Before joining the University of Nottingham in 2016 I worked as an English language teacher in multiple international contexts including Russia, Finland, the Czech Republic and Scotland. I have… read more
Over the past 5 years my primary research interests have centred around the development of the novel motivational framework directed motivational currents (DMCs). A directed motivational current can… read more
MUIR, C., Motivation. In: MERCER, S. and GREGERSEN, T., eds., Routledge Handbook of Psychology of Language Learning and Teaching Routledge. (In Press.)
MUIR, C., DÖRNYEI, Z. and ADOLPHS, SVENJA, 2021. Role models in language learning: Results of a large-scale international survey Applied Linguistics. 42(1), 1-23
Before joining the University of Nottingham in 2016 I worked as an English language teacher in multiple international contexts including Russia, Finland, the Czech Republic and Scotland. I have experience with both course and materials writing, teaching diverse learner groups, teaching English for specific purposes (including business English and various exams based courses), and have collaborated with national language schools in the development of language testing materials.
I am primarily involved in the teaching of two undergraduate modules (Year 2 - The Psychology of Bilingualism & Language Learning / Year 3 - Teaching English as a Foreign Language), teaching content relating to the theoretical underpinnings of second language acquisition, and issues specific to English language learning and teaching (as related to both theory and pedagogy).
At MA level I teach the 'live' module Language Teaching: Speaking & Listening, and as a part of our distance learning programmes I teach on the modules Vocabulary: Teaching & Learning and Syllabus Design & Methodology. I am involved in the supervision of MA dissertations through both our live and distance programmes.
I am currently supervising students researching issues relating to student and teacher motivation, narrative identity, teacher resilience, teacher and student mindsets, and individual student agency and self-regulated learning.
Please contact me directly at email@example.com with any questions or inquiries relating to PhD study at Nottingham.
Over the past 5 years my primary research interests have centred around the development of the novel motivational framework directed motivational currents (DMCs). A directed motivational current can be described as an intense motivational drive capable of both stimulating and supporting long term behaviour (for example, when in training for a sporting event or learning a language). The notion of directed motivational currents is unique in that it does not separate motivational impetus from subsequent goal striving - as is the case in all other theories of motivation - but instead views them as a unified construct. Directed motivational currents function as a fundamental organiser of thought and action, and as such pose compelling motivational possibilities both within the pedagogical context of the language classroom and in other, diverse contexts. My research focus has been directed towards both the development of our theoretical understanding of directed motivational currents and the development of practical implications for language learning and teaching.