th 2013

Pinner, R.S Using and Adapting Authentic Materials to Help Motivate Students invited presentation given at The JACET Kanto ESP SIG Regular Meeting, Shibaura Institute of Technology, May 19th 2012

Pinner, R.S Academic English: Alternative Energy WebQuests invited workshop given at The 6th Sophia CALL Seminar, Sophia University, July 27th 2012

Vetted Parallel Sessions and Symposia

Pinner, R.S. Teaching as Research: A Case in Practice. Paper given as part of the Exploring the TESOL Teaching Research Nexus Symposium chaired by McKinley, J and Rose, H at the 56th Annual British Association for Applied Linguists Conference, University of York, UK. August 23rd – 25th 2023.

Pinner, R.S and Consoli, S. Practitioner Research and classroom dynamics: emic insights through a small lens. Symposia held online at the AILA Conference, Groningen, August 20th 2021

Pinner, R.S. Authenticity and Teacher-student motivational synergy. Video Presentation Online at the  54th International IATEFL Conference and Exhibition, 19 – 21 June, Virtual Conference, 2021

Pinner, R.S. Sustaining Classroom Dynamics: a Glocal approach to Authenticity and motivational synergy Paper presented at the 43rd Thailand TESOL International Conference, Chiang Mai, Thailand, 26-27 January 2024

Lowe, R.J and Pinner, R.S., Alienation and teacher well-being: a research agenda. Paper presented at JALTCUESIG Conference, Toyama University, 15-18 September 2023

Sampson, R.J. and Pinner, R.S. Reflecting on Intuition in Language Teaching and Research. Workshop presented at JALTCUESIG Conference, Toyama University, 15-18 September 2023

Pinner, R.S. Me and My Memes: EFL students’ memes and their role in participatory culture. Paper presented at JALTCALL 2023 Conference, Kumamoto, Japan. June 2-4 2023

Pinner, R.S. Waves of authenticity: Energy Return on Investment in Language Teaching. Presented Online at the Psychology of Language Learning Conference (PLL4), University of British Colombia, Sydney, Nova Scotia, Canada. June 22 to 25, 2021.

Consoli, S., Pinner, R.S., Aliaga-Salas, L., Villacañas de Castro, L., What Can Applied Linguistics Learn from Practitioner Research?, forum presented at the 52nd Annual Meeting of the British Association for Applied Linguists, Manchester Metropolitan University, Manchester, UK. August 30th, 2019.

Pinner, R.S. Augmented Communication: how are smartphones influencing face-to-face interactions?, paper presented at the 52nd Annual Meeting of the British Association for Applied Linguists, Manchester Metropolitan University, Manchester, UK. August 30th, 2019.

Pinner, R.S. Authenticity, motivational synergy and pursuing an academic career, paper presented at the Centre for Language Discourse, King’s College, London, UK. September 4th, 2019.

Pinner, R.S. Authenticity and Teacher-student motivational synergy, paper presented at the 3rd International Conference on Situating Strategy Use, Osaka International Convention Centre, Osaka, Japan. October 14th, 2019.

Pinner, R.S. Authenticity and Teacher-student motivational synergy, paper presented at the JALT 45th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition, WINC Aichi, Nagoya, Japan. November 2nd, 2019.

Pinner, R.S. The synergies between teacher and student motivation: bridging the authenticity gap, paper presented at the 51st Annual Meeting of the British Association for Applied Linguists, York St John University, York, UK. September 7th, 2018.

Pinner, R.S. Risking authenticity: Energy Return on Investment in Language Teaching, poster presented at the 51st Annual Meeting of the British Association for Applied Linguists, York St John University, York, UK. September 6th, 2018.

Pinner, R.S. “It’s simple in retrospect”: Using autoethnography within a complexity paradigm, paper presented as part of Symposium with Sampson, R., Pinner, R., Falout, J., and Yashima, T., Simply researching complexity in language learning and teaching given at the 3rd Psychology for Language Learning Conference, Waseda University, Tokyo, Japan, Japan. June 9th, 2018.

Pinner, R.S. Expanding on Self-Assessment and Motivation, presented at the 16th Annual JALT PanSIG Conference, Akita International University, Akita, Japan. May 21st, 2017.

Pinner, R.S. An extra lumbar: Reflections on how one critical incident provides an indication of teacher-student motivational synergy, presented at the Teacher Journeys Conference, Hiroshima YMCA, Hiroshima, Japan. June 19th 2016.

Pinner, R.S. & Lowe, R. Finding the Connections Between Native-speakerism and Authenticity, presented at the 3rd Annual Conference on Global Higher Education, Lakeland College, Tokyo, Japan. June 4th 2016.

Pinner, R.S The connections between authenticity and native-speakerism: Students’ reactions to international English varieties, presented at The Center for English Language Communication (CELC) Symposium, National University of Singapore, Singapore. 26th May 2016.

Pinner, R.S Japanese Students’ Reactions to International Speakers of English: native-speakerism and authenticity, presented at the 5th Waseda ELF International Workshop. Waseda University, Tokyo, Japan. 14th November 2015.

Pinner, R.S The teaching never stops: reflections on teacher roles, transportable identities and social networks, presented at the EFL Teacher Journeys Conference, NYU School of Professional Studies, Tokyo 28th June 2015

Pinner, R.S Using self-assessment to maintain motivation in a dynamic classroom environment, presented at the CAES Faces of English Paper Presentation, University of Hong Kong, Hong Kong, 11-13thJune 2015

Pinner, R.S The Social and Individual Flow of Authenticity, poster presented at the CAES Faces of English Poster Presentation, University of Hong Kong, Hong Kong, 11-13thJune 2015

Pinner, R.S A Reflexive Narrative of one Teacher’s Professional Digital Literacy, presented at the JALTCALL: Language Learning Technologies & Learner Autonomy, Kyushu Sangyo University, June 5-7th 2015

Pinner, R.S Transportable Identities and Social Networks: a reflection on the pros and cons of out-of-class communication, presented at the JALTCALL: Language Learning Technologies & Learner Autonomy, Kyushu Sangyo University, June 5-7th 2015

Pinner, R.S Black Mirror, “White Bear”: The Social Transformation of Empathy in an L2 Literature Writing Class, presented at The 6th Annual LiberLit Conference, Meiji Gakuin University, February 16th 2015

Pinner, R.S Authentic English and L2 teacher motivation, presented at the JALT 40th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition, Tsukuba International Congress Center, 21-24th November 2014

Pinner, R.S Authenticity in a Global Context: Learning, Working and Communicating with L2 teachers of English, presented at the 47th British Association of Applied Linguistics annual meeting, Learning. Working and Communicating in a Global Context, University of Warwick, England, 4-6th September 2014

Pinner, R.S Becoming a ‘real’ teacher: efficacy, authenticity and professional development, presented at the EFL Teacher Journeys Conference, Kyoto 22nd June 2014

Pinner, R.S Authentic Assessments in a skills class for the Department of English Literature, presented at The 5th Annual LiberLit Conference, Meiji Gakuin University, February 10th 2014

Pinner, R.S Teachers’ attitudes and motivations for using CALL in and around the language classroom presented at the EUROCALL 2010: Languages, cultures and virtual communities, European Association for Computer-Assisted Language Learning: University of Bordeaux, France,8-11 September 2010 –

Pinner, R.S A longitudinal study of student uptake using self-access eLearning’  presented at the Antwerp CALL 2010: Motivation and Beyond, Linguapolis: University of Antwerp, Belgium,18-20 August 2010

Pinner, R.S ‘Teachers’ attitudes and motivations for using CALL in and around the language classroom’ presented at the Antwerp CALL 2010: Motivation and Beyond, Linguapolis: University of Antwerp, Belgium, 18-20 August 2010

Pinner, R.S Setting up Self-Access through eLearning workshop held at the 44th Annual International Association of Teachers of English as a Foreign Language Conference and Exhibition; Harrogate, UK,07-11 April 2010

Professional Activities

Committees

  • Deputy Director of Sophia’s Centre for Global Education and Discovery, 2021-2024
  • Union officer 2017-Present
  • Study Abroad Committee 2018-Present
  • Entrance Exam Committee and item writer 2013- present
  • Steering Committee Member, Centre for Language Education and Research, Sophia University 2013- 2017
  • Learning Architects, Kaplan International Colleges, 2008-2010
  • Learning Innovations Committee, Kaplan International Colleges, 2007-2010

Exams

  • Have worked extensively with tests such as IELTS, Cambridge ESOL, TOEFL and experience teaching TOEIC, TEAP as well as University Entrance Exam preparation.
  • Completed a module as part of my MA on Language Assessment. Have conducted analysis of Test Validity Ratings and other statistical measures.

Supervision

  • Supervision of BA Hons Degree in English Literature Graduation Thesis, 2013-Present. I have supervised over 50 graduation theses so far.
  • Reader on the MA TESOL program at Sophia, 2015-Present. I have acted as a reader for over twenty students.
  • Supplementary supervisor of three PhD in TESOL at Sophia University
  • External PhD examiner for Richard Miles, Macquarie University

Editorial

  • Guest editor for the International CLIL Research Journal with Dr Makoto Ikeda, special issue focusing on CLIL in Japan (2014)

Reviewer

  • Reviewer for The Modern Language Journal 2020-Present
  • Reviewer for System 2018-Present
  • Reviewer for First Monday 2018-Present
  • Reviewer for Studies in Second Language Learning and Teaching 2019-Present
  • Reviewer for International Journal of Applied Linguistics 2018-Present
  • Member of the Scientific Board, Latin American Journal of Content and Language Integrated Learning, 2015-Present
  • Reviewer for the Argentinian Journal of Applied Linguistics, 2015-Present
  • Reviewer for English Language Teacher Education and Development, 2015-Present
  • Reviewer for Sophia Lingua, 2014-Present
  • Reviewer for Sophia Linguistica, 2014-Present

Others

Invited to host a webinar for TEFL Equity Advocates

Pinner, R.S. & Lowe, R. Native-speakerism and Authenticity in ELT, [Webinar] in TEFL Equity Advocates Webinar Series. March 16th 2016. Retrieved from < https://teflequityadvocates.com/webinars/>

Invited as a speciality topic expert for TEFLology Podcast

Lowe, R., Turner, M., Schaefer, M., & Pinner, R. (2014). TEFLology: ‘TEFLologists’ discussing TEFL. In R. Lowe, M. Turner, M. Schaefer & R. Pinner (Eds.), Stephen Krashen, Authenticity, and Language Teaching in UK Schools. Japan: Libysn.