Executive Officers

President: Peter D. MacIntyre

Peter D. MacIntyre is a professor of psychology at Cape Breton University in Sydney, Nova Scotia, Canada.  Peter received his undergraduate degree from that institution before attending the University of Western Ontario (Ph.D., 1992) under the supervision of R. C. Gardner.  From 1992-1994 he held a position as a Post Doctoral Research Fellow at the University of Ottawa, working with Richard Clément and Kimberly Noels.  Peter has published almost 100 journal articles and chapters primarily in the area of psychological processes in second language learning and communication, including studies of anxiety, motivation, and willingness to communicate.  He is co-author or co-editor of several books related to the psychology of language learning, including:

Peter teaches courses in motivation and emotion, positive psychology, human sexuality, personality theory, and both quantitative and qualitative research methods.  He has developed the mixed-methods approach labelled “the idiodynamic method” for assessing rapid changes in emotion.  He has received multiple awards for teaching and research, along with funding support from the Social Sciences and Humanities Research Council of Canada, the Canadian Foundation for Innovation, and the Nova Scotia Research Innovation Trust.

More information on Peter and his research can be found on his website :   http://petermacintyre.weebly.com/. You can also follow him on Twitter: @PeterMacIn

Past President: Stephen Ryan

Stephen Ryan has been involved in language education for over 25 years and for most of that time he has been based in Japan. He is currently a professor in the School of Culture, Media and Society at Waseda University in Tokyo, where he teaches courses in The psychology of the language learner, English education in Japan, and Second Language Acquisition. His research and publications cover various aspects of psychology in language learning, with his most recent books being The Psychology of the Language Learner Revisited, co-authored with Zoltán Dörnyei (Routledge) and Exploring Psychology in Language Learning and Teaching, co-authored with Marion Williams and Sarah Mercer  (Oxford University Press). Stephen is also a series editor of Multilingual Matters’ Psychology of Language Learning and Teaching series alongside Sarah Mercer.

Stephen can be contacted at stephen.ryan@waseda.jp

Vice-President: Sarah Mercer

Sarah Mercer is the Head of the ELT Research and Methodology unit at the University of Graz. She is interested in all aspects of language learning psychology, in particular self-related constructs, motivation, affect, agency, attributions, mindsets and belief systems. In her research, she prefers to employ qualitatively-oriented approaches. Currently, she is engaged in considering aspects of language learner psychology through a complexity lens and exploring a diverse range of methodological approaches for this purpose. Furthermore, she is currently working on projects in the areas of language teacher psychology, socio-emotional intelligences, and mindests.

Some of Sarah’s recent publications in the field of Langugage Learning Psychology include Exploring Psychology in Language Learning and Teaching (co-authored with Marion Williams and Stephen Ryan),  Positive Psychology in SLA (co-edited with Peter MacIntyre and Tammy Gregersen), and Multiple Perspectives of the Self in SLA (co-edited with Marion Williams), and Language Teacher Psychology (co-edited with Achilleas Kostoulas). Sarah is also a series editor of Multilingual Matter’s Psychology of Language Learning and Teaching series alongside Stephen Ryan.

Additional information about Sarah’s research and publications can be found in her personal home page. Sarah can be reached at sarah.mercer@uni-graz.at.

Treasurer: Tammy Gregersen

Tammy Gregersen, PhD in Linguistics from Valparaiso, Chile, began her teaching and researching career in a university in the Atacama Desert in the North of Chile and is now a professor of TESOL and teacher educator at the University of Northern Iowa (USA). She is the author, with Peter MacIntyre, of three books published by Multilingual Matters: Capitalizing on Language Learner Individuality, Optimizing Language Learners’ Nonverbal Communicationand Positive Psychology in SLA (this last an edited volume also co-edited with Sarah Mercer). Tammy also co-editedInnovations in Language Teacher Education (Springer). She has published extensively on individual differences, teacher education, language teaching methodology and nonverbal communication in language classrooms. Tammy is passionate about traveling and has presented at conferences and graduate programs across the globe.

Secretary: Imelda Brady

Imelda K. Brady (Ph.D) is currently an Associate Lecturer at the University Centre for the Ministry of Defence (Spanish Air Force) in Murcia, Spain. She has been teaching EFL and ESP at third level for over 20 years now across a wide range of university degrees, from business English to English for health studies. Imelda and has also coordinated

​M.Ed ​work placement​ modules​ and taught ​P​sycholinguistic​s​ ​(M.Ed in Bilingual Education – Catholic University of Murcia) and​ collaborated on​ different ​teacher training modules​ in the M.Ed for EFL Secondary Teacher qualificatio​ns at the same institution. Her research interests lie in L2 learning motivation and individual differences in language learning. Her doctoral thesis centered on L2 Motivational Self System (Dörnyei, 200​9​) in Spanish university students. She has coauthored articles on autonomy on language learning and edited several books on language learning and teaching.

Jean-Marc Dewaele is Professor of Applied Linguistics and Multilingualism at Birkbeck, University of London. He does research on individual differences in psycholinguistic, sociolinguistic, pragmatic, psychological and emotional aspects of Second Language Acquisition and Multilingualism.  He has published over 180 papers and chapters, co-edited five books and five special issues.  He is the author of a monograph Emotions in Multiple Languages in 2010 (2nd ed. in 2013). He is Vice-President of the International Association of Multilingualism, Convenor of the AILAResearch Network Multilingualism, and former president of the European Second Language Association. He is General Editor of the International Journal of Bilingual Education and Bilingualism.  He won the Equality and Diversity Research Award from the British Association for Counselling and Psychotherapy (2013) and the Robert C. Gardner Award for Outstanding Research in Bilingualism (2016) from the International Association of Language and Social Psychology. He is father of a trilingual daughter and holds a black belt (Shodan) in Go Kan Ryu karate.

Publications Officer: Jo Mynard

Jo Mynard is a Professor, Director of the Self-Access Learning Center (SALC), and Director of the Research Institute for Learner Autonomy Education (RILAE) at Kanda University of International Studies (KUIS) in Chiba, Japan. She holds an EdD in TEFL from the University of Exeter, UK and an M.Phil in Applied Linguistics from Trinity College, University of Dublin, Ireland. At KUIS, she advises language learners and oversees research and the general direction of the SALC comprising a team of 11 learning advisors, 6 managers, 2 designers and 35 part-time student staff. She also teaches an undergraduate course on Effective Language Learning and a graduate course on Learner Autonomy as part of the MA TESOL programme at the KUIS Graduate school. In addition, she engages in the following on a part-time basis:
– Teaching on the Doctoral and MA programmes in TESOL, and advising doctoral students at the University of Anaheim (USA / online)
– Supervising MA TESOL students at the University of Birmingham (UK)
– Supervising MA TESOL students at the KUIS graduate school (Japan)

Her books include:

She is particularly interested in research related to advising, self-directed language learning, language learning beyond the classroom / self-access language learning, and the social and affective dimensions of language learning. https://kandaeli.academia.edu/JoMynard

Communications Officer: Kyle Talbot

Kyle Talbot taught English as a Second Language at the University of Iowa in the United States before enrolling as a PhD student at the University of Graz in Austria. He holds an MA in Applied Linguistics from the University of Northern Iowa, in Cedar Falls, IA. Currently, he is working as a research assistant and pursuing his PhD in Graz. His research and teaching interests include the psychology of language teaching and learning, language teacher well-being, teacher stress and burnout, and emotions in second language teaching and learning.

Kyle can be reached at kyle.talbot@uni-graz.at.

Student Member: Sonja Babic

Sonja Babic is a certified TESOL teacher and has been teaching English as a foreign language for one and a half years. She is a PhD candidate at the University of Graz in Austria and is looking into positive psychological resources (psychological capital) that support third-age language teachers’ and teacher educators’ professional well-being. This fall she will start working as a research assistant on “The Psychological Capital of Foreign Language Teachers” project at the University of Graz. Her interests lie in psychology of language learning and teaching, teacher well-being, gerontology and psychogerontology.

Member at Large: Phil Hiver

Phil Hiver (Ph.D. Applied Linguistics, University of Nottingham) is assistant professor of Foreign and Second Language Education in the College of Education at Florida State University. His research and teaching interests lie in two main areas. Within the first area, instructed second language learning, he focuses on the role of psycho-social factors in second language teaching and learning. His research investigates second language development and pedagogy with an explicit focus on context, temporal change, and complex causality.

The second area relates to research methodology and philosophy of science, and explores the contribution of complexity theory (CDST) to applied linguistics research. Phil’s work in this area is part of a broader pivot in the research methods used in the psychology of language learning to acknowledge interconnectedness and change, identify underlying structure, account for variation at different levels, trace temporal processes, quantify trends, capture group membership, apply spatial analysis, and investigate networked and nested phenomena.

Phil’s published work has appeared in journals such as Applied Linguistics, Learning and Individual Differences, Studies in Second Language Acquisition, Language Teaching Research, the Modern Language Journal, and the Journal of Second Language Writing. He is co-authoring a book (with Ali H. Al-Hoorie) on research methods for CDST in applied linguistics.

Member at Large: Honggang Liu

Honggang obtained his PhD in sociolinguistics in Peking University, 2012. Then he moved to Northeast Normal University (NENU), China,  where he is currently working as an associate professor in applied linguistics in the Department of English, School of Foreign Languages. He serves as an executive council member of the Foreign Language Education and Development Association in China and is the member of the executive board of the International Association for the Psychology of Language Learning (IAPLL). His major academic interests include the psychology of foreign language learning and teaching (motivation, learning strategy, emotion, agency etc), social class and foreign language learning, and teacher education. Up till now, he has completed a project for the Ministry of Education in China as well as several provincial-based and university-based projects. At present, he is the principal investigator of a national project on foreign language teacher motivation for professional development and a provincial-based project on high school students’ English learning demotivation. He has also been invited to participate in several teaching projects at NENU. He has published two academic books and more than 30 papers in national or international journals. 10 of them have appeared in SSCI or CSSCI journals.

In the past ten years, he has been financially supported by several institutions to study or work at Tilburg University as a visiting student in 2011; University of Cambridge as a visiting scholar from 2016 to 2017; and University of Essex as a visiting fellow in 2018.

More information about Honggang can be found on his personal website www.liuhonggang.weebly.com. He welcomes your contact via liuhg213@nenu.edu.cn.

Member at Large: Merissa Ocampo

Merissa Ocampo obtained her Ph.D. in Health Education, focusing on mental health in Hokkaido University, Japan, supported by Japanese Ministry of Education,Monbukagakusho, (MEXT). She is currently affiliated with Fukushima Gakuin College. Her work combines socio and psycholinguistics, mindset and health, looking at the impact of stress on teachers and learners of English as a foreign language. Her current research explores the Family Environment Mode Approach to language teaching. She is currently developing it more extensively with a vision that Japanese learners might come to embrace failure positively on their language learning journey.



Advisory Board Member: Muhammad Shahbaz

Muhammad Shahbaz, PhD Applied Linguistics from Northeast Normal University, China, started teaching English at a higher secondary school in Pakistan and is currently serving as an Assistant Professor of Applied Linguistics at GC Women University Sialkot Pakistan. Shahbaz has got a curiosity for second and foreign languages with teaching experience in China, Saudi Arabia and Pakistan. He regularly publishes about individual differences research in SLA and likes to travel for fun and present his work at different international forums.



Advisory Board Member: Amy Thompson

Amy S. Thompson, Ph.D. (Ph.D. Michigan State University, 2009) is a Professor of Applied Linguistics and Department Chair of the Department of World Languages, Literatures, & Linguistics at West Virginia University. Her teaching experience includes a range of theoretical and methodological courses in applied linguistics. Regarding research, her primary research foci involve Individual Differences in Second Language Acquisition and the interaction of these IDs and multilingualism. Examples of her research can be found in journals such as the Modern Language Journal, TESOL Quarterly, Foreign Language Annals, and the International Journal of Bilingual Education and Bilingualism, among others. More information can be found on her WVU website: https://worldlanguages.wvu.edu/faculty-staff/administration/amythompson