- Member of the NCLE (National Consortium of Languages Education) Research and Innovation Board.
- Member of the British Academy Language Advisory Group
- Member of the ESRC Peer Review College.
- Member of the ESRC Interdisciplinary Assessment College
- Member of Editorial Advisory Board, Language Learning Journal and System.
- Reviewer for Applied Linguistics, Language Learning, Language Teaching Research, The Modern Language Journal and others.
Suzanne Graham

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+44 (0) 118 378 2684
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Professor of Language and Education
- Grant Development and Impact Lead
- Steering Committee, Centre for Literacy and Multilingualism
Areas of interest
- Second language learner strategies and their relationship with proficiency and self-efficacy
- Motivation for language learning, particularly at points of educational transition
- Reading and listening comprehension in a second language
- Creativity and language learning
- Second language vocabulary development
- Language learning and technology
Postgraduate supervision
Masters, PhD and EdD Level Supervision offered in these areas:
- Second language learner strategies and their relationship with proficiency and self-efficacy
- Motivation for language learning, particularly at points of educational transition
- Reading and listening comprehension in a second language
- Creativity and language learning
- Second language vocabulary development
- Language learning and technology
Current and Recent PhD and Ed D Students, with Topics/Titles of their research:
Completed:
- Emre Debreli. The impact of teacher training programs on pre-service teachers' beliefs about teaching and learning English.
- Tom Parkinson. How does canon formation impact upon Popular Music pedagogy at undergraduate level?
- Radhika De Silva. Learner strategy instruction in writing (English for Specific Purposes).
- Nantikarn Simasangyaporn. An investigation of the nature of and relationship between self-efficacy and English as a foreign language listening skill in Thai university students.
- Suttawan Sriwantaneeyakul. Factors influencing Critical Reading development in university EFL students.
- Jinghui Wang. Learner autonomy and computer assisted language learning for Chinese learners of English.
- Shahla Yassaei. Teachers' reflective practice.
- Heike Krüsemann. An investigation into the subject of German in UK schools.
- Fang-I Chu. English learning motivation in a Taiwanese university context: A study of its dynamic nature from socio-dynamic perspectives.
- Ruth Koro. Rethinking the Foreign Language curriculum through content and language integrated practice.
- Pengchong Zhang. Language teaching strategies and lexical acquisition in high school English as a foreign language (EFL) context in China.
- Mohammed Alshaikhi. Investigating Saudi English teachers’ use and perceptions of the IWB when teaching vocabulary as a Foreign Language in English classrooms in Saudi primary schools.
- Yasir Yahya. The development and implementation of a Speaking Module in Oral Presentation among undergraduate students in Malaysia.
- Nezha Badi. The impact of collaborative strategic reading on learners’ reading comprehension and self-efficacy. The case of EFL students in Algerian universities.
- Keltoum Mansouri. EFL listening self-efficacy and metacognitive instruction.
- Abrar Owaidah. The development of learner autonomy for EFL writing.
- James Wagstaffe (SENSS ESRC student). Processing cohesive devices as a second language reader: A mixed methods study.
- James Bury. Developing and enhancing productive language and retention of lexis among foreign language learners in Japan.
- Chuyi Wang. Motivation and motivational strategies among Chinese as a foreign language adult learners in the UK.
- Ghadeer Alghahtani. Teaching L2 idioms through cognitive-linguistics inspired approaches: An experimental study with Saudi EFL learners.
- Sarah Alamoudi. Learning lexical chunks through CALL.
Current students:
- Phoebe Graham. Exploring the effects of French and Latin learning on the metalinguistic abilities of Year 7 children.
- Huining Yang. The development of learners’ listening comprehension, self-efficacy, and anxiety within an informal digital learning of English listening (IDLEL) context: Examining the role of frequency, diversity of use, and self-regulation.
- Sarah Alrashdi. Teaching EFL academic writing and metadiscourse: Teachers’ knowledge, beliefs, and classroom practices.
- Deborah Buttery (SENSS ESRC Student). The use of picturebooks in the languages classroom: Impact on linguistic and non-linguistic outcomes.
- Areen Badri. Listening comprehension and L2 learners with visual impairment.
- Gail Hickman. Vocabulary learning and self-regulation among work-based adult learners of English.
- Barbara King. CLIL and speaking outcomes in MFL lessons in the UK context.
Teaching
- MFL ITE
- PhD and MA dissertation supervision
Research centres and groups
Language and Literacy in Education: Centre for Literacy and Multilingualism.
Research projects
- Digital Empowerment in Language Teaching (DELTEA). This ESRC funded project is being led by the University of Southampton in collaboration with the University of Reading, as part of the ESRC’s Education Research Programme. It examines the role of technology in foreign language teaching and learning in the primary school, and runs from December 2022 to December 2025.
- Access and Higher Education: Inclusive Online Learning for Deaf Students. This Leverhulme Trust funded-project is being conducted in collaboration with the University of Reading’s Department of Computer Science and two Reading-based partner organisations, Deafax and Goals4Life. The project is exploring how to adapt online materials to enhance the learning of HE students who are deaf, as well as those who have dyslexia or speak English as an additional language.
- Linguistic Creativity in Language Learning. This project, led by Suzanne Graham in collaboration with the University of Cambridge, is the Education Strand of a large interdisciplinary project with several universities headed by Oxford, ‘Creative Multilingualism’. It is part of the Open World Research Initiative scheme, funded by the AHRC (Arts and Humanities Research Council). It explores the impact of using literary and non-literary texts on the motivation and linguistic development of learners of French and German in secondary schools. See http://www.creativeml.ox.ac.uk/.
- Developing the teaching of reading in Modern Foreign Languages. Funded by the Nuffield Foundation and led by the University of Oxford, this project investigated whether instruction in phonics and reading strategies can improve progress and motivation for beginner learners of French at secondary school. See https://www.nuffieldfoundation.org/modern-foreign-languages-phonics-and-reading-strategies.
- The Language Magician. Funded by the European Commission and in collaboration with a range of European Partners, this project builds on our Nuffield Primary Modern Languages project in creating an assessment tool for use in primary languages classrooms throughout Europe. For more details see https://www.thelanguagemagician.net/.
- Professional Development Consortium in MFL. Supported by the ESRC Follow-on Fund, this joint project between the universities of Reading and Oxford aimed to close the divide between what research indicates are the principles of effective language teaching and learning, and current practice within the MFL curriculum. For more details see the project blog, http://pdcinmfl.com/tag/pdc/
- Primary Modern Languages: the impact of teaching approaches on attainment and preparedness for secondary school language learning. This project was funded by the Nuffield Foundation and was joint with colleagues from Applied Linguistics and Clinical Language Sciences. A 2-year project (2012-2014), it investigated the teaching of French in primary schools and its impact on learners' grammatical knowledge and preparedness for secondary school MFL learning. See http://www.pmlresearch.com and http://www.nuffieldfoundation.org/primary-modern-languages-impact-teaching-approaches.
- Second language listening comprehension in England: from current practice to improved pedagogy. Funded by the Esmée Fairbairn Foundation, this project investigated teachers' beliefs about and understanding of the teaching of second language listening comprehension in its first phase. The second phase of the research developed and evaluated materials to improve teachers' ability to teach listening as a skill. These were rolled out in workshops for teachers and ITE tutors. See http://www.heacademy.ac.uk/events/detail/2013/Seminars/Disciplines AH/GEN296 Reading
- Strategy training in Year 12 French. This Economic and Social Research Council funded project investigated the impact of a programme of strategy training on the listening and writing of Year 12 learners of French. See http://www.esrc.ac.uk/my-esrc/grants/RES-000-23-0324/read.
Enterprise activity, external roles and consultancy:
Publications
- Porter, A. and Graham, S. (2022) Research in primary languages: contribution to teacher professional development. In: McManus, K. and Schmid, M. , (eds.) How special are early birds? Foreign language teaching and learning. EuroSLA studies Language Science Press (6). , Berlin. pp. 57-88. ISBN: 9783985540471
- Porter, A. , Graham, S. , Myles, F. , Holmes, B. (2022) Creativity, challenge and culture in the languages classroom: a response to the Ofsted Curriculum Research Review. Language Learning Journal , 50 (2). pp. 208-217. ISSN: 1753-2167 | doi: https://dx.doi.org/10.1080/09571736.2022.2046358
- Lanvers, U. and Graham, S. (2022) Can we design language education policy and curricula for a motivated learner? Self Determination Theory and the UK language crisis.. Language Learning Journal , 50 (2). pp. 223-237. ISSN: 1753-2167 | doi: https://dx.doi.org/10.1080/09571736.2022.2046353
- Graham, S. (2022) Self-efficacy and language learning – what it is and what it isn’t. Language Learning Journal , 50 (2). pp. 186-207. ISSN: 1753-2167 | doi: https://dx.doi.org/10.1080/09571736.2022.2045679
- Graham, S. (2022) Aptitude or motivation: which is the better predictor of successful language learning?. In: Macaro, E. and Woore, R. , (eds.) Debates in Second Language Education. Routledge , Abingdon. pp. 106-121. ISBN: 9780367442132 | doi: https://dx.doi.org/10.4324/9781003008361
- Zhang, P. and Graham, S. (2022) Vocabulary learning through listening: which words are easier or more difficult to learn and why?. In: Clenton, J. and Paul, B. , (eds.) Vocabulary and the four skills. Routledge ISBN: 9780367503284 | doi: https://dx.doi.org/10.4324/9780429285400
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Graham, S.
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Zhang, P.
ORCID: 0000-0002-2136-4984 (2021) Vocabulary and listening: current research, tools and practices. In: Clenton, J. and Booth, P. , (eds.) Vocabulary and the four skills: pedagogy, practice, and implications for teaching vocabulary. Routledge ISBN: 9780367503284 | doi: https://dx.doi.org/10.4324/9780429285400
- Graham, S. , Woore, R. , Porter, A. , Courtney, L. , Savory, C. (2020) Navigating the challenges of L2 reading: self-efficacy, self-regulatory reading strategies and learner profiles. Modern Language Journal , 104 (4). pp. 693-714. ISSN: 1540-4781 | doi: https://dx.doi.org/10.1111/modl.12670
- Graham, S. , Fisher, L. , Hofweber, J. , Krüsemann, H. (2020) Getting creative in the languages classroom. In: Kohl, K. , Dudrah, R. , Gosler, A. , Graham, S. , Maiden, M. , Ouyang, W. , Reynolds, M. , (eds.) Creative Multilingualism: A Manifesto. Open Book Publisher pp. 151-176. ISBN: 9781783749294 | doi: https://dx.doi.org/10.11647/obp.0206.07
- Zhang, P. and Graham, S. (2020) Learning vocabulary through listening: the role of vocabulary knowledge and listening proficiency. Language Learning , 70 (4). pp. 1017-1053. ISSN: 0023-8333 | doi: https://dx.doi.org/10.1111/lang.12411
- Graham, S. and Santos, D. (2020) Listening and good language teachers. In: Griffiths, C. and Tajeddin, Z. , (eds.) Lessons from Good Language Teachers. Cambridge University Press pp. 246-259. | doi: https://dx.doi.org/10.1017/9781108774390
- Zhang, P. and Graham, S. (2020) Vocabulary learning through listening: comparing L2 explanations, teacher codeswitching, contrastive focus-on form and incidental learning. Language Teaching Research , 24 (6). pp. 765-784. ISSN: 1477-0954 | doi: https://dx.doi.org/10.1177/1362168819829022
- Courtney, L. and Graham, S. (2019) ‘It’s like having a test but in a fun way’: young learners’ perceptions of a digital game-based assessment of early language learning. Language Teaching for Young Learners , 1 (2). pp. 161-186. ISSN: 2589-207X | doi: https://dx.doi.org/10.1075/ltyl.18009.cou
- Harris, R. and Graham, S. (2019) Engaging with curriculum reform: insights from English history teachers’ willingness to support curriculum change. Journal of Curriculum Studies , 51 (1). pp. 43-61. ISSN: 1366-5839 | doi: https://dx.doi.org/10.1080/00220272.2018.1513570
- Hofweber, J. and Graham, S. (2018) Linguistic creativity in language learning: investigating the impact of creative text materials and teaching approaches in the second language classroom. Scottish Languages Review , 33 pp. 19-28. ISSN: 1756-039X | doi: https://dx.doi.org/10.6084/m9.figshare.5925100
- Woore, R. , Graham, S. , Porter, A. , Courtney, L. , Savory, C. (2018) Foreign language education: unlocking reading (FLEUR) a study into the teaching of reading to beginner learners of French in secondary school. Oxford University , Oxford.
- Santos, D. and Graham, S. (2018) What teachers say about listening and its pedagogy: a comparison between two countries. In: Burns, A. and Siegal, J. , (eds.) International perspectives on teaching the four skills in ELT: Listening, speaking, reading, writing. Palgrave Macmillan pp. 21-35. ISBN: 9783319634432
- Graham, S. (2018) Teaching listening strategies. TESOL Encyclopedia of English Language Teaching. TESOL Encyclopedia of English Language Teaching | doi: https://dx.doi.org/10.1002/9781118784235.eelt0611
- Graham, S. , Courtney, L. , Marinis, T. , Tonkyn, A. (2017) Early language learning: the impact of teaching and teacher factors. Language Learning , 67 (4). pp. 922-958. ISSN: 0023-8333 | doi: https://dx.doi.org/10.1111/lang.12251
- Graham, S. (2017) Research into practice: listening strategies in an instructed classroom setting. Language Teaching , 50 (1). pp. 107-119. ISSN: 1475-3049 | doi: https://dx.doi.org/10.1017/S0261444816000306
- Courtney, L. , Graham, S. , Tonkyn, A. , Marinis, T. (2017) Individual differences in early language learning: a study of English learners of French. Applied Linguistics , 38 (6). pp. 824-847. ISSN: 1477-450X | doi: https://dx.doi.org/10.1093/applin/amv071
- Graham, S. , Courtney, L. , Tonkyn, A. , Marinis, T. (2016) Motivational trajectories for early language learning across the primary-secondary school transition. British Educational Research Journal , 42 (4). pp. 682-702. ISSN: 1469-3518 | doi: https://dx.doi.org/10.1002/berj.3230
- Macaro, E. , Graham, S. , Woore, R. (2015) Improving foreign language teaching: towards a research-based curriculum and pedagogy. Improving foreign language teaching: towards a research-based curriculum and pedagogy.. Routledge , Abingdon. pp 216. ISBN: 9781138779495
- Graham, S. and Santos, D. (2015) Strategies for second language listening: current scenarios and improved pedagogy. Strategies for second language listening: Current scenarios and improved pedagogy.. Palgrave Macmillan , Basingstoke. pp 208. ISBN: 9781137410511 | doi: https://dx.doi.org/10.1057/9781137410528
- De Silva, R. and Graham, S. (2015) The effects of strategy instruction on writing strategy use for students of different proficiency levels. System , 53 pp. 47-59. ISSN: 0346-251X | doi: https://dx.doi.org/10.1016/j.system.2015.06.009
- Graham, S. and Santos, D. (2015) Language learning in the public eye: an analysis of newspapers and official documents in England. Innovation in Language Learning and Teaching , 9 (1). pp. 72-85. ISSN: 1750-1229 | doi: https://dx.doi.org/10.1080/17501229.2014.995766
- Graham, S. , Courtney, L. , Marinis, T. , Tonkyn, A. (2014) Primary Modern Languages: the impact of teaching approaches on attainment and preparedness for secondary school language learning. University of Reading
- Graham, S. , Santos, D. , Francis-Brophy, E. (2014) Teacher beliefs about listening in a foreign language. Teaching and Teacher Education , 40 pp. 44-60. ISSN: 0742-051X | doi: https://dx.doi.org/10.1016/j.tate.2014.01.007
- Graham, S. and Santos, D. (2013) Selective listening in L2 learners of French. Language Awareness , 22 (1). pp. 56-75. ISSN: 1747-7565 | doi: https://dx.doi.org/10.1080/09658416.2011.652634
- Graham, S. , MacFadyen, T. , Richards, B. (2012) Learners’ perceptions of being identified as very able: insights from Modern Foreign Languages and Physical Education. Journal of Curriculum Studies , 44 (3). pp. 323-348. ISSN: 1366-5839 | doi: https://dx.doi.org/10.1080/00220272.2012.662525
- Burrell, D. , Graham, S. , Medley, D. , Richards, B. , Roberts, J. (2011) The development and application of a diagnostic test for trainee foreign language teachers. In: O'Sullivan, B. , (eds.) Language testing: theory and practice. Palgrave , Oxford. pp. 208-227. ISBN: 9780230230620
- Graham, S. , Santos, D. , Vanderplank, R. (2011) Exploring the relationship between listening development and strategy use . Language Teaching Research , 15 (4). pp. 435-456. ISSN: 1477-0954 | doi: https://dx.doi.org/10.1177/1362168811412026
- Graham, S. (2011) Self-efficacy and academic listening. Journal of English for Academic Purposes , 10 (2). pp. 113-117. ISSN: 1475-1585 | doi: https://dx.doi.org/10.1016/j.jeap.2011.04.001
- Graham, S. , Santos, D. , Vanderplank, R. (2010) Strategy clusters and sources of knowledge in French L2 listening comprehension. Innovation in Language Learning and Teaching , 4 (1). pp. 1-20. ISSN: 1750-1229 | doi: https://dx.doi.org/10.1080/17501220802385866
- Graham, . (2009) French applied linguistics. Journal of French Language Studies , 19 (3). pp. 409-410. ISSN: 0959-2695 | doi: https://dx.doi.org/10.1017/s0959269509990263
- Marsden, E. and Graham, S. (2009) Review of doctoral research in second-language teaching and learning in England (2006). Language Teaching , 42 (3). pp. 369-396. ISSN: 0261-4448 | doi: https://dx.doi.org/10.1017/s0261444809005783
- Santos, D. , Graham, S. , Vanderplank, R. (2008) Second language listening strategy research: methodological challenges and perspectives. Evaluation and Research in Education , 21 (2). pp. 111-133. ISSN: 1747-7514 | doi: https://dx.doi.org/10.1080/09500790802152183
- Roberts, . and Graham, . (2008) Agency and conformity in school-based teacher training. Teaching and Teacher Education , 24 (6). pp. 1401-1412. ISSN: 0742-051X | doi: https://dx.doi.org/10.1016/j.tate.2008.01.003
- Graham, S. , Santos, D. , Vanderplank, R. (2008) Listening comprehension and strategy use: a longitudinal exploration. System , 36 (1). pp. 52-68. ISSN: 0346-251X | doi: https://dx.doi.org/10.1016/j.system.2007.11.001
- Graham, S. , Richards, B. , Malvern, D. (2008) Progress in learning French vocabulary in a one-year advanced course at school. Journal of French Language Studies , 18 (3). pp. 349-364. ISSN: 0959-2695 | doi: https://dx.doi.org/10.1017/S0959269508003499
- Richards, B. , Malvern, D. , Graham, S. (2008) Word frequency and trends in the development of French vocabulary in lower intermediate students during Year 12 in English schools. Language Learning Journal , 36 (2). pp. 199-213. ISSN: 0957-1736 | doi: https://dx.doi.org/10.1080/09571730802390098
- Macaro, E. and Graham, S. (2008) The development of the passé composé in lower-intermediate learners of French as a second language. Language Learning Journal , 36 (1). pp. 5-19. ISSN: 1753-2167 | doi: https://dx.doi.org/10.1080/09571730801988454
- Graham, S. and Macaro, E. (2008) Strategy instruction in listening for lower-intermediate learners of French. Language Learning , 58 (4). pp. 747-783. ISSN: 0023-8333 | doi: https://dx.doi.org/10.1111/j.1467-9922.2008.00478.x
- Graham, . , Macaro, . , Vanderplank, . (2007) A review of listening strategies: focus on sources of knowledge and on success.. In: Cohen, . and Macaro, . , (eds.) Language Learner Strategies: 30 Years of Research and Practice. Oxford University Press , Oxford. pp. 165-185. ISBN: 9780194422543
- Graham, . and Roberts, . (2007) Student-teachers' perspectives on positive and negative social processes in schools. Teachers and Teaching: theory and practice , 13 (4). pp. 399-410. ISSN: 1354-0602 | doi: https://dx.doi.org/10.1080/13540600701391952
- Graham, S. (2007) Learner strategies and self-efficacy: making the connection. Language Learning Journal , 35 (1). pp. 81-93. ISSN: 1753-2167 | doi: https://dx.doi.org/10.1080/09571730701315832
- Graham, S. and Macaro, E. (2007) Designing Year 12 strategy training in listening and writing: from theory to practice. Language Learning Journal , 35 (2). pp. 153-173. ISSN: 1753-2167 | doi: https://dx.doi.org/10.1080/09571730701599203
- Graham, . (2006) Developing Speaking Skills in the Modern Foreign Language. In: Pachler, . and Redondo, . , (eds.) A practical guide to teaching modern foreign languages in the secondary school. Routledge (Abingdon, ). , London. pp. 58-66. ISBN: 978-0415393287
- Graham, . (2006) Listening comprehension: the learners' perspective. System , 34 (2). pp. 165-182. ISSN: 0346-251X | doi: https://dx.doi.org/10.1016/j.system.2005.11.001
- Graham, . (2006) A study of students' metacognitive beliefs about foreign language study and their impact on learning. Foreign Language Annals , 39 (2). pp. 296-309. ISSN: 0015-718X | doi: https://dx.doi.org/10.1111/j.1944-9720.2006.tb02267.x
- Macaro, . , Vanderplank, . , Graham, . (2005) A systematic review of the role of prior knowledge in unidirectional listening comprehension.. Research Evidence in Education Library. EPPI-Centre, Social Science Research Unit, Institute of Education, University of London , London.
- Graham, S. (2004) Giving up on modern foreign languages? Students' perceptions of learning French. Modern Language Journal , 88 (2). pp. 171-191. ISSN: 0026-7902 | doi: https://dx.doi.org/10.1111/j.0026-7902.2004.00224.x
- Graham, . (2003) Learners' metacognitive beliefs: a Modern Foreign Languages case study. Research in Education , 70 (2). pp. 11-29. ISSN: 0034 5237
- Graham, . (2003) Learner strategies and advanced level listening comprehension. Language Learning Journal , 28 (1). pp. 64-69. ISSN: 0957-1736 | doi: https://dx.doi.org/10.1080/09571730385200221
- Graham, S. (2002) Experiences of learning French: a snapshot at Years 11, 12 and 13. Language Learning Journal , 25 (1). pp. 15-20. ISSN: 1753-2167 | doi: https://dx.doi.org/10.1080/09571730285200051