Kata Csizér, Associate Professor at Eötvös Loránd University, Budapest, is one of the highest cited applied linguistic researchers in Hungary. Her main field of research interest is the social psychological aspects of L2 learning and teaching, including L2 motivation. She has published over 100 academic papers and has co-authored several books, including the recent Palgrave Macmillan handbook of motivation for language learning with Martin Lamb, Alastair Henry and Stephen Ryan. She is one of associate editors of Journal of Second Language Writing (Elsevier).
Andrew D. Cohen, Professor Emeritus, University of Minnesota was a Peace Corps Volunteer with the Aymara Indians in Bolivia (1965-67). Cohen taught in the ESL Section, UCLA (1972-1975), in Language Education at the Hebrew University (1975-1991), as a Fulbright Lecturer/Researcher at the PUC, São Paulo, Brazil (1986-87), and as professor of L2 Studies, University of Minnesota (1991-2013). He was a Visiting Scholar, University of Hawaii (1996-7) and Tel Aviv University (1997), and a Visiting Lecturer, Auckland University, New Zealand (2004-5). He co-edited Language learning strategies with Ernesto Macaro (Oxford University Press, 2007), co-authored Teaching and learning pragmatics with Noriko Ishihara (Routledge, 2014), authored Strategies in learning and using a second language (Routledge, 2011), and Learning pragmatics from native and nonnative language teachers (Multilingual Matters, 2018). He has written many book chapters and journal articles. Copies of most of his papers can be found at: https://z.umn.edu/adcohen.
Jean-Marc Dewaele is Professor of Applied Linguistics and Multilingualism. He has published widely on individual differences in psycholinguistic, sociolinguistic, pragmatic, psychological and emotional variables in Second Language Acquisition and Multilingualism. He is former president of the International Association of Multilingualism and the European Second Language Association and he is General Editor of Journal of Multilingual and Multicultural Development. He won the Equality and Diversity Research Award from the British Association for Counselling and Psychotherapy (2013) and the Robert Gardner Award for Excellence in Second Language and Bilingualism Research (2016) from the International Association of Language and Social Psychology.
Thomas S. C. Farrell is Professor of Applied Linguistics at Brock University, Canada. Professor Farrell’s professional interests include Reflective Practice, and Language Teacher Education & Development. Professor Farrell has published widely in academic journals and has presented at major conferences worldwide on these topics. He has published numerous books and papers in top journals. A selection of his work can be found on his webpage: www.reflectiveinquiry.ca
Chengchen Li is Lecturer at Huazhong University of Science and Technology, China. Her research interests include emotion, personality, engagement, working memory, and scale development and validation. She has published over 20 peer-reviewed articles and chapters in journals such as: Applied Linguistics Review, Journal of Multilingual and Multicultural Development, Language Teaching Research, Modern Language Journal, and System. She is author of A Positive Psychology Perspective on Emotional Intelligence and Classroom Emotions in Second Language Learning (2020, Wuhan University Press). She is Associate Editor of Studies in Second Language Learning and Teaching.
Ernesto Macaro is Emeritus Professor of Applied Linguistics at the University of Oxford in the Department of Education. His research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms or in classrooms where English is the Medium of Instruction. He has published widely on these topics: Macaro, E. (2018) English Medium Instruction: Language and content in policy and practice. Oxford University Press, Macaro, E. (2019) Exploring the role of language in English Medium Instruction. International Journal of Bilingual Education And Bilingualism; Macaro, E. & Tian, L. & Chu, L. (2018) First and second language use in English Medium Instruction Contexts. Language Teaching Research, 1 -21,
Macaro, E, & Akincioglu, M (2017). Turkish university students’ perceptions about English Medium Instruction: exploring year group, gender and university type as variables. Journal of Multilingual and Multicultural Development. 1-15. DOI: http://dx.doi.org/10.1080/01434632.2017.1367398
Sarah Mercer is Professor of Foreign Language Teaching at the University of Graz, Austria, where she is Head of ELT methodology. Her research interests include all aspects of the psychology surrounding the foreign language learning experience. She is the author, co-author and co-editor of several books including, Exploring Psychology for Language Teachers (Winner of the IH Ben Warren Prize). She has published around 150 book chapters and journal articles. She works on the editorial board of various journals and is co-editor of Multilingual Matters’ Psychology of Language Learning and Teaching book series. She is currently vice-president of the International Association for the Psychology of Language Learning (IAPLL). In 2018, she was awarded the Robert C. Gardner Award for excellence in second language research by the International Association of Language and Social Psychology (IALSP).
Luke Plonsky (PhD, Michigan State) is Associate Professor of Applied Linguistics at Northern Arizona University, where he teaches courses in SLA and research methods. His work in these and other areas has resulted in over 90 articles, book chapters, and books. Luke is Senior Associate Editor of Studies in Second Language Acquisition, Managing Editor of Foreign Language Annals, Co-Editor of De Gruyter Mouton’s Series on Language Acquisition, and Co-Director of the IRIS Database (iris-database.org). In addition to prior appointments at Georgetown and University College London, Luke has lectured in China, Japan, The Netherlands, Poland, Spain, and Puerto Rico.