Accessibility Skip to Global Navigation Skip to Local Navigation Skip to Content Skip to Search Skip to Site Map Menu

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.

^ Top of page

Publications

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

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

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

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

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

Chapter in Book - Research

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

^ Top of page

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

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

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

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

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

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

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.

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.

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

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

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.

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

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

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

Feryok, A. (2010). Language teacher cognitions: Complex dynamic systems? System, 38(2), 272-279. doi: 10.1016/j.system.2010.02.001

Feryok, A. (2009). Activity theory, imitation and their role in teacher development. Language Teaching Research, 13(3), 279-299. doi: 10.1177/1362168809104699

Kumar, M., Kumar, V., & Feryok, A. (2009). Recursiveness in written feedback. New Zealand Studies in Applied Linguistics, 15(1), 26-37.

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

Feryok, A. (2008). The impact of TESOL on maths and science teachers. ELT Journal, 62(2), 123-130. doi: 10.1093/elt/ccl054

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

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

^ Top of page

Journal - Research Other

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

^ Top of page

Journal - Professional & Other Non-Research Articles

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

Feryok, A. (2010). [Review of the book Tasks in second language learning]. New Zealand Studies in Applied Linguistics, 16(1), 88-89.

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.

Feryok, A. (2009). [Review of the book Complex systems and applied linguistics]. New Zealand Studies in Applied Linguistics, 15(1), 67-68.

Feryok, A. (2008). [Review of the book Lessons from good language learners]. New Zealand Studies in Applied Linguistics, 14(2), 100-101.

^ Top of page

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]

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/

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/

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

^ Top of page

Conference Contribution - Verbal presentation and other Conference outputs

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Feryok, A. (2011, March). Narrative inquiry as dialogic orienting activity. Verbal presentation at the American Association for Applied Linguistics (AAAL) Annual Conference, Chicago, IL.

Feryok, A. (2010, December). Images as orienting activity. Verbal presentation at the 16th Applied Linguistics Association of New Zealand (ALANZ) Symposium, Wellington, New Zealand.

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.

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.

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.

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.

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.

More publications...