Editorial
Editorial
Adam Burns 1-2
Research Articles
Does it Matter? Speech Acts of Refusal and pragmatic failure in an International Business Environment in Germany.
Geraldine Royds-Betz 3-23
Geraldine Royds-Betz is a tutor for English for Academic Purposes and has also worked as a corporate trainer in Germany for a number of years specialising in second language learning and sociopragmatic competence. With a BA from Victoria University, New Zealand, and an MA from Leicester University, UK, she is currently applying for PhD studies into the provision of English for Academic Purposes programmes in East Asia.
The effectiveness of a mother tongue based education to improve learning outcomes and second language acquisition in public primary schools of Zone 3, Mauritius
Preeya Daby 24-41
Preeya has been teaching French and French Literature at secondary level in various state schools in Mauritius. She has graduated with a BA joint in Hindi and French and a Master’s degree in French with specialisation in language studies; both obtained from the University of Mauritius. She has recently completed another Master’s degree in International Education from the University of Leicester. Presently she plans to continue with her doctoral studies in the field of education.
Similarities and differences between teachers’ and students’ views on corrective feedback – Korean context
Keehwan Kim 42-70
Keehwan has been a teaching professional in Korea for the past 10 years in Korea. He was originally born in Korea and moved to the UK where he spent his formative years. Keehwan returned to Korea in 2005 and has been teaching ever since his return. During his time, he has spent much of his energy teaching young learners, but more recently focused his energy on teaching university students at Korea University. During his time in Korea, Keehwan has taught from general ESL classes to business English and test preparation classes, but deep in his heart, he has deep passion for helping young Korea learners develop their language skills. In the future, Keehwan hopes to pursue further studies back in the UK, either in the form of PGCE studies or PhD in TESOL. Having been brought up in the UK state school system as a learner with language difficulties, Keehwan wants to pursue work in the field where he can help other students who are going through the troubles he had gone through as a young learner in UK school system.
Holistic bias as a source of intrarater unreliability in analytic writing assessment
Paul Kavanagh 71-90
Paul has worked as a teacher, teacher trainer and academic manager in a number of countries, including Ireland, Italy, the Czech Republic and South Korea. He is currently Director of the General Foundation Programme at a vocational college in Oman. In 2015, he earned an MA in Applied Linguistics with the University of Leicester and is currently pursuing a PhD in Education Research with the same institution. His research interests include assessment, teacher development and language awareness in higher education contexts.
Leadership Issues When Sustaining Changes in Physics Teaching in Malta Through Professional Learning Communities
Stephanie Maggi-Pulis 91-109
Stephanie graduated as a teacher from the University of Malta in 1994 where she followed a B.Sc in Maths and Physics, then a Postgraduate Certificate in Education. She taught these subjects and Integrated Science in both State and Catholic schools. Stephanie is presently the Head of Department (Physics) in the latter schools. She also had the opportunity to present for 3 schedules (9 months) a children’s TV educational program on the National TV station. Presently she organises seminars on different pedagogies (IBL, AfL, etc..) for Physics teachers in Catholic schools. In 2011, Stephanie had the opportunity to represent Malta in the Science on Stage Festival in Copenhagen where she presented her school project on the sustainable use of energy entitled: ‘Hooked on Energy’. For a number of years, she has also organised the School Science Day to instill a love of science in her students.
Towards a theory & framework of professional role play: A thematic analysis of a management development workshop that harnesses the skills of a professional role play actor.
Stephen Cornes 110-127
Stephen graduated from Glasgow Caledonian University with a BA in Business Studies and a MSc in Information and Administrative Management. He worked as an IT and Management consultant in various industries and then moved into business analysis in Investment Banking. He then attended Drama School and graduated with a PGDip in Acting from the Birmingham City University. After ten years working as a learning and development consultant he returned to University and attended the Institute of Advanced Teaching and Learning (IATL) at the University of Warwick. He completed his MA in Education in 2013 and returned to work as an independent learning consultant. He works with businesses and universities to design and deliver learning programmes and business simulations which incorporate both technical and behavioural content. He also delivers interactive lectures on the behaviour of business. He is presently studying his certificate in Executive Coaching at the University of the West of England.
The Bridge: Journal of Educational Research-Informed Practice 