Services: we can help get: participants to your conference or workshop &
increase its impact; TESOL course applicants; ELT staff that you need; books
products to your core market.              Email: tesolacademic@hotmail.com  
Promoting free at source research
Leading in social media for language education

TESOLacademic.org

Linking theory & practice 
Promoting research 

Huw Jarvis, Editor

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I am a language education consultant with over 30 years of experience.  For many years I was a senior lecturer in TESOL at a British university, but I now work with a wider variety of organisations both within and beyond academic institutions. I have an extensive publication record and I am a regular presenter at international conferences usually as a keynote or plenary speaker.  I travel widely in my work and I have been fortunate enough to deliver numerous presentations, consultancies, guest lectures and workshops in over 20 countries.  I have worked with a number of institutions across the globe to gather data for research.   I have significant experience in: internationalisation; marketing and recruitment; teaching and lecturing; research and scholarship. My teacher education expertise includes: education technology; methodology; syllabus design; teaching materials; research methods; English for Academic Purposes (EAP) - most recently (and for obvious reasons) I have become particularly interested in social media for continuing professional development (CPD) in TESOL.  I base myself in the UK for part of the year and in Thailand for the rest.  Having two hubs at times allows me to undertake regional activity at a fraction of the cost with no long haul flights.  I offer a support service for: PhD research proposals; research bids and submission of an article to a peer-reviewed journal.  I am a reader for a number of peer-reviewed journals including:  TESL-EJ TESOL Journal and System.  I have had commissions from Routledge and Oxford University Press to review works prior to publication.   I also have experience in external validation and examining at undergraduate, MA and PhD levels.   Now that I have left my role as Senior Lecturer in TESOL I am exploring possibilities of an associate or visiting lecturer\scholar with selected institutions across the globe.  Please get in touch if you  are interested in working together in any of these areas and\or you wish to commission other services.  

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Documented below are bullet points of my work - a more comprehensive listing is available from my FULL CV

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Selected peer-reviewed research papers - indicative of 20 years in the field . For for full listing  0f 34 academic papers see CV

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Jarvis, H. (2017) ‘TESOLacademic.org - our ever changing story.’ ELT Research. Vol. 31. pp. 39-41.

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Jarvis, H. (2015). 'From PPP and CALL/MALL to a Praxis of Task-based Teaching and Mobile Assisted Language Use.' TESL-EJ. Vol. 19. No. 1. pp. 1-9. 

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Jarvis, H. and Krashen, S. (2014). ‘Is CALL obsolete? Language Acquisition and Language Learning Revisited in a Digital Age.’ TESL-EJ. Vol. 17. No. 4. pp. 1-6.

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Jarvis, H. (2013). ‘Computers and learner autonomy: trends and issues.’  In S.Sheehan, (ed), British Council ELT Research Papers Volume 1. London: The British Council. pp. 387-409. (download the whole volume).

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Jarvis, H. and Achilleos, M. (2013). ‘From computer assisted language learning (CALL) to mobile assisted language use.’  TESL-EJ.  Vol. 16. No.4. pp. 1-18.

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Jarvis, H. and Szymczyk, M. (2010). ‘Student views on learning grammar with web and book-based materials’. English Language Teaching Journal. Vol. 64. No.1. pp. 32-44.

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Jarvis, H. (2008). ‘Computers and independent study: practices and perceptions of students’. In P. Torres and R. Marriot, (eds), Handbook of Research on E-Learning Methodologies for Language Acquisition. PA: Information Science Reference. pp. 367-386.

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Figura, K., and Jarvis, H. (2007). ‘Computer-based materials: a study of learner autonomy and strategies’. System. Vol. 35. No. 4. pp. 448-468.

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Jarvis, H. (2006). ‘Issues of computer-mediated communication for English Language Teaching’. British Journal of Education Technology. Vol. 37. No. 4. pp. 643-645.

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Jarvis, H. and Atsilarat, S. (2004). ‘Shifting paradigms: from a communicative to a context-based approach’. Asian EFL Journal. Vol.6, No.4.

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Jarvis, H. (2004). ‘Investigating the classroom applications of computers on EFL courses at Higher Education Institutions’. Journal of English for Academic Purposes. Vol. 3, No.2. pp.111-137.

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Jarvis, H. (2001). ‘Internet usage of English for Academic Purposes courses’. ReCall. Vol.13, No.2. pp. 206-212.

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Jarvis, H. (1997). 'Word-processing and writing skills: practical applications to language teaching text books’. British Journal of Education Technology. Vol.28, No.3. pp. 165-175.


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Indicative examples of profile, presence and impact

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Citations of  my recent work:  


Google Scholar sats. for November, 2018.


Kukulska-Hulme, A. (2018). Mobile-assisted language learning [Revised and updated version]. In: Chapelle, C. Ed. The Concise Encyclopedia of Applied Linguistics. Wiley.


Johnson, K. (2017). An Introduction to Foreign Language Learning and Teaching. 3rd Edition. Routledge. pp. 210-211.

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‘Help teachers resolve problems in the classroom, Dubai conference told.’ The National, UAE. (March, 2014). 

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'What’s the best way to teach languages?’ The Guardian Teacher Network, (June, 2013).

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 ‘The internet generation’s clear Call for knowledge.’ EL Gazette, (April, 2011).

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Conferences, workshops, guest lectures etc - (most recent, 2017-2018)

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Forthcoming in February, 2019.  A Liverpool University supported webinar on 'The what, why and how of Mobile Assisted Language Use'. Join me for this free event. 

.............................................................................................................................August, 2018. Mini-conference on (In)Formal Second Language Learning: Integrating Informal Practices into Formal Contexts. Keynote speaker, Dept. of Education, Oxford University. Supported by The British Association of Applied Linguistics. 'Technology and informal learning: listening to the voices of our students'.

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May, 2018. Workshop ‘Education technology in traditional “presentation practice production” lessons and task-based alternatives. University of Graz, Austria.

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November, 2017. Guest workshops on ‘Communicative Language Teaching (CLT): basic ideas’. National University of Laos and Lao-German Technical College.

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June, 2017. International Language Symposium, organised by CA Institute of Languages, Brno, Czech Republic. Plenary Speaker ‘From digital self and students, to professional self and teachers’.

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April, 2017. IATEFL, Glasgow. Speaker ‘I link therefore I am: why does it matter?’

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March, 2017. IATEFL Slovenia. Plenary Speaker ‘I link therefore I am: ideas and issues for CPD in an online environment’.

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February, 2017. Cambodia TESOL. Featured Speaker. ‘Building TESOL communities: from face-to-face to online’.

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January 2017. 'The communications revolution: implications for humanities education ' and 'Digital residence in English as an L2: What does this mean and why does it matter?'  Thammasat University, Bangkok.    

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Some indicative examples of digital media presence 

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Interview about my IATEFL 2017 presentation "I link therefore I am: why does it matter". 

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Webinar from The British Council Teaching for Success Online Conference, October 2016. 'Online TESOL resources and networks for CPD: towards more active teacher engagement.' (You will need to sign in as a guest to Adobe connect to watch this 1/2 recorded talk, together with accompanying chat).  

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Blog Technology in PPP and Task-Based Language Teaching Lessons for the IATEFL Learning Technologies Special Interest Group. TESOL, Greece. 

Interview about the talk.  

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Summary blog of Digital ELT Ireland 2015 conference, including my plenary talk by Helen Legge. 

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Gulf Education Solutions, Dubai 2014.  An overview of the event

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