BA, MA Syracuse University (philosophy), PhD University of Auckland (language teaching and learning)
Research
My research area is language teacher cognition and development. Most of my research is situated in Vygotskian sociocultural theory (including activity theory), which is based on the premises that human development is socially mediated and language is the primary means of mediation. Under certain conditions, when language is used to meet the practical demands of teaching (such as planning lessons), the conventional demands of a genre (especially narrative), or the critical demands of an interlocutor (including researchers), new or changed attitudes, beliefs, and practices may emerge.
Capturing and examining this emergence – to “grasp the process in flight” (Vygotsky, 1978) – and the conditions under which it can be initiated and developed in order to improve language teaching and learning is central in my research. Some of my research has also looked at language teacher cognition through complex dynamic systems theory, where the role of interaction in emergence can also be examined. The relationships among contexts and timescales play an important role in both theories.
Current postgraduate supervision (Primary)
Al-Jumah, K.Utilizing concept-based instruction in pragmatics: Teaching Arab learners English language requests. PhD.
Tayel, A.Teacher Cognition in EFL Teaching: A Study of Non-native English-speaking Teachers of English for Arabic-speaking Students in Egypt with a Particular Focus on Vocabulary. PhD.
Askaribigdeli, R.A Sociocultural Approach to Language Teacher Identity: Iranian Public School and Private Language Institute EFL Teachers. PhD.
Sobhani, A.The effectiveness of graduated corrective feedback in second language writing: Self-regulation. PhD.
Feryok, A. (2022). From fractured reflections to narrative coherence. Proccedings of the Annual Conference of the Linguistic Society of New Zealand: Language & Society (LangSoc). (pp. 30-31). Retrieved from https://nzlingsoc.org
Conference Contribution - Published proceedings: Abstract
Feryok, A. (2022). The social/cognitive split. In T. Gregersen & S. Mercer (Eds.), Routledge handbook of the psychology of language learning and teaching. (pp. 350-361). New York, NY: Routledge. doi: 10.4324/ 9780429321498
Chapter in Book - Research
Tonogbanua, J., & Feryok, A. (2022). Personal or professional: A dilemma in second language teacher development amidst the pandemic. Proceedings of the ALANZ-ALAA-ALTAANZ Conference: Applied Linguistics in the Asia-Pacific Region. (pp. 108). Retrieved from http://www.alanz2021.co.nz
Conference Contribution - Published proceedings: Abstract
Feryok, A. (2022). Fracture reflections, coherent selves. Proceedings of the ALANZ-ALAA-ALTAANZ Conference: Applied Linguistics in the Asia-Pacific Region. (pp. 62). Retrieved from http://www.alanz2021.co.nz
Conference Contribution - Published proceedings: Abstract
Feryok, A. (2022, April). Telling stories, telling selves. English and Linguistics research seminar, University of Otago, [Online]. [Public Seminar].
Other Research Output
Tayel, A. A., & Feryok, A. (2021). How the social becomes the individual: Language teacher cognition in teaching EFL by Egyptian NNESTs. Proceedings of the American Association for Applied Linguistics (AAAL) Virtual Conference. Retrieved from https://www.aaal.org/2021-save-the-date
Conference Contribution - Published proceedings: Abstract
Feryok, A. (2020). Perezhivanie and experiencing in language teacher development. European Journal of Applied Linguistics & TEFL, 9(2), 25-43. Retrieved from http://theeuropeanjournal.eu
Journal - Research Article
Kuepper, M.-C., & Feryok, A. (2020). Concept-based pragmatics instruction: Teaching German address pronouns to New Zealand tertiary students. Language & Sociocultural Theory, 6(2), 158-183. doi: 10.1558/lst.37359
Journal - Research Article
Feryok, A., & Askaribigdeli, R. (2019). A novice TESOL teacher’s professional identity and evolving commitment. TESOL Journal, 10(4), e497. doi: 10.1002/tesj.497
Journal - Research Article
Feryok, A., & Olsen, M. (2018). Real and imagined heritage language learner communities: Perezhivanie and investment. Proceedings of the American Association for Applied Linguistics (AAAL) Annual Conference. Retrieved from https://www.aaal.org
Conference Contribution - Published proceedings: Abstract
Feryok, A. (2018). Language teacher cognition: An emergent phenomenon in an emergent field. In S. Mercer & A. Kostoulas (Eds.), Language teacher psychology. (pp. 105-121). Bristol, UK: Multilingual Matters/Chanel View. doi: 10.21832/MERCER9450
Chapter in Book - Research
Kittilä, S., Feryok, A., & Blake, B. (2017). Typologist at Otago, Aotearoa: Jae Jung Song (1958-2017) [Obituary]. Linguistic Typology, 21(3), 565-569. doi: 10.1515/lingty-2017-0015
Journal - Professional & Other Non-Research Articles
Feryok, A., & Mercer, S. (2017). Introduction to the special issue on time. Innovation in Language Learning & Teaching, 11(3), 203-206. doi: 10.1080/17501229.2017.1317255
Journal - Research Other
Feryok, A. (2017). Sociocultural theory and task-based language teaching: The role of praxis. TESOL Quarterly, 51(3), 716-727. doi: 10.1002/tesq.390
Journal - Research Article
Feryok, A., & Wall, G. (2017). One means, many goals: Overimitation of language learning resources. Language & Sociocultural Theory, 4(1), 25-51. doi: 10.1558/lst.30843
Journal - Research Article
Feryok, A. (2017, March). Language teacher cognition: An emergent phenomenon. Verbal presentation at the 40th Annual American Association for Applied Linguistics (AAAL) General Conference, Atlanta, USA.
Conference Contribution - Verbal presentation and other Conference outputs
Al-Murtadha, M., & Feryok, A. (2017). Studying English in Yemen: Situated unwillingness to communicate in sociohistorical time. Innovation in Language Learning & Teaching, 11(3), 230-240. doi: 10.1080/17501229.2017.1317258
Journal - Research Article
Sobhani, A., Feryok, A., & Bitchener, J. W. (2016). Investigating the effectiveness of graduated feedback on second language writing: Self-regulating in the uptake of correct forms. Proceedings of the American Association for Applied Linguistics (AAAL) Annual Conference. Retrieved from https://www.aaal.org/history-and-future-dates
Conference Contribution - Published proceedings: Abstract
Sobhani, A., Feryok, A., & Bitchener, J. (2015, December). Investigating the effectiveness of graduated feedback on second language writing: Self-regulation in the uptake of correct forms. Verbal presentation at the Annual Conference of the Linguistic Society of New Zealand: Language & Society (LangSoc), Dunedin, New Zealand.
Conference Contribution - Verbal presentation and other Conference outputs
Orchard, S., & Feryok, A. (2015, December). Crossing borders, crossing boundaries: Immersion and cross-linguistic influences on motion verbs in learners of French and English. Verbal presentation at the Annual Conference of the Linguistic Society of New Zealand: Language & Society (LangSoc), Dunedin, New Zealand.
Conference Contribution - Verbal presentation and other Conference outputs
Feryok, A., & Oranje, J. (2015). Adopting a cultural portfolio project in teaching German as a foreign language: Language teacher cognition as a dynamic system. Modern Language Journal, 99(3), 546-564. doi: 10.1111/modl.12243
Journal - Research Article
Moodie, I., & Feryok, A. (2015). Beyond cognition to commitment: English language teaching in South Korean primary schools. Modern Language Journal, 99(3), 450-469. doi: 10.1111/modl.12238
Journal - Research Article
Kubanyiova, M., & Feryok, A. (2015). Language teacher cognition in applied linguistics research: Revisiting the territory, redrawing the boundaries, reclaiming the relevance. Modern Language Journal, 99(3), 435-449. doi: 10.1111/modl.12239
Journal - Research Article
Feryok, A., & Moodie, I. (2015, March). Beyond cognition to commitment: Redrawing the boundaries of language teacher cognition. Verbal presentation at the American Association for Applied Linguistics (AAAL) and L'Association canadienne de linguistique appliquée/the Canadian Association of Applied Linguistics (ACLA/CAAL) Joint Conference, Toronto, Canada.
Conference Contribution - Verbal presentation and other Conference outputs
Oranje, J., & Feryok, A. (2015, March). The complexity of teaching culture in German as a foreign language: Redrawing the boundaries of language teacher cognition. Verbal presentation at the American Association for Applied Linguistics (AAAL) and L'Association canadienne de linguistique appliquée/the Canadian Association of Applied Linguistics (ACLA/CAAL) Joint Conference, Toronto, Canada.
Conference Contribution - Verbal presentation and other Conference outputs
Feryok, A. (2014, November). The changing lives of language teachers: Commitment. Verbal presentation at the Applied Linguistics Association of New Zealand (ALANZ) Symposium, Auckland, New Zealand.
Conference Contribution - Verbal presentation and other Conference outputs
Oranje, J., & Feryok, A. (2013). The role of culture in EAL students' lessons at a New Zealand primary school: A case study. New Zealand Studies in Applied Linguistics, 19(2), 5-20.
Journal - Research Article
Feryok, A., & de Burgh-Hirabe, R. (2013, March). Dynamic motivation for extensive reading of high school learners of Japanese as a foreign language. Verbal presentation at the American Association for Applied Linguistics Conference, Dallas, Texas.
Conference Contribution - Verbal presentation and other Conference outputs
Feryok, A. (2013, November). Community language learning values and pre-service language teachers. Verbal presentation at the Applied Linguistics Association of New Zealand (ALANZ) & the Applied Linguistics Association of Australia (ALAA) Conference: Knowing, Being, Doing in Applied Linguistics, Wellington, New Zealand.
Conference Contribution - Verbal presentation and other Conference outputs
Feryok, A. (Ed.). (2013). New Zealand Studies in Applied Linguistics, 19(1). [Journal Editor].
Other - Edited Journal
Feryok, A. (2013). Teaching for learner autonomy: The teacher's role and sociocultural theory. Innovation in Language Learning & Teaching, 7(3), 213-225. doi: 10.1080/17501229.2013.836203
Journal - Research Article
de Burgh-Hirabe, R., & Feryok, A. (2013). A model of motivation for extensive reading in Japanese as a foreign language. Reading in a Foreign Language, 25(1), 72-93.
Journal - Research Article
Feryok, A. (2013). Multidimensional language performance in training teachers for secondary content instruction through English. System, 41(1), 15-24. doi: 10.1016/j.system.2013.01.001
Journal - Research Article
Wall, G., & Feryok, A. (2012, October). Motivation, agency, and academic identity in second language writing: A sociocultural perspective. Verbal presentation at the 31st Second Language Research Forum: Building Bridges Between Disciplines: SLA in Many Contexts, Pittsburgh, Pennsylvania.
Conference Contribution - Verbal presentation and other Conference outputs
Feryok, A., & Wall, G. (2012, October). Instructed self-talk for discourse synthesis: Sociocultural theory and imitation. Verbal presentation at the 31st Second Language Research Forum: Building Bridges Between Disciplines: SLA in Many Contexts, Pittsburgh, Pennsylvania.
Conference Contribution - Verbal presentation and other Conference outputs
Feryok, A. (2012). Teaching language autonomy: You put your 'I' in the world. In M. Hobbs & K. Dofs (Eds.), 5th Independent Learning Association Conference (ILAC): Autonomy in a Networked World. (pp. 86-87). ILAC. [Abstract]
Conference Contribution - Published proceedings: Abstract
Feryok, A., & Skyrme, G. (Eds.). (2012). New Zealand Studies in Applied Linguistics, 18(1). [Journal Editor].
Other - Edited Journal
Feryok, A. (2012, August-September). Teaching autonomy: "You put your I in the world". Verbal presentation at the Independent Learning Association Conference: Autonomy in a Networked World, Wellington, New Zealand.
Conference Contribution - Verbal presentation and other Conference outputs
de Burgh-Hirabe, R., & Feryok, A. (2012). Japanese as a foreign language extensive reading and self-regulation: Case studies of high school language learners. New Zealand Studies in Applied Linguistics, 18(1), 21-35.
Journal - Research Article
Feryok, A., & Pryde, M. (2012). Images as orienting activity: Using theory to inform classroom practices. Teachers & Teaching, 18(4), 441-454. doi: 10.1080/13540602.2012.696045
Journal - Research Article
Feryok, A. (2012). Activity theory and language teacher agency. Modern Language Journal, 96(1), 95-107. doi: 10.1111/j.1540-4781.2012.01279.x
Journal - Research Article
Feryok, A. (2011). Teaching to the task of learning: Embracing unpredictability. Proceedings of the 4th Biennial International Conference on Task-Based Language Teaching (TBLT): Crossing Boundaries. Retrieved from https://sites.google.com/site/tblt2011/
Conference Contribution - Published proceedings: Abstract
Feryok, A. (2011). Language teacher cognitions: The role of context. Proceedings of the 2nd Applied Linguistics Association of Australia and the Applied Linguistics Association of New Zealand (ALAA-ALANZ) Combined Conference. Retrieved from http://langfest.anu.edu.au/index.php/als/alaa-alanz/
Conference Contribution - Published proceedings: Abstract
Feryok, A. (2011, March). Narrative inquiry as dialogic orienting activity. Verbal presentation at the American Association for Applied Linguistics (AAAL) Annual Conference, Chicago, IL.
Conference Contribution - Verbal presentation and other Conference outputs
Feryok, A. (2011). Narrative re-evaluation and second language teacher development. TESOLANZ Journal, 19, 15-23.
Journal - Research Article
Feryok, A. (2010). [Review of the books Teaching ESL/EFL listening and speaking and Teaching ESL/EFL reading and writing]. New Zealand Studies in Applied Linguistics, 16(1), 85-87.
Journal - Professional & Other Non-Research Articles
Feryok, A. (2010). [Review of the book Tasks in second language learning]. New Zealand Studies in Applied Linguistics, 16(1), 88-89.
Journal - Professional & Other Non-Research Articles
Feryok, A. (2010, December). Images as orienting activity. Verbal presentation at the 16th Applied Linguistics Association of New Zealand (ALANZ) Symposium, Wellington, New Zealand.
Conference Contribution - Verbal presentation and other Conference outputs
Feryok, A. (2010). Affordances and activity theory: The teacher's role. Proceedings of the 12th National Conference for Community Languages and ESOL (CLESOL). Retrieved from http://www.clesol.org.nz/2010/programme.html
Conference Contribution - Published proceedings: Abstract
Feryok, A. (2010). Language teacher cognitions: Complex dynamic systems? System, 38(2), 272-279. doi: 10.1016/j.system.2010.02.001
Journal - Research Article
Feryok, A. (2009). [Review of the book Complex systems and applied linguistics]. New Zealand Studies in Applied Linguistics, 15(1), 67-68.
Journal - Professional & Other Non-Research Articles
Feryok, A., & Kumar, M. R. (2009, December). Verbal protocols as dialogic activity. Verbal presentation at the 1st Combined Applied Linguistics Association of New Zealand and Australia (ALANZ/ALAA) Conference: Participation & Acquisition, Auckland, New Zealand.
Conference Contribution - Verbal presentation and other Conference outputs
Kumar, M. R., & Feryok, A. (2009, December). Recursiveness while attending to written feedback. Verbal presentation at the 1st Combined Applied Linguistics Association of New Zealand and Australia (ALANZ/ALAA) Conference: Participation & Acquisition: Exploring these Metaphors in Applied Linguistics, Auckland, New Zealand.
Conference Contribution - Verbal presentation and other Conference outputs
Feryok, A. (2009, June). My own hard work: Agency and evaluation in narratives about language teaching in Armenia. Verbal presentation at the International Society for Language Studies Conference, Orlando, FL.
Conference Contribution - Verbal presentation and other Conference outputs
Kumar, M., Kumar, V., & Feryok, A. (2009). Recursiveness in written feedback. New Zealand Studies in Applied Linguistics, 15(1), 26-37.
Journal - Research Article
Feryok, A. (2009). Activity theory, imitation and their role in teacher development. Language Teaching Research, 13(3), 279-299. doi: 10.1177/1362168809104699
Journal - Research Article
Feryok, A. (2008). [Review of the book Lessons from good language learners]. New Zealand Studies in Applied Linguistics, 14(2), 100-101.
Journal - Professional & Other Non-Research Articles
Feryok, A., & Barkhuizen, G. (2008). TESSOL training and secondary content teachers: Incommensurable or in communication? TESOLANZ Journal, 16, 44-53.
Journal - Research Article
Feryok, A. (2008). An Armenian English language teacher's practical theory of communicative language teaching. System, 36(2), 227-240. doi: 10.1016/j.system.2007.09.004
Journal - Research Article
Feryok, A. (2008). The impact of TESOL on maths and science teachers. ELT Journal, 62(2), 123-130. doi: 10.1093/elt/ccl054
Journal - Research Article
Feryok, A. (2008, February). Context, commitment, and change: Becoming an EFL teacher in Armenia. Verbal presentation at the Inaugural Conference on Narrative Inquiry, Wollongong, Australia.
Conference Contribution - Verbal presentation and other Conference outputs
Feryok, A. (2008, November). 'So I have had problems': Narrative analysis, sociocultural theory, and language teacher development. Verbal presentation at the Applied Linguistics Association of New Zealand Symposium, Auckland, New Zealand.
Conference Contribution - Verbal presentation and other Conference outputs
Feryok, A. (2008, November). Another kind of narrative lesson: Armenian language teacher agency and identity. Verbal presentation at the 11th New Zealand Language and Society Conference, Dunedin, New Zealand.
Conference Contribution - Verbal presentation and other Conference outputs
Feryok, A. (2007, December). 'The everlasting path': Becoming an English language teacher in Armenia. Verbal presentation at the Self-Narratives 'Research Conversation' Day, Dunedin, New Zealand.
Conference Contribution - Verbal presentation and other Conference outputs
Feryok, A. (2007, April). Appropriating language teaching practices: Imitation is the sincerest form of flattery. Verbal presentation at the Social and Cognitive Aspects of Second Language Learning and Teaching Conference, Auckland, New Zealand.
Conference Contribution - Verbal presentation and other Conference outputs
Feryok, A. (2007, September). Teaching task-based teaching. Verbal presentation at the 2nd International Conference on Task-based Language Teaching, Hawai'i, USA.
Conference Contribution - Verbal presentation and other Conference outputs
Barkhuizen, G., & Feryok, A. (2006). Pre-service teachers' perceptions of a short-term international experience programme. Asia-Pacific Journal of Teacher Education, 34(1), 115-134. doi: 10.1080/13598660500479904
Journal - Research Article
Feryok, A. (2006, September-October). Task master teacher: Appropriating language tasks for content classrooms. Verbal presentation at the Community Languages and English for Speakers of Other Languages Conference, Napier, New Zealand.
Conference Contribution - Verbal presentation and other Conference outputs
Feryok, A. (2006, October). Primary and secondary content teacher perceptions of second language learner needs: The impact of language teaching principles and practices. Verbal presentation at the Applied Linguistics Association of New Zealand Symposium, Dunedin, New Zealand.
Conference Contribution - Verbal presentation and other Conference outputs
