Dr Khaled El Ebyary

Profile

Biography

I am a Lecturer in Language Education having joined the Department of Education at the University of York 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

Programme Leader for MA Teaching English to Speakers of other Languages

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.

Research group(s)

Centre for Advanced Studies in Language and Education (CASLE)

Publications

Selected publications

2019

Eye Tracking Analysis of EAP Students’ Regions of Interest in Computer-based Feedback on Grammar, Usage, Mechanics, Style and Organization and Development. System, In Press, Accepted Manuscript, Available online 1 April 2019, https://www.sciencedirect.com/science/article/pii/S0346251X18305220

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

Writer-Reviewer Anonymity in EFL Peer Review. ECCI, Vol 238, pp. 1-41 - ISSN 2535-213x

2017

Khaled El Ebyary (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, vol. 63 (B), pp. 351-278. ISSN 1110-2721

2013

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

2012

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

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)

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