Dr Khaled El Ebyary

Profile

Biography

I joined the Department of Education at the University of York as an Associate Lecturer in Language Education in January 2015. Having gained a BA in Education, I finished a diploma in Curriculum Design and then an MA in TESOL. In 2010, I completed a PhD in Education and Applied Linguistics from Newcastle University, UK. Before joining the team at the Department of Education at the University of York, I worked as a teacher in a number of schools in the North East, language counsellor at INTO Newcastle, a trainer and consultant to a number of international schools overseas, a Lecturer at Alexandria University in Egypt and finally a Visiting Lecturer at the School of Education, Communication and Language Sciences at Newcastle University, UK.

Departmental roles

I have recently taken on the role of the International Academic Lead for the Department of Education. The role focuses in recruitment and collaboration with universities worldwide.

Research

Overview

My research interests include using technology in support of teaching and learning, automated writing evaluation and computer-based feedback, washback on language learners and teachers and more recently students’ and teachers’ visual perception.

Publications

Selected publications

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)

Published articles

  • Teachers’ Dual Vision from a Culturally Bound Angle: Student-teachers’ Voices, Journal of Research in Curriculum, Instruction and Educational Technology (JRCIET) Vol .1 , No. 1, January, 2015
  • The impact of computer-based feedback on students’ written work, International Journal of English Studies (IJES), Vol 10, No 2, 2010
  • 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). © Researchpublishing.net, Dublin 2012
  • Deconstructing the complexity of washback in relation to formative assessment in Egypt (2009) Cambridge ESOL's Research Notes, Vol 35, 2009
  • Profiling Formative Assessment Culture in EFL Teacher Education Programs in the Middle East. Theory and Practice in Language Studies, Vol 3, No 12 (2013), 2169-2177, December 2013

Recent conference papers

2016

  • The Effectiveness of Peer Feedback in a Web 2.0 Medium. NILETESOL 20th Annual Conference: Best Practices In TESOL: Communicate, Collaborate, Create. January 26th – 27th, 2016

2015

  • Eye Tracking Analysis of EAP Students’ Regions of Interest in Computer-based Feedback on Grammar, Usage, Mechanics, Style and Organization and Development. International Language Assessment Conference In Egypt (ILACE 2015): Toward a Learning Community for Language Assessment

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Contact details

D/M/209
Department of Education
University of York
York
YO10 5DD

Tel: +44 (0)1904 322087