Kerrin BURNELL

ELC Subject Convenor (academic year 2024/2025)

Education

MA TESOL, 2009

Victoria University of Wellington, New Zealand.

Bachelor of Science, Biochemistry, 1999   

Lincoln University, Christchurch, New Zealand.

Research Interests

  • Diagnostic ESOL Reading Assessments
  • Mobile learning
  • Online learning environments
  • Test anxiety
  • Personality effects on language learning

Courses Regularly Taught

EELC1101 University English 1

Sultan Qaboos University, Oman

Sohar University, Oman

Massey University, New Zealand

Kyungpook National University, South Korea

Haeinsa Buddhist University, South Korea

Member of MAELT (Macau Association of English Language Teachers)

Member of AALA (Asia Association for Language Assessment)

Member of TESOL International

  • Cognitive Diagnostic Assessment: Value added English language Placement Testing at a University Foundation Program. The 14th International Academic Conference in Prague, Czech Republic (February 2019).
  • ‘A Phenomenological Approach to Determining English Language Test Anxiety’. Pedagogia 2017. Havana, Cuba (February, 2017)
  • ‘Making an App for Your Classroom’. The Oman International ELT Conference. (May 2016).
  • ‘The Use of Augmented Reality in the Tertiary English Language Classroom: A Case Study’. The International Conference on Education and Management Innovation. Rio de Janeiro, Brazil. (February, 2016).
  • ‘EFL Test Anxiety in Omani Tertiary Students’. International Conference for Teaching and Education. Rome, Italy. (October, 2015).
  • ‘Cross-cultural Disparities between Learner and Teacher Expectations in the English-language Classroom’. The 2015 International Education Conference. San Juan, Puerto Rico. (March 2015).
  • ‘Education Developments in Oman 1970-2013’. The Oman International ELT Conference. (May 2014).
  • ‘Transcribing as a Route to Noticing’. The International Journal of Arts and Sciences C Malta. (March, 2014).

Burnell, K., Pratt, K., Berg, D. A., & Smith, J. K. (2023). The influence of three approaches to feedback on L2 writing task improvement and subsequent learning. Studies in Educational Evaluation, 78, 101291.

Burnell, K. F., (2015) Output as Input: Facilitating Noticing in Tertiary EFL Learners, Global Journal of Human Social Science-Linguistics and Education. 15(10).

Burnell, K. F., & Denman, C. J., (2015) Cross-cultural Disparities between Learner and Teacher Expectations in the English-language Classroom, 2015 International Business & Education Conference Proceedings San Juan, Puerto Rico.