Mahmoud Abdi Tabari is Teaching Assistant Professor of TESOL and Writing Studies at the University of Nevada, Reno. His research focuses on ISLA, L2 writing, and task-based language teaching. He has published widely in leading journals and has co-edited volumes on Cognitive Task Complexity and Second Language Performance and Cognition in L2 Writing, both published by Routledge.
H. Al-Mulhem is a scholar of Islamic Studies and Culture. Currently, her research focuses on learning in cultural contexts and on the impact of culture on educational practices. She received her PhD in Islamic Studies from Iman Ouzai University (Lebanon).
Mostafa Azari Noughabi holds a PhD in Applied Linguistics from Hakim Sabzevari University, Iran. He is an editorial member of Current Psychology. He has presented at national and international conferences and published in leading journals. His research interests are positive psychology in SLA, computer-assisted language learning, and L2 teacher education.
Lena Barrantes-Elizondo is a full professor at Universidad Nacional in Costa Rica. She holds a PhD in Educational Research from the University of Calgary. Her current research and interests focus on the professional agency and identity of EFL instructors, EFL teaching and learning, and female leadership.
Elvira Barrios is a Senior Lecturer at the Faculty of Education, University of Málaga, Spain. Her research focuses on English language teaching, teacher education, bilingual and English-medium instruction, language learner psychology, and technology-enhanced language learning. She is particularly interested in advancing evidence-informed approaches to language teacher education.
Elouise Botes is a postdoctoral researcher at the University of Luxembourg, Luxembourg, where she works in the Luxembourg Center for Educational Testing. She is an interdisciplinary researcher examining the role of individual differences in language learning, using concepts from both psychology and applied linguistics.
Nicola Brocca, Universität Innsbruck, Austria.
Heejin Chang is a Senior Lecturer in the School of Business, Law, Humanities and Pathways at the University of Southern Queensland, Australia. As an applied linguist, she focuses her research on technology-enhanced language learning, language education, teacher education, and pedagogical innovation.
Ali Derakhshan is a Professor of Applied Linguistics at the English Language and Literature Department, Golestan University, Iran. Clarivate Analytics shows his name among the world’s top 1% of scientists in 2024 and 2025. His research interests are educational psychology, technology in language education, teacher education, and learner individual differences.
Jean-Marc Dewaele has published widely on emotion and individual differences. He has won Awards from the British Association for Counselling and Psychotherapy and the International Association of Language and Social Psychology. He was ranked as the 2nd most influential linguist in the world in the Stanford rankings 2025.
Weiwei Duan, PhD in Law, associate professor at the School of Humanities and Law, Zhengzhou University of Aeronautics, specializing in the legal protection of ecological and environmental conservation.
K. El Alaoui is a scholar of American Culture whose specializations encompass History, Peace and Justice Studies, and Cultural Sciences. Her research focuses on the history of the Arab and Western worlds, human diversity, and cultural practices. She received her PhD in American Studies from the University of Dresden (DE).
Jalil Fathi holds a PhD in applied linguistics and is an Associate Professor at the University of Kurdistan, Iran. His research interests include CALL, teacher education, and language learning psychology. He has published in leading journals such as Language Teaching Research, System, Applied Linguistics, and Computers & Education, and has presented at numerous conferences. Stanford University ranked him among the World’s Top 2% most-cited Scientists in 2024.
Davide Garassino, Zürcher Hochschule für Angewandte Wissenschaften, Switzerland.
Ata Ghaderi is an MA graduate of Applied Linguistics at the University of Tehran, Tehran, Iran. His main research interests include second language acquisition and language teacher education. His papers have appeared in such journals as the TESOL Journal and the International Journal of Applied Linguistics.
Hessameddin Ghanbar is an Assistant Professor of Applied Linguistics at Islamic Azad University, Fereshtegaan International Branch in Tehran, Iran. His research includes qualitative studies, systematic reviews, and research syntheses. He has published in top-tier journals such as Language Learning, TESOL Quarterly, and Language Teaching, among others.
Joshua Gordon is an Associate Professor of TESOL and Applied Linguistics at the University of Northern Iowa. He received his PhD in Second Language Studies from Indiana University, Bloomington. His research interests include second-language pronunciation teaching and learning, second-language teacher cognition, and nonnative-speaking teachers of English.
Büşra Görkemoğlu is an English instructor in the School of Foreign Languages at Istanbul University-Cerrahpaşa. She is currently studying for a PhD in TEFL at Yeditepe University. Her research interests focus on educational psychology, language teacher education, and language teaching skills in second/foreign language education.
Qianqian Gu, KU Leuven, Belgium.
Dengke He is an MA candidate at the School of Foreign Languages, Huazhong University of Science and Technology. His research interests include second language acquisition and foreign language education.
S. Yahya Hejazi, Semnan University, Iran.
Lianjiang Jiang, The University of Hong Kong, Hong Kong.
Gholam Hassan Khajavy, University of Graz, Austria, and Akademia Ekonomiczno-Humanistyczna w Warszawie, Poland.
Sima Khezrlou is a postdoctoral researcher at the University of Vienna, Austria. Her research interests include ISLA, form-focused instruction, task-based language teaching, and computer-assisted language learning (CALL). She also focuses on assessment and pedagogy in SLA research. Her work appears in leading journals in the Applied Linguistics field.
Paul Leeming is a professor in the Faculty of Economics at Kindai University in Osaka, Japan, and an adjunct professor at Temple University Japan. His main research interests include group dynamics, classroom interaction, motivation, and speaking.
Xi Lian, Guangdong University of Foreign Studies, China.
Martha Lira de Tejeda is an English language educator and researcher affiliated with Universidad San Ignacio de Loyola (USIL), Peru. Her work focuses on English language teaching and second language writing. She is the author of a master’s thesis on portfolio-based approaches to improving ESL writing instruction.
Maria-Lourdes Lira-Gonzales is an Associate Professor and Chair of the Teaching English as a Second Language Program at the Université du Québec en Abitibi-Témiscamingue (UQAT), Canada. Her research focuses on second language acquisition, particularly learner engagement with corrective feedback, language assessment, and the roles of mindfulness and technology in second language learning.
Abbas Mansouri holds a PhD in Applied Linguistics from Allameh Tabataba’i University, Iran. His research focuses on second language acquisition and task-based language teaching. His papers have been published in leading journals, including ELT Journal, International Review of Applied Linguistics in Language Teaching (IRAL), Language Teaching Research (LTR), and Applied Psycholinguistics.
Viviana Masia, Università Roma Tre, Italy.
Mostafa Morady Moghaddam, Shahrood University of Technology, Iran.
Marta Napiórkowska is a Secondary School Teacher at Pablo Picasso Secondary School (Málaga, Spain). Her research focuses on English language learning and teaching, telecollaboration, teachers’ and students’ perceptions and affective factors influencing oral communication.
Hossein Nassaji is a Professor of Applied Linguistics in the School of Languages, Linguistics and Cultures, University of Victoria, Canada. His teaching and research focus on second language acquisition, corrective feedback, and form-focused instruction. He is the Editor of Language Teaching Research (SAGE), Editor-in-Chief of The TESOL Encyclopedia of English Language Teaching (Wiley), and a Fellow of the Royal Society of Canada.
Seyyed Ali Ostovar-Namaghi, Shahrood University of Technology, Iran.
Meagan M. Patterson is a professor of educational psychology at the University of Kansas. Her research interests focus on children’s views of race, gender, and politics, and how adults talk with children about these topics.
Mirosław Pawlak is a Professor of English in the English Department, Adam Mickiewicz University, Kalisz, Poland, and the Department of Research on Language and Communication, University of Applied Sciences, Konin, Poland. He is the Editor of the journal Studies in Second Language Learning and Teaching and the book series Second Language Learning and Teaching, published by Springer.
Anqi Peng, PhD, is at the T. Denny Sanford Harmony Institute, Arizona State University. Her research interests focus on the individual and contextual factors that contribute to academic performance and psychological well-being in child and adolescent development, with a current emphasis on peer relationships and school connectedness.
M.A. E. Pilotti is a cognitive scientist whose research interests include learning and memory processes across the lifespan and in diverse cultures. She received her PhD in Cognitive Psychology from the City University of New York (USA).
Eunseok Ro is an Associate Professor in the Department of English Education at Pusan National University, South Korea. His research employs conversation analysis to investigate second language interaction, with current interests in language teacher education, L2 literacy, human–AI communication, and media discourse.
Majid Sadoughi, University of Kashan, Iran.
Sam Saeedian holds a PhD in Applied Linguistics from Allameh Tabataba’i University and is currently an Assistant Professor at Tehran University of Medical Sciences, Iran. His main areas of interest are dynamic assessment, discourse analysis, classroom discourse, and teacher education. He has presented and published papers in international conferences and journals.
Kiara Melissa Sáenz Luján is a full-time lecturer at Universidad San Ignacio de Loyola (USIL), Peru. She holds a Bachelor’s degree in Education (English) and a Master’s degree in University Teaching from Universidad Nacional Federico Villarreal. She has 9 years of professional experience teaching English at USIL.
Fuxing Shang, Master of Arts, lecturer at the School of Humanities and Law, Zhengzhou University of Aeronautics, specializing in Chinese language and literature.
Asmaa Shehata is an Associate Professor in the Department of Modern Languages at the University of Mississippi. Her research interests include second-language phonology, particularly cross-language speech perception and production, study abroad fluency development, and pronunciation attitudes of classroom Arabic learners along with instructors’ beliefs and classroom practices concerning pronunciation.
Mehdi Solhi is an Associate Professor of Applied Linguistics in the Department of English Language Teaching at Istanbul Medipol University, Turkey. He has published in various refereed journals such as Journal of Multilingual and Multicultural Development, System, and Language Teaching Research. His research interests include applied linguistics, educational psychology, and materials development.
Brian Strong is an Associate Professor in the School of Linguistics and Language Studies at Carleton University. His research focuses on second-language vocabulary acquisition and instruction. He is particularly interested in retrieval practice, error-driven learning, and the cognitive processes involved when students learn and retain new language.
Zia Tajeddin is a Professor of Applied Linguistics at Tarbiat Modares University, Iran. His main areas of research include teacher education, L2 pragmatics, and EIL/ELF pedagogy. He is the editor of two international journals: Applied Pragmatics (John Benjamins) and Second Language Teacher Education (University of Toronto Press).
Kris Van den Branden, KU Leuven, Belgium.
Dora Vásquez Anticona is a Sub-Manager of Faculty Management in the Academic and International Services Division at the Peruvian North American Cultural Institute (ICPNA), Peru. She oversees faculty development and academic management initiatives, contributing to the quality and continuous improvement of English language education across the institution.
Kosar Veysmorady, Shahrood University of Technology, Iran.
A. Waked is an educator and scholar specializing in Psycholinguistics and Sociolinguistics. Her research primarily focuses on factors affecting the academic success of foreign language learners. She earned her PhD in Hearing and Speech Sciences with a focus on Psycholinguistics from the University of Maryland (USA).
Hui Wang is an assistant professor of psychology at Salisbury University. Her research focuses on the impact of teacher–student dynamics and implicit belief systems on learning motivation, sustained engagement, and psychological resilience among adolescents and young adults across diverse cultural contexts.
Scott Windeatt has been teaching languages and lecturing in Applied Linguistics for more than 50 years, most recently for 20+ years at Newcastle University in the UK. Now retired from full-time teaching, he still researches, publishes, and lectures on a range of Applied Linguistics topics.
Jinfen Xu is a Professor at the School of Foreign Languages, Huazhong University of Science and Technology, and Chair of the Second Language Acquisition Research Committee in the China Association for Comparative Studies of English and Chinese. Her research interests include foreign language education and teacher development. Her papers have appeared in Language Teaching Research, System, among others.
Lu Xu, Master of Philosophy, lecturer at the School of Marxism, Zhengzhou University of Aeronautics, specializing in the principles of Marxist philosophy.
Jiaqi Yang is a lecturer at the School of Foreign Languages, Huazhong University of Science and Technology. Her research interests include second language acquisition, foreign language education, and teacher development. Her papers have appeared in Journal of Language, Identity & Education, The Journal of Educational Research, and System, among others.
Shanshan Yang is a lecturer of Applied Linguistics at Fudan University, China. Her current research interests include teacher emotion, learner psychology, and materials development. Her work has been published in journals such as Modern Language Journal, Applied Linguistics, and Language Teaching.
Taojie Yin, PhD, received his doctoral degree from Universitat Jaume I, Spain. His research interests include Applied Linguistics, Translation and Interpreting Studies, and Mental Health. He serves as a peer reviewer for multiple SSCI- and AHCI-indexed journals.
Xiaoyue Zhang, The University of Hong Kong, Hong Kong.
Ting Zhao, Southwestern University of Finance and Economics, China.
