Dr. Mohammad Javad Ahmadian
Lecturer in TESOL, Programme Leader for MA TESOL and BA English, Language and Education
Currently I am Programme Manager for MA TESOL and the Programme Manager for BA in English, Language and Education.
I am an applied linguist specializing in instructed second language acquisition and task-based language teaching and learning. In my research programme, I have looked into the way in which working memory capacity interacts with the effects of instruction conditions and task factors on L2 performance in terms of complexity, accuracy, fluency and, more recently, L2 pragmatic features.
I am also interested in exploring whether and how written corrective feedback affects L2 learners writing performance and how these impacts are moderated by individual differences in cognitive processing ability. Using both qualitative and quantitative research methods, I have attempted to explore the cognitive underpinnings of task-based planning and speech production processes as well as learners’ and teachers’ perceptions of task-based implementation conditions.
I have been invited to present my research at various universities across the world (e.g., Hong Kong University of Science and Technology, University of Pittsburgh, Texas A & M University, University of Murcia) and in the UK (e.g., Newcastle University, Lancaster University and UCL). I joined the School of Education at University of Leeds in 2015 as a Lecturer in TESOL and before that I spent 7 years at the University of Isfahan (Iran) as part-time lecturer, teaching fellow, and assistant professor of applied linguistics.
- Fellow of the Higher Education Academy
Since 2015 I have been teaching and leading various Undergraduate and Postgraduate modules at Leeds. In 2017/18 I will be leading/teaching the following modules:
EDUC 3009: Analysing Language Learning
EDUC 5901: Learning and Teaching in TESOL
EDUC 5902: Investigating Language for TESOL
EDUC 5909: Introducing Task-Based Curriculum
In May 2018, I will deliver a three-day invited lecture on Task-Based Language Teaching for MA programme in Language Acquisition in Multilingual Settings at the University of Basque Country (Spain).
External academic activities:
I am the guest-editor of The Language Learning Journal’s special issue on Task-based Language Teaching and Learning (published in December 2016). In addition to serving on the editorial board of RELC Journal and The Language Learning Journal, I have been on the Editorial Panel of ELT Journal from 2013-2015.
- Ad hoc reviewer for Language Learning, Studies in Second Language Acquisition, TESOL Quarterly, Language Teaching Research, Second Language Research, International Review of Applied Linguistic (IRAL), International Journal of Applied Linguistics, and System.
- Ad hoc book (proposal) reviewer for Routledge and Multilingual Matters.
- Communications officer for BAAL Language Learning & Teaching SIG.
- Member of Language Development and Cognition satellite at Leeds.
- Member of International Association for Task-Based Language Teaching (IATBLT vzw).
I am keen to supervise PhD research in the areas of task-based language learning, explicit and implicit instruction, written corrective feedback, working memory/language aptitude and L2 production and development, L2 pragmatics instruction.
Recent Perspectives on Task-based Language Learning and Teaching, ed. by Ahmadian MJ and García Mayo MP, Trends in Applied Linguistics (DE GRUYTER MOUTON, 2018)
‘The impact of task structure on the use of vague expressions by EFL learners’, Language Learning Journal, 44.4 (2016), 436-450,
DOI: 10.1080/09571736.2016.1204108, Repository URL: http://eprints.whiterose.ac.uk/94977/
‘The combined effects of online planning and task structure on complexity, accuracy and fluency of L2 speech’, LANGUAGE LEARNING JOURNAL, 43.1 (2015), 41-56,
DOI: 10.1080/09571736.2012.681795, Repository URL: http://eprints.whiterose.ac.uk/90989/
‘Working memory capacity and self-repair behavior in first and second language oral production’, Journal of Psycholinguistic Research 2014,
‘Investigating What Second Language Learners Do and Monitor under Careful Online Planning Conditions’, Canadian Modern Language Review 2014,
‘Working Memory and Task Repetition in Second Language Oral Production’, Asian Journal of English Language Teaching 2013,
‘Task repetition in ELT’, ELT Journal, 66.3 (2012), 380-382,
‘Task difficulty and self-repair behavior in second language oral production’, International Journal of Applied Linguistics, 22.3 (2012), 310-330,
‘The Relationship Between Working Memory Capacity and L2 Oral Performance Under Task-Based Careful Online Planning Condition’, TESOL Quarterly 2012,
‘The effects of guided careful online planning on complexity, accuracy and fluency in intermediate EFL learners’ oral production: The case of English articles’, Language Teaching Research 2012,
‘Exploring the utility of action research to investigate second‐language classrooms as complex systems’, Educational Action Research 2011,
‘The effect of ‘massed’task repetitions on complexity, accuracy and fluency: does it transfer to a new task?’, Language Learning Journal 2011,
‘The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production’, Language Teaching Research 2011,
‘Neurolinguistic Programming’, in The TESOL Encyclopedia of English Language Teaching, ed. by Liontas JI (UK: TESOL International Association & Wiley, 2017) (Accepted),
Repository URL: http://eprints.whiterose.ac.uk/94400/
‘Working Memory, Online Planning and L2 Self-Repair Behaviour’ ([n.pub.], 2015), 87, 160-174,
Presentations (conferences/workshops etc.)
‘Task-based planning and L2 writing: investigating the role of working memory capacity’ 7th International Conference on Task-Based Language Teaching, University of Barcelona, 19/04/2017,
‘The spacing effect: the impacts of “massed” and “spaced” task repetition on L2 speech production’ Language Learning and Teaching BAAL SIG, Lancaster University, 31/07/2016,
Special issue on Task-Based Language Teaching and Learning, (The Language Learning Journal (Routledge), 2016),