Dr Khaled El Ebyary

Profile

Biography

I am a Lecturer in Language Education at the University of York, where I have been a faculty member since January 2015 and a member of the Centre for Advanced Studies in Language and Education (CASLE). Within the Department of Education, I serve as the MA Language Pathway Deputy Director, the StAMP Team Leader, and the International Theme Lead. My qualifications include a BA in Education, a Diploma in Curriculum Design, an MA in TESOL, and a PhD in Education and Applied Linguistics from Newcastle University, UK.

Before joining the University of York, I gained extensive experience in education and consultancy. I worked as a teacher in schools across the North East of England, served as a language counsellor at INTO Newcastle, and provided training and consultancy to international schools. My academic roles also included positions as a Lecturer at Alexandria University in Egypt and as a Visiting Lecturer at the School of Education, Communication and Language Sciences at Newcastle University.

Departmental roles

MA Language Pathway Deputy Director
StAMP Team Leader
International Theme Lead

Research

Overview

My research focuses on language testing and assessment, the integration of Computer-Assisted Language Learning (CALL) and AI technologies in language teaching and learning, conventional and automated feedback, and teacher training. I have shared my work at prestigious conferences in countries including the UK, USA, UAE, France, Spain, Sweden, Japan, Iceland, Austria, and Egypt. Additionally. I have provided consultancy services and acted as a subject-matter expert for universities in the UK, Saudi Arabia, and Egypt, supporting professional development and capacity building in education.

Publications

Full publications list

2024	The Differential Role of AI-operated WCF in L2 Students’ Noticing of Errors and its Impact on Writing Scores. Language Testing in Asia. In press
	ChatGPT-generated Corrective Feedback: Does it do What it Says on the Tin? Teaching English with Technology. In Press
	Teachers or ChatGPT: The Issue of Accuracy and Consistency in L2 Assessment. Teaching English with Technology. In Press
2023	El Ebyary, K. (2023). The Impact of Online Machine Translation (OMT) on Vocabulary Learning and Translation Ability. Article 9, Volume 84, Issue 1, October 2023, 281-315
2022	Remote online language teaching in a limited resource context during COVID-19: the case of Egypt. In B. Arnbjörnsdóttir, B. Bédi, L. Bradley, K. Friðriksdóttir, H. Garðarsdóttir, S. Thouësny, & M. J. Whelpton (Eds), Intelligent CALL, granular systems, and learner data: short papers from EUROCALL 2022 (pp. 101-107). Research-publishing.net.
	El Ebyary, K. (2022). Native and non-native speakers’ reaction to Grammarly-flagged errors: Implications for L2 teaching of writing. Electronic Journal of Foreign Language Teaching [e-FLT], 19(2), 113–129.
2019	El Ebyary, K and Windeatt, S. 2019. Eye Tracking Analysis of EAP Students’ Regions of Interest in Computer-based Feedback on Grammar, Usage, Mechanics, Style and Organization and Development. System, Volume 83, July 2019, Pages 36-49.
	El Ebyary, K. 2019. The Impact of Online Interactive Tasks on L2 Willingness to Communicate: The case of Arabic Speaking Learners. ECCI, Vol 238, pp. 46-95 – ISSN 2535-213x
	El Ebyary, K. 2019. Writer-Reviewer Anonymity in EFL Peer Review. ECCI, 238, 1-41 - ISSN 2535-213x
2017	El Ebyary, K. 2017. Teachers’ Dual Vision from a Culturally Bound Angle: Student-teachers’ Voices. Centre for Developing English Language Teaching (CDELT) Occasional Papers in the Development of English Language Education, Ain Shams University, 63 (B), 351-278. ISSN 1110-2721
2012	Lainga, J., ElEbyary, K and Windeatt, S. How Learners Use Automated Computer-Based Feedback to Produce Revised Drafts of Essays. In L. Bradley & S. Thouësny (Eds.), CALL: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings (pp. 156-160). © Research-publishing.net, Dublin 2012
2010	The impact of computer-based feedback on students’ written work, International Journal of English Studies (IJES), Vol 10, No 2, 2010
2009	Deconstructing the complexity of washback in relation to formative assessment in Egypt (2009) Cambridge ESOL's Research Notes, Vol 35, 2009
Books	Computer-based feedback on students’ written work: the washback impact on students and on formative assessment practices, VDM Verlag (ISBN 978-3-639-33717)
Book chapters	Questioning the Inconsequentiality of Formative Assessment in Language Assessment in the Middle East and North Africa: Theory, Practice, and Future Trends, edited by Christine Coombe, Peter Davidson, Atta Gebril, Deena Boraie and Sahbi Hidri, TESOL Arabia Testing and Research SIGs (2017)