Dr Agni Connor
BA, MA, PGCert HE, PGCert, PGCert, PGDip, PGDip, PhD
Dr Agni Connor is the MSc in TESOL programme co-ordinator. She has degrees and qualifications in English Language Teaching (TESOL), English Applied Linguistics, Psycholinguistics, Statistics, Higher Education, Mindfulness, as well as Psychology and Neuroscience of Mental Health. She studied at King's College London, Trinity College Dublin, the University of Aberdeen and other universities.
She has been training ESOL teachers since 2000 and has worked at a number of universities in Britain, Ireland and mainland Europe. She is interested in innovative and interactive ways of teaching and has been experimenting with the flipped classroom model. In 2016, she was nominated for the AUSA Teaching Excellence Award in the category Most Inspiring Teacher.
Dr Agni Connor is also the School's Mental Health Officer. She feels strongly about staff and student well-being and is a keen supporter of anti-bullying and anti-harassment initiatives at the university and in wider contexts.
Life motto: Breathe in deeply, and let your life unfold.
well-being in ESOL education; mindfulness training in second langauge learning; mindfulness training in langauge teacher education; positive psychology and second language learning (TESOL) and second language teaching; individual differences in second language learning (in particular memory, but also motivation and learning strategies); aptitude in second language learning; the learning of second language collocations
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Mindfulness and self-compassion in second language teacher trainingIssues in Foreign Language Teaching and Teacher Development. Latkowska, J. (ed.). Wydawnictwo Naukowe Śląsk, pp. 17-55, 39 pagesChapters in Books, Reports and Conference Proceedings: Chapters (Peer-Reviewed)
Age and IdentityLanguage, Identity and Migration. Diskin, C., Martyn, J., Regan, V. (eds.). Peter Lang, pp. 83-97, 15 pagesChapters in Books, Reports and Conference Proceedings: Chapters (Peer-Reviewed)
Attitudes towards and perceptions of English L2 acquisition among adult Polish migrants in IrelandIntercultural Contact, Language Learning and Migration. Geraghty, B., Conacher, J. E. (eds.). Bloomsbury Academic, pp. 112-130, 19 pagesChapters in Books, Reports and Conference Proceedings: Chapters (Peer-Reviewed)
Phonological Short-Term Memory and the Operation of Cross-Linguistic Factors in Elementary and Pre-Intermediate Adult L2 Learners’ Collocational UsageLanguage Learning, Discourse and Communication. Szubko-Sitarek, W., Salski, L., Stalmaszczyk, P. (eds.). Springer, pp. 193-214, 22 pagesChapters in Books, Reports and Conference Proceedings: Chapters (Peer-Reviewed)
Age and the classroom learning of additional languagesClassroom-oriented Research. Pawlak, M., Bielak, J., Mystkowska-Wiertelak, A. (eds.). Springer, pp. 3-13, 11 pagesChapters in Books, Reports and Conference Proceedings: Chapters (Peer-Reviewed)
Cross-linguistic influence in L2 writing: The role of short-term memoryEssential Topics in Applied Linguistics and Multilingualism. Pawlak, M., Aronin, L. (eds.). Springer, pp. 69-88, 20 pagesChapters in Books, Reports and Conference Proceedings: Chapters (Peer-Reviewed)
Phonological short-term memory and knowledge of L2 collocations: The direction of causalityExploring the Microcosm and Macrocosm of Language Teaching and Learning. Mańczak-Wohlfeld, E., Jodłowiec, M. (eds.). Jagiellonian University Press, pp. 115-132, 18 pagesChapters in Books, Reports and Conference Proceedings: Chapters (Peer-Reviewed)
The direction of causality in the relationship between phonological short-term memory and L2 lexical knowledge: The case of adult Polish learners of English in IrelandLinguistic and Cultural Acquisition in a Migrant Community. Singleton, D., Regan, V., Debaene, E. (eds.). MultiLingual Matters, pp. 106-133, 28 pagesChapters in Books, Reports and Conference Proceedings: Chapters (Peer-Reviewed)
Productive knowledge of English collocations in adult Polish learners: The role of short-term memoryVigo International Journal of Applied Linguistics, vol. 10, pp. 105-129Contributions to Journals: Articles
Phonological short-term memory and L2 collocational development in adult learnersEUROSLA Yearbook, vol. 9, no. 1, pp. 160–184Contributions to Journals: Articles