Media and digital literacy for wellbeing 

Funded by the Nuffield Foundation, this project aims to understand what works in wellbeing-focused online media literacy interventions in English secondary schools. We will systematically review existing interventions and interview teachers to identify what works and then produce practical guidance, curriculum resources, and recommendations for future research, practice, and policy on wellbeing-focused online media literacy education.

Game changers: Worldbuilding through climate action

(PI, Lynda Dunlop, YSEG)

There is growing attention to the role of narrative in climate change education and communication. This research investigates online narrative video games designed to generate conversations on topics related to climate change using the convergence of live theatre and games using a novel ‘choose our own adventure’ mechanic, and identifies design features that promote climate conversations. Read more here.

Study abroad in a connected society

(Co-PI, Zoe Handley, CASLE, with Clare Wright, University of Leeds)

This project used an experience sampling app to track how international Master's students in the UK actually use English versus their native language during their studies. Findings suggest students spend more time socializing in their native language than in English, but more English socializing links to better academic grades. This highlights the need to help students build local social connections.

AI as a rater: The case of idiom knowledge predictors

(PI, David O’Reilly, CASLE)

This research investigates how well ChatGPT models can index idioms such as over the hill (old/obsolete) with properties such as transparency, regionality, and register. Results show consistent AI coding over time (test-retest reliability), that such models behave more like first (L1) than second language (L2) human raters (convergent validity), and that they can assign properties that significantly predict idiom knowledge (predictive validity). The findings have broad implications, from norm construction to second language classroom pedagogy.