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 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 combination with collaborative learning. In 2016, she was nominated for the AUSA Teaching Excellence Award in the category Most Inspiring Teacher.
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.
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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- Connor, A 2020, Self-compassion in a professional context: Examining the rationale for and potential benefits of offering mindful self-compassion training to second language teachers. in J Latkowska (ed.), Reflections on Language and Language Teaching. University of Silesia Press, Katowice.
- Skrzypek, A & Singleton, D 2015, Age and Identity. in C Diskin, J Martyn & V Regan (eds), Language, Identity and Migration: Voices from transnational speakers and communities. Language, Migration and Identity, vol. 1, Peter Lang, Oxford, pp. 83-97.
- Singleton, D & Skrzypek, A 2014, Age and the classroom learning of additional languages. in M Pawlak, J Bielak & A Mystkowska-Wiertelak (eds), Classroom-oriented Research: Achievements and Challenges. Springer , Berlin, pp. 3-13. <> [Online] DOI: http://www.springer.com/education+%26+language/linguistics/book/978-3-319-00187-6
- Skrzypek, A, Kopečková, R, Bidzińska, B & Singleton, D 2014, Attitudes towards and perceptions of English L2 acquisition among adult Polish migrants in Ireland. in B Geraghty & JE Conacher (eds), Intercultural Contact, Language Learning and Migration. Bloomsbury Academic, London, pp. 112-130.
- Skrzypek, A 2014, Cross-linguistic influence in L2 writing: The role of short-term memory. in M Pawlak & L Aronin (eds), Essential Topics in Applied Linguistics and Multilingualism: Studies in honor of David Singleton. Second Language Learning and Teaching, Springer , Berlin, pp. 69-88. [Online] DOI: https://doi.org/10.1007/978-3-319-01414-2_5
- Skrzypek, A & Singleton, D 2014, Phonological short-term memory and the operation of cross-linguistic factors in elementary and pre-intermediate L2 adult learners’ collocational usage. in W Szubko-Sitarek, L Salski & P Stalmaszczyk (eds), Language Learning, Discourse and Communication: Studies in Honour of Jan Majer. Second Language Learning and Teaching, Springer , Berlin, pp. 193-214. [Online] DOI: https://doi.org/10.1007/978-3-319-00419-8_14
- Skrzypek, A 2013, Phonological short-term memory and knowledge of L2 collocations: The direction of causality. in E Mańczak-Wohlfeld & M Jodłowiec (eds), Exploring the Microcosm and Macrocosm of Language Teaching and Learning: A Festschrift on the Occasion of 70th Birthday of Professor Anna Niżegorodcew. Jagiellonian University Press, Cracow, pp. 115-132. <> [Online] DOI: http://www.wuj.pl/page,produkt,prodid,2114,strona,Exploring_the_Microcosm_and_Macrocosm_of_Language_Teaching_and_Learning,katid,28.html
- Skrzypek, A & Singleton, D 2013, 'Productive knowledge of English collocations in adult Polish learners: The role of short-term memory', Vigo International Journal of Applied Linguistics, vol. 10, pp. 105-129.
- Skrzypek, A 2013, 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 Ireland. in D Singleton, V Regan & E Debaene (eds), Linguistic and Cultural Acquisition in a Migrant Community. MultiLingual Matters, Bristol, pp. 106-133. <> [Online] DOI: http://www.multilingual-matters.com/display.asp?k=9781847699893
- Skrzypek, A 2009, 'Phonological short-term memory and L2 collocational development in adult learners', EUROSLA Yearbook, vol. 9, no. 1, pp. 160–184. [Online] DOI: https://doi.org/10.1075/eurosla.9.09skr