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Dr Anne Feryok

BA, MA Syracuse University (philosophy), PhD University of Auckland (language teaching and learning)

Email anne.feryok@otago.ac.nzFeryok Webpage
Tel +64 3 479 8637
Office 1N9
1st Floor
Arts Building
Albany Street
Dunedin

Mail English and Linguistics
University of Otago
PO Box 56
Dunedin 9054
New Zealand

Photo credit: C Feryok

Teaching

LING 112 Power at Work in Language
LING 317 Child and Adult Language Development
LING 319 Second Language Acquisition (not offered 2019)
LING 433 Sociocultural Topics in Language

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.

Postgraduate supervision

I supervise research on language teachers and their development, particularly studies in which there is a component that provides a basis for development, or at least awareness, to emerge. I have also supervised studies in second language teaching and learning in motivation and willingness to communicate, intercultural teaching and learning, and graduated corrective feedback on writing.

I prefer qualitative research, in particular case studies and narrative inquiry and other discourse-based methods because they allow the fine-grained detail of momentary interactions to be examined within the context in which they occur. I have also supervised, and I strongly encourage, mixed methods studies.

Proposals for studies that approach second language teacher development, teaching, and learning through Vygotskian sociocultural theory or activity theory or through complex dynamic systems theory are especially welcome. I will consider studies using other theories and topics if they are of exceptional quality and directly contribute to a current research agenda with which I am familiar.

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.

Recently supervised postgraduate theses (Primary)

Gordon, Elisa. H. University Study Abroad in New Zealand: Identity, ideology, and investment in English language learning. Awarded 2018.

Kuepper, M.-C. Du or Sie? Developing Sociopragmatic Competence of German Address Forms through Concept-Based Instruction. MA. Awarded 2017.

Al-Murtadha, M. Willingness to communicate and L2 motivational self system of Yemeni high school EFL learners. PhD. Awarded 2017.

Olsen, M. Motivation, Learner Attrition, and the L2 Motivational Self System: A New Zealand Study of Heritage and Non-Heritage University Language Learners. PhD. Awarded 2017.

Oranje, J. M. Intercultural Communicative Language Teaching: Enhancing awareness and practice through cultural portfolio projects. PhD. Awarded 2016. Placed on the list of University of Otago Humanities Exceptional Theses.

Moodie, I. Grounded narrative inquiry into language teacher cognition: Stories and case studies on English language teaching in South Korea. PhD. Awarded 2015. Placed on the list of University of Otago Humanities Exceptional Theses.

Wall, B. Self-Regulation During A Reading-To-Write Task: A Sociocultural Theory-Based Investigation. PhD. Awarded 2015. Placed on the list of University of Otago Humanities Exceptional Theses.

Henderson, S. J. Textual borrowing in an English for Academic Purposes class: Knowledge, practices and beliefs. PhD. Awarded 2015.

Pryde, M. Patterns in conversations between Japanese students and New Zealand homestay parents.PhD. Awarded 2012.

Oranje, J. M. Culture in the classroom of ESL learners: A case study of how culture is represented in the lessons of ESL children at a New Zealand mainstream primary school. MA. Awarded 2012. Winner of the Best MA Thesis, 2012, New Zealand Association of Applied Linguistics.

de Burgh-Hirabe, R. Extensive reading and L2 reading motivation in Japanese as a foreign language: A case study of New Zealand high school students. PhD. Awarded 2011.

Barkway-Brown, B. What is it like to "hear" a hand?: Deaf Narratives from the New Zealand Deaf Community. MA. Awarded 2011.

Bowen, S. The Changing Language Learning Motivations of Learners from Mainland China Studying English in New Zealand. MA. Awarded 2008.

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Publications

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

Feryok, A. (2020). Perezhivanie and experiencing in language teacher development. European Journal of Applied Linguistics and TEFL, 9(2), 25-43. Retrieved from http://theeuropeanjournal.eu

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

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

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

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

Feryok, A. (2020). Perezhivanie and experiencing in language teacher development. European Journal of Applied Linguistics and 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

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

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., & 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

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

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

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

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

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

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. (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., & 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. (2011). Narrative re-evaluation and second language teacher development. TESOLANZ Journal, 19, 15-23.

Journal - Research Article

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). Activity theory, imitation and their role in teacher development. Language Teaching Research, 13(3), 279-299. doi: 10.1177/1362168809104699

Journal - Research Article

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. (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., & Barkhuizen, G. (2008). TESSOL training and secondary content teachers: Incommensurable or in communication? TESOLANZ Journal, 16, 44-53.

Journal - Research Article

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., & 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

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. (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). [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. (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. (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

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., & 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

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

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. (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). 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. (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. (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

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

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 Linguistic Society of New Zealand Conference, Dunedin, New Zealand.

Conference Contribution - Verbal presentation and other Conference outputs

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 Linguistic Society of New Zealand Conference, Dunedin, New Zealand.

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

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., & 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. (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

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

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. (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

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