People

Dr Christina Gkonou

Reader (R)
Department of Language and Linguistics
Dr Christina Gkonou
  • Email

  • Telephone

    +44 (0) 1206 872633

  • Location

    4.119, Colchester Campus

  • Academic support hours

    Please email me to arrange a meeting

Profile

Biography

I received my PhD in English Language Teaching and MA in Teaching English as a Foreign Language from the Department of Language and Linguistics at the University of Essex. I also have a CELTA qualification at Pass Grade A and a BA in English Language and Literature from Aristotle University of Thessaloniki, Greece. In 2006-2007 I studied French-Greek translation at the University Paul Valery Montpellier III, France. At Essex, I lead the MA TESOL programme and teach on a range of different modules on language teacher education and the psychology of language learning and teaching. Under the Erasmus+ scheme, I have taught undergraduate and postgraduate students at universities overseas including the University of Santiago de Compostela (Spain), University of Bremen (Germany), Pontificia Universidad Catolica in Lima (Peru) and Freie Universitat Berlin (Germany). My research is concerned with the affective dimension of language learning and teaching, particularly language learner anxiety and language teacher emotions. I am currently looking - through narrative, interview accounts - at how and why teachers undertake emotional labour in their daily practice, how they perform emotion regulation relationally, and how emotions are perceived and function within EMI institutions. Additionally, I work closely with Cambridge University Press on a number of projects on emotional skills (as part of the new Cambridge Framework for Life Competencies in Education), test/retest anxiety, anxiety among children, and psychological wellbeing. My previous book (2020) was on "The Emotional Rollercoaster of Language Teaching" (co-edited with Jean-Marc Dewaele and Jim King; published by Multilingual Matters). My new co-authored book (2022) with Kate Brierton is on "Cultivating Teacher Wellbeing" (published by Cambridge University Press). My work has received recognition and attracted interest at an international scale, and I am often invited to discuss it through plenaries and keynote presentations at international conferences. I also have extensive experience in supervising doctoral students on topics surrounding the psychological dimensions of language learning and teaching. Additionally, I have examined over 20 PhD theses as Internal Examiner at Essex and as External Examiner across the UK and in Australia, Pakistan, Malaysia and Hong Kong. In 2013 I was shortlisted for a British Council ELTons Award for Innovative Writing, and in 2015 I received a British Council English Language Teaching Research Award for a collaborative research project on English language teachers' emotional and social intelligence. In 2017 I received a Celebrating Excellence Award from the Faculty of Social Sciences for innovative ideas and for promoting the department's TESOL programmes. In 2019 I was invited to act as Expert Panel Member of the new MA TEFL programme of the Arab Open University (in Egypt but also across eight other countries in the Middle East). I have served as External Examiner for the MA TESOL and MA Applied Linguistics and TESOL at the University of Birmingham and the University of Kent. I currently serve as External Examiner for the MA TESOL, MEd TESOL and MA TESOL China at the University of Leeds.

Qualifications

  • BA Hons (Aristotle University)

  • MA (Essex)

  • RSA Cambridge CELTA

  • PhD Essex

  • Senior Fellow of the Higher Education Academy (SFHEA) Advance HE,

Appointments

University of Essex

  • Deputy Head of Department, Language and Linguistics, University of Essex (1/8/2021 - present)

  • MA TESOL Course Director, University of Essex (1/9/2017 - present)

  • Deputy Director of Education (Linguistics), University of Essex (1/9/2017 - 30/7/2021)

  • GTA Coordinator, University of Essex (1/8/2018 - 30/7/2021)

Research and professional activities

Research interests

Psychology of foreign language learning and teaching

Open to supervise

Language teacher emotions, emotional labour and emotional capital

Open to supervise

Language teacher agency and identity

Open to supervise

Affective and meta-affective strategies for language learning

Open to supervise

Language teacher education

Open to supervise

Social and emotional learning

Open to supervise

Language learner and teacher wellbeing

Open to supervise

Current research

Emotional self-regulation in language classrooms

Caring, emotional labour and teacher professional identity

Critical incidents in language teaching

The language of emotion

Cognition and emotion in language teacher self-reflection

Conferences and presentations

Sustaining and supporting teacher wellbeing

Invited presentation, Global Schools Festival, World of Better Learning, Cambridge, United Kingdom, 25/11/2022

Understanding life competencies in language education

Invited presentation, 5th TESOL Colombia Annual International Conference on ‘Ready for Phygital ELT era? Thriving in disruptive education’ [online], Bogota, Colombia, 19/8/2022

Prioritizing wellbeing in the language classroom

Keynote presentation, Cambridge English Schools Colombia Conference, Bogota, Colombia, 17/8/2022

Language learner anxiety: Implications for language teaching and assessment

Invited presentation, ESRC/AHRC UK-South Korea Symposium on ‘Meeting future challenges in language teaching and testing: Building teams, setting goals’, Coventry, United Kingdom, 25/7/2022

Understanding language teacher emotions

Keynote presentation, 13th Turkish Education Association ELT Conference on ‘From reflection to re-imagination: In the maze of ELT’ [online], Ankara, Turkey, 28/5/2022

Cultivating teacher wellbeing

Keynote presentation, 4th TESOL Turkey International ELT Conference [online], Ankara, Turkey, 18/3/2022

Sustaining and protecting language teacher wellbeing

Keynote presentation, 26th TESOL Arabia International Conference and Exhibition, Dubai, United Arab Emirates, 12/3/2022

Happiness and frustration in language teaching practice

Invited presentation, 26th TESOL Arabia International Conference and Exhibition, Dubai, United Arab Emirates, 11/3/2022

Leading school recovery through promoting wellbeing

Keynote presentation, British Council Partner Schools Conference [online], Colombia, Bogota, 10/3/2022

Socio-emotional competencies in 21st century language classrooms

Keynote presentation, International Conference on Literature, Linguistics, Translation Studies and Faculty Development (ICLLTSFD 2021) on ‘21st Century Innovative Trends and Future Perspectives in English Literature, Linguistics and Faculty Development’ [online], Lahore, Pakistan, 7/12/2021

Reflections and new perspectives on language teacher emotions

Keynote presentation, JALT2021: Reflections and New Perspectives International Conference of the Japan Association for Language Teaching [online], 14/11/2021

Developing resilience in response to critical incidents in teaching

Keynote presentation, 10th ELT Malta Conference on ‘Celebrating resilience’ [online], Valletta, Malta, 8/10/2021

Student emotions and coping during the pandemic

Invited presentation, Cambridge University Press Ecuador [online], Quito, Ecuador, 25/8/2021

Managing emotions for learner autonomy

Keynote presentation, Independent Learning Association and IATEFL Learner Autonomy SIG Conference on ‘Developing learner autonomy in language learning’ [online], Mexico City, Mexico, 28/6/2021

Building compassionate school cultures to support teacher wellbeing

Invited presentation, 54th Annual International IATEFL Conference and Exhibition [online], Harrogate, United Kingdom, 21/6/2021

Narrative analysis of critical incidents in language teacher practice

Keynote presentation, 32nd International Conference on Foreign and Second Language Acquisition on ‘Narratives of success and failure: Stories from FL teachers and learners’ [online], Katowice, Poland, 22/5/2021

Rethinking support for language teacher wellbeing

Keynote presentation, 2nd International Congress on Languages, Linguistics and Translation [online], Mexico City, Mexico, 11/3/2021

Caring for teachers and their wellbeing

Keynote presentation, Effective Teaching of Foreign Languages (Virtual Conference), Poznań, Poland, 21/11/2020

Series of online lectures on: The emotional rollercoaster of language teaching, and The psychology of language learning

Invited presentation, Changchun, China, 28/10/2020

The emotional rollercoaster of language teaching

Keynote presentation, FEL Internacional – El Foro De Estudios En Lenguas 2020 (Virtual Conference), Chetumal, Mexico, 7/10/2020

The ups and downs of language learning

Keynote presentation, The Asian Conference on Language (ACL2020) (Virtual Conference), The Asian Conference on Language (ACL2020), Tokyo, Japan, 26/3/2020

Teaching high: Wellbeing in the making (The James E. Alatis Honorary Plenary for Outstanding Service to the ELT Field)

Keynote presentation, TESOL Greece 41st Annual International Convention on ‘Teaching high: Embracing versatility’, Athens, Greece, 7/3/2020

Language teacher emotions, motivation and the craft of qualitative interviewing

Keynote presentation, Forum on Language Learning Motivation: Celebrating methodological diversity in the research community, Newcastle upon Tyne, United Kingdom, 19/2/2020

Exploring the teaching heart: A critical incident analysis of language teacher emotions

Invited presentation, Newcastle upon Tyne, United Kingdom, 18/2/2020

Cultivating wellbeing in English language teaching: Supporting teachers to flourish and thrive

Invited presentation, Better Learning Conference, Cambridge, United Kingdom, 3/7/2019

Series of lectures on: Researching language learner anxiety and other emotions, Research methods for teacher identities and emotions, Researching language learning and teaching as social and relational practices, and Doing research in applied linguistics and TESOL - topics, methods, concerns and solutions

Invited presentation, Changchun, China, 24/6/2019

Identities and emotions in language teaching practice

Invited presentation, Seoul, South Korea, 1/4/2019

Understanding shifts in language teacher identities and emotions

Invited presentation, JALT Teacher Development SIG Workshop on 'Teacher Identity and Emotions', Tokyo, Japan, 20/3/2019

Rethinking the language learner: What can the psychology of language learning offer?

Keynote presentation, 7th Bremen Symposium on Language Learning and Teaching at Universities, Bremen, Germany, 1/3/2019

Emotional and social intelligence: Examples from foreign language education

Invited presentation, Scientific Colloquium of the Department of Greek Philology, Komotini, Greece, 16/1/2019

Foreign language learner anxiety: Causes, consequences and classroom cures

Invited presentation, Language Acts and World Making workshop on 'The role of emotions in foreign language learning and teaching', London, United Kingdom, 24/11/2018

Current trends in qualitative research into language teaching

Invited presentation, Beijing, China, 15/6/2018

Critical incidents in language teaching

Invited presentation, Beijing, China, 11/6/2018

Storying language teacher selves: Emotionality in reflections on critical incidents in past teaching

Keynote presentation, Teacher Journeys 2018, Tokyo, Japan, 3/6/2018

Anxiety-free exam preparation for young learners

Invited presentation, Cambridge, United Kingdom, 17/5/2018

Anxious learners, caring teachers and the emotional labour of teaching

Invited presentation, Manchester, United Kingdom, 1/5/2018

Teacher emotions and teacher education for TESOL

Invited presentation, Canterbury, United Kingdom, 21/3/2018

Emotions and foreign language education

Invited presentation, Thessaloniki, Greece, 19/12/2017

Exploring English language teachers’ emotions

Invited presentation, Leicester, United Kingdom, 1/3/2017

The dynamic interplay between learner agency and language anxiety

Invited presentation, Leeds, United Kingdom, 3/2/2016

Teaching and supervision

Current teaching responsibilities

  • Language Teaching in Different Contexts (LG329)

  • Topics in the Psychology of Language Learning and Teaching (LG429)

  • Introduction to embedding sustainability in TEFL / TESOL (LG470)

  • Description of Language for TEFL/ELT and Applied Linguistics (LG512)

  • Language Learning and Teaching (LG522)

  • Teaching Younger Learners (LG540)

  • MA Dissertation (LG981)

  • Teaching, Reading, Writing, Listening and Speaking in TEFL/TESOL (LG622)

Previous supervision

Amina Tchouar
Amina Tchouar
Thesis title: The Impact of Personality Traits and Emotions on Motivation in Relation to Teacher-Student Rapport: The Case of Algerian Efl Undergraduate Students.
Degree subject: English Language Teaching
Degree type: Doctor of Philosophy
Awarded date: 8/12/2022
Eunbi Kwon
Eunbi Kwon
Thesis title: A Mixed-Methods Study on L2 Motivation of Korean Junior College English Major Students
Degree subject: English Language Teaching
Degree type: Doctor of Philosophy
Awarded date: 11/2/2022
Wafa Atief A Alamri
Wafa Atief A Alamri
Thesis title: A Mixed Methods Investigation of Foreign Language Anxiety and Anxiety-Reducing Strategies in the Saudi Context
Degree subject: Applied Linguistics
Degree type: Doctor of Philosophy
Awarded date: 24/6/2020
Lorena Salud Gadella Kamstra
Lorena Salud Gadella Kamstra
Thesis title: Analysis of Efl Teachers' (De)Motivation and Awareness in Spain
Degree subject: English Language Teaching
Degree type: Doctor of Philosophy
Awarded date: 25/2/2020
Oun Fahad O Almesaar
Oun Fahad O Almesaar
Thesis title: Emerging Self-Identities and Emotions: An Exploratory Study of Ten Saudi Students’ English Writing Experiences
Degree subject: Applied Linguistics
Degree type: Doctor of Philosophy
Awarded date: 13/5/2019
Ronan Luke Miller
Ronan Luke Miller
Degree subject: Occasional Study: Linguistics (Research)
Degree type: Occasional Postgraduate Study
Awarded date: 14/1/2018

Publications

Journal articles (13)

Miller, ER. and Gkonou, C., (2022). Exploring Teacher Caring as a “Happy Object” in Language Teacher Accounts of Happiness. Applied Linguistics

Gkonou, C. and Miller, ER., (2021). An Exploration of Language Teacher Reflection, Emotion Labor and Emotional Capital. TESOL Quarterly. 55 (1), 134-155

Costley, T., Gkonou, C., Myles, F., Roehr-Brackin, K. and Tellier, A., (2020). Multilingual and monolingual children in the primary-level language classroom: individual differences and perceptions of foreign language learning. The Language Learning Journal. 48 (5), 643-655

Gkonou, C. and Miller, ER., (2019). Caring and emotional labour: Language teachers’ engagement with anxious learners in private language school classrooms. Language Teaching Research. 23 (3), 372-387

Gkonou, C., Mercer, S. and Daubney, M., (2018). Teacher perspectives on language learning psychology. Language Learning Journal. 46 (4), 501-513

Miller, ER. and Gkonou, C., (2018). Language teacher agency, emotion labor and emotional rewards in tertiary-level English language programs. System. 79, 49-59

Oxford, RL. and Gkonou, C., (2018). Interwoven: Culture, language, and learning strategies. Studies in Second Language Learning and Teaching. 8 (2), 403-426

Gkonou, C., (2017). Emerging Self-Identities and Emotion in Foreign Language Learning: A Narrative-Oriented Approach. ELT Journal. 71 (3), 381-383

Gkonou, C., (2014). The Sociolinguistic Parameters of L2 Speaking Anxiety. Second Language Learning and Teaching. 17, 15-32

Gkonou, C., (2013). A diary study on the causes of English language classroom anxiety. International Journal of English Studies. 13 (1), 51-51

Gkonou, C., (2013). Tap into the World of News: Week in Pictures in the EFL Classroom. English Teaching Professional. 89, 56-57

Gkonou, C., (2013). Some Methodological Issues in Using Learner Diaries to Investigate Classroom Anxiety. ELT Research (28), 4-6

Gkonou, C., (2011). Anxiety over EFL speaking and writing: A view from language classrooms. Studies in Second Language Learning and Teaching. 1 (2), 267-267

Books (4)

Brierton, K. and Gkonou, C., (2022). Cultivating Teacher Wellbeing Paperback Supporting Teachers to Flourish and Thrive. Cambridge University Press. 110893286X. 9781108932868

Gkonou, C., Dewaele, J-M. and King, J., (2020). The Emotional Rollercoaster of Language Teaching. Multilingual Matters. 9781788928335

Gkonou, C., Daubney, M. and Dewaele, J., (2017). New Insights into Language Anxiety: Theory, Research and Educational Implications. Multilingual Matters. 9781783097708

Gkonou, C., Tatzl, D. and Mercer, S., (2016). New Directions in Language Learning Psychology. Springer. 978-3-319-23490-8

Book chapters (24)

Gkonou, C., Identities and emotions in online language teacher education programs. In: Online education for teachers of English as a Global Language. Editors: Kang, H-S., Shin, D-S. and Cimasko, T.,

Gkonou, C. and Mercer, S., Relationships and the good language teacher. In: Lessons from good language teachers. Editors: Griffiths, C.,

Gkonou, C. and Oxford, RL., Teachers’ formative assessment, reflection, and affective strategy instruction in LLSI teacher education. In: Learning strategies instruction in the language classroom: Issues and implementation. Editors: Chamot, AU. and Harris, V.,

Gkonou, C., Teacher wellbeing. In: The Better Learning Research Review. Editors: Watkins, P., . Cambridge University Press

Gkonou, C. and Karavas, E., (2021). Preparation of Teachers of EAL in Greece: Research, Policy, Curriculum, and Practice. In: Preparation of teachers of English as an Additional Language (EAL) around the world: research, policy, curriculum, and practice. Editors: Polat, N., Kayi-Aydar, H. and Mahalingappa, L., . 92- 113. 9781788926164

Gkonou, C., (2021). Teacher-Learner Relationships. In: The Routledge Handbook of the Psychology of Language Learning and Teaching. 275- 284. 9780367337230

Gkonou, C. and Miller, ER., (2020). Critical incidents in language teachers’ narratives of emotional experience. In: The emotional rollercoaster of language teaching. Editors: Gkonou, C., Dewaele, J-M. and King, J., . 131- 149. 9781788928328

Gkonou, C. and Oxford, RL., (2020). Working with the complexity of language learners’ emotions and emotion regulation strategies. In: Complexity perspectives on researching language learner and teacher psychology. Editors: Sampson, RJ. and Pinner, R., . 52- 67. 9781788923552

Gkonou, C., Dewaele, JM. and King, J., (2020). Introduction to the Emotional Rollercoaster of Language Teaching. In: The Emotional Rollercoaster of Language Teaching. 1- 12. 9781788928328

King, J., Dewaele, JM. and Gkonou, C., (2020). Concluding Thoughts on the Emotional Rollercoaster of Language Teaching. In: The Emotional Rollercoaster of Language Teaching. 288- 295. 9781788928328

Gkonou, C., Olivero, MM. and Oxford, RL., (2020). Empowering Language Teachers to Be Influential Peacebuilders: Knowledge, Competencies and Activities. In: Peacebuilding in Language Education: Innovations in Theory and Practice. 29- 42. 9781788929783

Gkonou, C. and Miller, ER., (2019). Emotions in language teacher education and practice. In: Qualitative research topics in language teacher education. Editors: Barkhuizen, G., . Routledge. 56- 62. 9781138618121

Gkonou, C. and Oxford, RL., (2019). Teacher Education: Formative Assessment, Refl ection and Aff ective Strategy Instruction. In: Learning Strategy Instruction in the Language Classroom: Issues and Implementation. Multilingual Matters. 213- 226. 9781788923408

Dewaele, JM., Gkonou, C. and Mercer, S., (2018). Do ESL/EFL teachers’ emotional intelligence, teaching experience, proficiency and gender affect their classroom practice?. In: Emotions in Second Language Teaching: Theory, Research and Teacher Education. Editors: Martínez Agudo, J., . Springer. 125- 141. 9783319754383

Gkonou, C. and Mercer, S., (2018). The relational beliefs and practices of highly socioemotionally competent language teachers. In: Language teacher psychology. Editors: Mercer, S. and Kostoulas, A., . Multilingual Matters. 158- 177. 9781783099443

Gkonou, C., (2018). Listening to Highly Anxious EFL Learners through the Use of Narrative Metacognitive and Affective Strategies for Learner Self-Regulation. In: Language Learning Strategies and Individual Learner Characteristics: Situating Strategy Use in Diverse Contexts. Bloomsbury Academic. 79- 98. 9781350005044

Gkonou, C., (2017). Towards an Ecological Understanding of Language Anxiety. In: New Insights into Language Anxiety: Theory, Research and Educational Implications. Editors: Gkonou, C., Daubney, M. and Dewaele, J., . Multilingual Matters. 135- 155. 9781783097715

Gkonou, C. and Mercer, S., (2017). Teaching with Heart and Soul. In: Innovative Practices in Language Teacher Education Spanning the Spectrum from Intra- to Inter-personal Professional Development. Editors: Gregersen, T. and MacIntyre, P., . Springer. 103- 124. 3319517880. 9783319517889

Gkonou, C., Dewaele, JM. and Daubney, M., (2017). Conclusion. In: New Insights into Language Anxiety: Theory, Research and Educational Implications. 217- 223. 9781783097708

Tatzl, D., Gkonou, C. and Mercer, S., (2016). Introduction: New Directions in Language Learning Psychology. In: New Directions in Language Learning Psychology. Springer International Publishing. 1- 6. 9783319234908

Gkonou, C., Tatzl, D. and Mercer, S., (2016). Conclusion. In: New Directions in Language Learning Psychology. Springer International Publishing. 249- 255. 9783319234908

Gkonou, C., (2014). Agency, anxiety and activity: Understanding the classroom behavior of EFL learners. In: Theorizing and Analyzing Agency in Second Language Learning: Interdisciplinary Approaches. Editors: Deters, P., Gao, X., Miller, ER. and Vitanova, G., . Multilingual Matters. 195- 212. 9781783092901

Gkonou, C. and Rocha, C., (2014). Learner autonomy in academic speaking contexts. In: Autonomy in language learning: Tools, tasks and environments. Editors: Mynard, J. and Ludwig, C., . IATEFL

Gkonou, C., (2010). Pair Work and Group Work as Facilitators: reducing students' anxiety in the EFL Classroom. In: Issues in Languages, Linguistics and Translation. Editors: Karlowicz-Budzik, J. and Lewkowicz, J., . Higher School of Linguistics Press. 147- 154. 978-83-926356-8-0

Reports and Papers (1)

Gkonou, C. and Mercer, S., (2017). Understanding emotional and social intelligence among English language teachers

Grants and funding

2019

A Pilot Study on the Effectiveness of a Technology Based Self-Study Programme for the Development of Academic Writing Skills

University of Essex (GCRF)

2015

A Global Study on EFL teachers' emotional and social intelligence

British Council

Contact

cgkono@essex.ac.uk
+44 (0) 1206 872633

Location:

4.119, Colchester Campus

Academic support hours:

Please email me to arrange a meeting

More about me