Dr Mario R. Moya
Course Leader Master in English Language Teaching and Course Leader BA Education (Top-up) Degree
I am a Senior Lecturer at the School of Education and Communities, where I lead the MA in English Language Teaching (on-campus and by distance learning), and I am the Admissions Tutor for the BA Education (Top-Up) Degree. I lead modules in the MA English Language Teaching and MA Education, and I am also a research supervisor and Director of Studies for students pursuing doctoral degrees.
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)
- Bachelor of Arts (Hons) English Language and Linguistics
- Postgraduate Certificate in Education – Qualified Teacher Status (QTS)
- Postgraduate Certificate in Academic Practice
- Postgraduate Diploma in the Didactics of Modern Languages
- Master of Arts in Education (Applied Linguistics)
- MSc in Applied Psychology
- Doctor of Education (Ed.D.)
UEL Repository: https://repository.uel.ac.uk/repository/search?q=mario+moya
- 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
- 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)
My research focuses on the interrelationships between cognition and first and second language learning in different contexts. I am 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. My 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. I adhere to the principles of research applicability to help educators develop their reflective skills and make their practice research-informed.
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.|
Most Recent Publications
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
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).
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.
Peer-reviewed PresentationsMoya, M. (2021) Using Linguistically Appropriate Practice in the Language/s Classroom – Keynote presentation. Applied Linguistics & Language Teaching (ALLT) Conference – Zayed University, Dubai, UAE, 18th – 20th March.
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 9th – 14th.
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.
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