Mario Moya

Dr Mario Moya

Senior Lecturer

Course Leader MA in English Language Teaching, Course Leader MA Education, Admissions Tutor BA Education (top-up), Director of Studies and Doctoral Supervisor

Departments: Teacher Training, Early Childhood & Education , School of Education and Communities

Mario Moya is a Senior Lecturer and Programme Leader at the School of Education and Communities, where he leads the MA in English Language Teaching (on campus and by distance learning). He is the Admissions Tutor for the BA Education (Top-Up) Degree.

His research focuses on communities of practice in language education, particularly, in University settings where English is used as a medium of instruction. He is currently the Programme Leader for the MA in English Language Teaching

Qualifications

  • BA, PGCE, MA, MSc, Ed.D, P.Cert, P.Dip

Areas Of Interest

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  • Academic literacies (reading and writing in Higher Education)
  • Language and Cognition
  • Neurosciences and second language learning
  • English Language Teaching
  • Applied Linguistics
  • Teacher Training
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On This Page

OVERVIEW

Mario holds a Doctor of Education (Ed.D.) degree awarded by the University of Bedfordshire (UK) where he worked as a Senior Lecturer prior to joining UEL in 2014. His research focuses on communities of practice in language education, particularly, in University settings where English is used as a medium of instruction. He is currently the Programme Leader for the MA in English Language Teaching and also teaches in different undergraduate and postgraduate programmes at Cass School of Education and Communities.

Mario is an Educational Consultant at the British Council working alongside government agencies, NGOs and Universities all over the world to design, implement and evaluate English language programmes to promote participation and engagement in Higher Education in developing countries.

Mario is a member of the British Association of Applied Linguistics (BAAL), the British Educational Research Association (BERA) and the Society for Research in Higher Education (SRHE). He is a Visiting Scholar at Western University, Baku (Azerbaijan), Gothenburg University (Sweden) and Georgetown University (USA).

Mario has externally examined doctoral theses (PhD and Ed.D.) at:

  • The British University in Dubai
  • University of Sheffield
  • University of Essex
  • University of Glasgow
  • Universidad de Granada (Spain)

External roles

  • PhD Supervisor at the University of Nicosia (Cyprus)
  • Guest Lecturer at the London School of Jewish Studies (United Kingdom)
  • Visiting Scholar at Khazan Federal University (Russian Federation)
  • Visiting Scholar at Universidad FASTA (Argentina)Visiting Scholar at Universidad Blas Pascal (Argentina)
  • Member of the Scientific Committee of Porta Linguarum, Universidad de Sevilla (Spain)
  • Reviewer for MexTesol
  • Reviewer for the European Conference of Educational Research (ECER)
  • Reviewer for the British Association of Educational Research (BERA)
  • Visiting lecturer at Universidad Blas Pascal, Córdoba, Argentina

CURRENT RESEARCH

UEL Repository: https://repository.uel.ac.uk/repository/search?q=mario+moya

Mario's research focuses on the interrelationships between cognition and first and second language learning in different contexts. He is interested in the insights provided by the sciences of learning into language education to enhance teaching and learning practices within the paradigm of participatory pedagogy. His research is interdisciplinary, covering topics such as language learning strategies, shared cognition, and Applied Positive Psychology to provide parents, teachers, and students with tools to make language acquisition and the subsequent learning of additional languages more effective. Mario adheres to the principles of research applicability to help educators develop their reflective skills and make their practice research-informed.

  • Moya, M. (2014) Developing a Strategy-based Instruction Approach to Teaching and Learning Modern Languages to train ab-initio Primary PGCE Trainees. Journal of Pedagogic Development, vol. 4, issue 1, pp. 3-11.
  • Moya, M. (2014) Reconceptualising language learning strategies in Initial Teacher Education. Journal of Initial. The Language Learning Journal, vol. 12, issue 2, pp. 24-38.
  • Moya, M. (2014) Cognitive Apprenticeship and Structured Debriefing as Tools to develop Reflective Practice in Initial Teacher Education. Argentinian Journal of Applied Linguistics (to be published in May 2015).
  • Moya, M. (2014) El modelo de aprendizaje profesional y la charla estructurada para el desarrollo de la práctica reflexiva como herramienta de reflexión en el desarrollo de las competencias profesionales en la formación docente inicial. Diálogos Pedagógicos, Universidad Católica de Córdoba (under review).
  • Moya, M. (2014) Using language learning strategies to develop ab-initio pre-service primary school teachers' L2 knowledge and skills. Early Language Learning Conference, Umea University, Sweden.

PUBLICATIONS

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  • Moya, M. (2021). Using language learning strategies to transform teaching and learning experiences in mainstream classrooms. In Wearmouth, J. & Lindley, K. (Eds) Bringing the Curriculum to Life. Maidenhead: Open University Press/McGraw Hill.
  • Moya, M. (2020) Empowering Multilingual Learners through Critical Liberating Literacy Practices in English-dominated Speech Communities. In: Neokleous, G., Krulatz, A., & Farrelly, R. (ed.) Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms. Hershey, PA: IGI Global. pp. 210-233.
  • Chaudary, F. and Moya, M. (2019) An examination and Analysis of a learner's errors from the perspective of a pedagogical grammar. in: Zoghbor, W., Al Alami, S., & Alexiou, T. (ed.) Proceedings of the Applied Linguistics and Language Teaching Conference 2018: Teaching and Learning in a Globalized World. Dubai: UAE: Zayed University Press. pp. 255-267.
  • Moya, M. (2019) Bilingualism and Multilingualism in Secondary Education (England). Bloomsbury Education and Childhood Studies (BECS).
  • Moya, M. (2019) "Englishing" the L1: Reconsidering the use of the mother tongue EFL classroom. In: Zoghbor, W., Al Alami, S. & Alexiou, T (ed.) Proceedings of the Applied Linguistics and Language Teaching Conference 2018: Teaching and Learning in a Globalized World. Dubai, UAE: Zayed University Press. pp. 160-174.
  • Moya, M. (2019) Un modelo de aprendizaje estratégico para el aprendizaje de idiomas. RELEN: Revista Estudios de Lenguas. 2 (1), pp. 19-41.
  • Moya, M. (2017) The role of knowledge exchange in developing and sustaining transnational partnerships in higher education, British Council Report.
  • Moya, M. (2016) Fostering University students' autonomy through skills auditing: a case study on the use of sustainable feedback in an online course. Educational Assessment, London: Taylor & Francis.
  • Moya, M. (2015) Developing a Strategy-based Instruction Approach to Teaching and Learning Modern Languages to train ab-initio Primary PGCE Trainees. Journal of Pedagogic Development, vol. 4, issue 1, pp. 3-11.
  • Moya, M. (2015) Reconceptualising language learning strategies in Initial Teacher Education. The Language Learning Journal, vol. 12, issue 2, pp. 24-38.
  • Moya, M. (2015) Cognitive Apprenticeship and Structured Debriefing as Tools to develop Reflective Practice in Initial Teacher Education. Argentinean Journal of Applied Linguistics, ISSN 2314-3576 (online). 7
  • Moya, M. (2015) El modelo de aprendizaje profesional y la charla estructurada para el desarrollo de la práctica reflexiva como herramienta de reflexión en el desarrollo de las competencias profesionales en la formación docente inicial. Diálogos Pedagógicos, vol. 25, Universidad Católica de Córdoba, Argentina.
  • Moya, M. (2015) Re-considering a strategy-based approach (SBI) to teaching and learning another language using transferrable language learning strategies within a socio-cultural framework. Matices en Lenguas Extranjeras, Universidad Nacional de Colombia, vol. 8, ISSN 2011-1173.
  • Moya, M. (2014) Revisiting the notions of error analysis in the development of the interlanguage: reconciling theory and practice. Language and Linguistics, vol. 8, issue 3, pp. 36 - 45.
  • Moya, M. (2014) Critical discourse analysis in the English classroom: how social media can be used to promote language awareness? ELT Journal, vol. 4, issue 2, pp. 22 - 34.
  • Moya, M. (2014) Lesson planning and design. In James, C. & Burton, N. (Eds.) A Course in English Language Teaching. A Guide for ELT practitioners. London: Palgrave Macmillan, pp. 18 - 26.
  • Moya, M. (2014) University discourse on teacher training: lessons from a training course. Studies in Higher Education, pp. 56 – 64.
  • Moya, M. (2013) Using sustainable assessment in professional development. Journal of International Education, pp. 78 – 91.
  • Arnold, S., Bird, C. & Moya, M. (2013) Teaching English to Speakers with Additional Needs. Edinburgh: Edinburgh University Press.
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Peer-reviewed presentations

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  • Moya, M. (2021) Promoting dialogic teaching and learning for engagement and creativity in the classroom. English Scholars beyond Borders – Dhofar University, Oman. 
  • Moya, M. & Chaudary, F. (2021) Adapting instruction through technology-mediated learning: A case study. English Scholars beyond Borders – Dhofar University, Oman. 
  • Moya, M. (2021) Sustainable learning in uncertain times – Strategies for self-regulation and wellbeing. University of Nicosia, Cyprus. 13th of November. 
  • Moya, M. (2021) “El manejo de la normalidad en la escuela en tiempos de crisis sanitaria” (Managing the “new normal” in schools in times of health crisis) Keynote presentation: International Week. Universidad Blas Pascal, Córdoba, Argentina. 3rd of November. 
  • John, E. & Moya, M. (2021) Engaging Learners in Sustainable Assessment. Federación Argentina de Asociaciones de Profesores de Inglés (FAAPI) Annual Conference. Buenos Aires, Argentina. 19th of September.
  • Moya, M. (2021) Participatory Assessment: Designing Learner-driven Tests. Federación Argentina de Asociaciones de Profesores de Inglés (FAAPI) Annual Conference. Buenos Aires, Argentina. Semi-plenary presentation sponsored by Trinity College London. 18th of September.
  • Moya, M. (2021) Compassionate Teaching. Enhancing Learning through Emotional Awareness in ELT. Universidad Blas Pascal, Córdoba, Argentina. 7th of August. 
  • Moya, M. (2020) Using multimodality to explore the literacy practices of children from non-dominant groups in a cluster of primary schools in London. Symposium. Dynamic Literacy Practices for Diverse Multicultural and Multilinguistic Settings Strand (040). World Congress of Applied Linguistics, Groningen, Netherlands.
  • Moya, M. (2020) Using language learning strategies to transform multilingual teaching and learning experiences in mainstream classrooms. Multilingual Education Strand (009). World Congress of Applied Linguistics, Groningen, Netherlands.
  • Moya, M. (2020) Developing a linguistically appropriate practice in language learning. Keynote Presentation. 3rd Applied Linguistics & Language Teaching (ALLT) Conference. Zayed University, Dubai, 3rd – 5th March. 
  • Moya, M. (2020) The role of English as a medium of instruction in Brazilian Higher Educational Institutions. The British Council, 27th and 28th January. London.
  • Moya, M. (2020) Using multimodality to explore the literacy practices of children from non-dominant groups in a cluster of primary schools in London. AILA Congress, University of Groningen, Netherlands, August 9 - 14.
  • Moya M. (2019) Positive Psychology in the Language Classroom: What is all the hype? European Conference on Educational Research. Hamburg, DE 03 - 06 Sep 2019 European Educational Research Association.
  • Neokleus, G. & Moya, M. (2018) "I am no longer a stranger…": Young learners' attitudes towards the Mother Tongue in EFL contexts in the UK and Norway. ECER 2018. Free University of Bolzano, Italy.
  • Moya, M. (2018) Language Education in a volatile linguistic landscape. Keynote Speaker. Khazan Federal University. Russian Federation. 16 - 18 March.
  • Moya, M. (2017) A Comparative Case Study of Pre-service teachers in England, Denmark and Italy Learning Languages in a Community of Practice. The European Conference on Educational Research. Copenhagen.
  • Moya, M. (2017) Developing in-house capacity for teaching academic literacies in Higher Education. The British Council. London.
  • Moya, M. (2017) Collaborative research in the Humanities and the Social Sciences. An intersectional approach for exploring issues in Applied Linguistics. Symposia. Society for Research in Higher Education. London.
  • Moya, M. (2016) A systematic review on developing communities of practice in academic writing. British Association of Applied Linguistics Annual Conference. Anglia Ruskin University. Cambridge.
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TEACHING

MA English Language Teaching

This Master's programme is the only one in London with an exclusive focus on the areas of TESOL and TEFL - as opposed to Applied Linguistics.

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MA English Language Teaching (Distance Learning)

You will explore the implications of the global spread of English, the rise of 'new Englishes' around the world and the political and cultural dimensions of teaching English as an international language.
Ultimately, the course will open up exciting and stimulating career opportunities, both nationally and internationally, as a teacher of English or as someone who will shape the future of English language teaching.

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BA (Hons) Education Top Up

The BA (Hons) Education Top Up provides the opportunity for those with sub-degree qualifications the opportunity to progress directly into the second (level 5) or final year (level 6) of the BA (Hons) Education Studies degree programme.

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MODULES

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  • ED7601 - Second Language Acquisition and ELT
  • ED7604 - Applied Research Project in ELT
  • ED7605 - Language Awareness for ELT
  • ED7606 - Approaches to Teaching and Learning in ELT
  • ED7607 - Teaching and Learning in ELT (Independent Negotiated Placement)
  • ET7751 - Effective EAL Pedagogy
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