Faculty of Arts

Department of Applied Language Studies and Linguistics PhD students

Name	Email	PhD research
Airil Adnan	airil.adnan@auckland.ac.nz	Language use, workplace participation and the identity construction of Malaysian undergraduates.
Sara Amani	sama014@aucklanduni.ac.nz	Metacognitive strategy instruction and pre-task planning: Impact on L2 argumentative writing.
Scott Aubrey	saub003@aucklanduni.ac.nz	Effect of indirect and direct intercultural contact on foreign language motivation of Japanese university students.
Andre Breedt	abre042@aucklanduni.ac.nz	Performance beliefs about L2 teachers and their impact on the co-construction of teacher identities within a community of practice.
Colleen Bright	c.bright@auckland.ac.nz	The development of academic writing among first-year tertiary students.
Le Chang	lcha131@aucklanduni.ac.nz	Relationship between metacognitive strategies with comprehension and incidental vocabulary acquisition from listening.
Chen Chen	cche342@aucklanduni.ac.nz	Conditional constructions in the Manchu language: A study from multiple perspectives.
Brett Chapman	bcha046@aucklanduni.ac.nz	Variation in English amongst migrant speakers in Auckland
Tom Finlayson	tfin017@aucklanduni.ac.nz	Diachronic change in adversarial news interviews: contesting the control of information flow.
Evan Hazenberg	e.hazenberg@auckland.ac.nz
Takaaki Hiratsuka	thir405@aucklanduni.ac.nz	Understanding perceptions and practices of language teachers and learners: Exploratory Practice (EP) in team-teaching contexts in Japan.
Haolei Hu	hhu022@aucklanduni.ac.nz	Attention to form in Web-based tasks.
Cendrine Jarraud-Leblanc	cjar014@aucklanduni.ac.nz	The Evolution of Written Bislama
Guangsa (Sara) Jin	gjin610@aucklanduni.ac.nz	A corpus analysis of moves in academic writing.
Ajmal Khan	akha099@aucklanduni.ac.nz	Language policy and planning, language maintenance and shift, TEFL, Discourse Analysis.
Aziz Khan	akha125@aucklanduni.ac.nz	A narrative inquiry into teachers’ language perceptions, preferences, and practices in educational institutions in Pakistan and its implications for language planning and policy.
Andy Lankshear	alan079@aucklanduni.ac.nz	A narrative inquiry into how lecturers within an English as a medium of instruction programme in a Japanese university negotiate their professional identities.
Ha Rim Lee	hr.lee@auckland.ac.nz	Early L2 grammar: Examination of verb-argument constructions in Korean preschool English learners in EFL and ESL context.
Rachel Lee	nlee043@aucklanduni.ac.nz	Writing as literacy development for low achievers: The case of a neighborhood school in Singapore.
Beidi Li	bli065@aucklanduni.ac.nz	Exploring the lives of native English-speaking teachers and their identities construction and negotiation in an English as a foreign language context.
Qing Li	qli090@aucklanduni.ac.nz	The influence of the teacher education program on pre-service teachers' beliefs.
Jiayan Lin	jlin368@aucklanduni.ac.nz
Yan Lin	linyanbfsul1@yahoo.com.cn	The effects of task planning on L2 learning.
Sai Ma	sma330@aucklanduni.ac.nz	Fictive motion in Chinese and English.
Morena Magalhaes	m.magalhaes@auckland.ac.nz	A narrative study of doctoral students' experiences in meeting the language demands of studies in one English medium university.
Cath Marsh	cmar171@aucklanduni.ac.nz	Exploring the impact of a community-based language exchange on learners of foreign languages in Auckland secondary schools.
Faezeh Mehrang	fmeh210@aucklanduni.ac.nz	The effect of task structure, task repetition and reformulation on second language written performance.
Jenny Mendieta Aguilar	jmen261@aucklanduni.ac.nz	A narrative enquiry of curriculum change: A blended-learning experience.
Ksenija Mincic-Obradovic	k.obradovic@auckland.ac.nz	Contact phenomena in the Serbian community in New Zealand: language of first generation bilinguals.
Jiancheng Qian	jqia021@aucklanduni.ac.nz	Effectivess of annotations for reading comprehension in a CALL environment.
Luzia Sauer	lsau392@aucklanduni.ac.nz	Second language acquisition of exchange students in New Zealand.
Maria Shobeiry	msho515@aucklanduni.ac.nz	Cross-cultural Pragmatics: A Comparative Study on Ritual Politeness (Taarof) Used by Persian Native Speakers in Refusal Strategies in L1 (Persian) and L2 (English) in Interaction with English Native Speakers.
Darcy Sperlich	d.sperlich@auckland.ac.nz	The acquisition of binding in Chinese as an interlanguage.
Hideyuki Sugiura	hsug001@aucklanduni.ac.nz	Positionally sensitive grammar: reversed polarity questions in Japanese.
Kishwer Sultana	ksul018@aucklanduni.ac.nz	Analysing linguistic hybridity in print and digital literacies.
Juan Tian	jtia010@aucklanduni.ac.nz	Exploring EFL teachers' belief about English as a school subject: A multiple case study in the Chinese context.
Xiaoying Wang	xwan252@aucklanduni.ac.nz	A multiple-case study of assessment practices in EFL speaking classrooms.
Shuxia Yang	syan963@aucklanduni.ac.nz	A Cognitive Approach to Chinese Synthetic Compounds.
Danyang Zheng	dzhe054@aucklanduni.ac.nz	Cleft and Pseudo-cleft constructions in Chinese
Amy Wang Zhenjing	zwan123@aucklanduni.ac.nz	Teacher feedback on discourse in EFL writing.
Runhan Zhang	rzha054@aucklanduni.ac.nz	The relationship between L2 knowledge and general L2 proficiency in an EFL context.
Yongbin Zhao	yzha586@aucklanduni.ac.nz	Recast explicitness, noticing and L2 acquisition.
Wenhui Zhu (Zoe Newbury)	wzhu678@aucklanduni.ac.nz	English Native Speakers' Acquisition of Mandarin Phonetics.