Dr Agni Connor
BA, MA, PGCert HE, PGCert, PGCert, PGDip, PGDip, PhD
A warm welcome to my University staff page. I am the MSc in TESOL Programme Director, and I very much enjoy co-ordinating and teaching on the programme. Apart from teaching on the programme, I also enjoy engaging in lifelong learning. In terms of academic learning, I have 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. I have studied at King's College London, Trinity College Dublin, the University of Aberdeen and other universities.
I have been training ESOL teachers since 2000 and have worked at a number of universities in Britain, Ireland and mainland Europe. I am interested in innovative and interactive ways of teaching and have been experimenting with the flipped classroom model. In 2016, I was nominated for the AUSA Teaching Excellence Award in the category Most Inspiring Teacher. In 2022, I was nominated for the Principal's Award for Excellence in Leadership.
I am also the School's Mental Health Officer. I care about staff and student well-being, and I am a keen supporter of anti-bullying and anti-harassment initiatives at the university and in wider contexts. I strongly believe in the power of kindness, care and respect.
Life motto: Breathe in deeply and let your life unfold.
"The Morning Sun" by Agni Connor - this is 7-minute recording of a short story. This story is a metaphor that represents challenges we experience in life how these challenges affect us. It see it as a story of hope and personal growth.
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
A review of IATEFL 2003 Brighton Conference SelectionsELT Journal, vol. 59, no. 1, pp. 82-84Contributions to Journals: Articles
Autonomia ucznia w polskim kontekście edukacyjnym - środowisko gimnazjalne i licealneAutonomia Ucznia w Nauce Języka Obcego. Pawlak, M. (ed.). Uniwersytet im. A. MickiewiczaChapters in Books, Reports and Conference Proceedings: Chapters (Peer-Reviewed)