Profiles

Mairin Hennebry-Leung

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Mairin Hennebry-Leung

Lecturer in Languages and TESOL
Graduate Research Coordinator

Building A , Newnham Campus

Dr Mairin Hennebry is a Lecturer in Languages and TESOL. Her research lies in the areas of language teacher education, language learning motivation and the interactions between language education and citizenship, identifying also synergies between these areas.

Biography

Before joining the University of Tasmania, Mairin worked at the University of Hong Kong, the University of Edinburgh, Newcastle University (UK) and the University of Oxford. She completed her postgraduate studies at the University of Oxford and obtained her PGCAP at the University of Edinburgh.

Mairin is a qualified language teacher and has taught school-aged and adult learners, in a range of instructional settings and in diverse cultural contexts.

Career summary

Qualifications

  • DPhil, University of Oxford
  • Masters in Educational Research Methodology, University of Oxford
  • Masters in Applied Linguistics and Second Language Acquisition, University of Oxford
  • Postgraduate Certificate in Education, University of Oxford
  • Postgraduate Certificate in Academic Practice, University of Edinburgh
  • BA (Hons) German, Italian and European Studies, University of Bath

Languages (other than English)

German, Italian, Spanish, French

Memberships

Professional practice

  • International Association of Applied Linguistics (AILA)
  • Applied Linguistics Association of Australia (ALAA)
  • American Association of Applied Linguistics (AAAL)
  • Tasmania TESOL Association (Committee member) (TasTESOL)
  • Modern Languages Association of Tasmania (MLTAT)

Administrative expertise

Mairin is a Graduate Research Coordinator within the School of Education.

She has previously been a Programme Director and course coordinator for a range of courses and programmes, big and small and has worked as Principal Investigator on a range of small and large research projects.

Teaching

Teaching expertise

Mairin has taught across a range of undergraduate and postgraduate programmes in Applied Linguistics, TESOL and Education. She has designed a range of units and has directed curriculum reviews and re-designs. Mairin has taught across a range of subjects relating to Applied Linguistics, Second Language Acquisition, Teacher Professional Learning, Education, and Research Methods. She has taught in England, Scotland, Ukraine, Hong Kong, China and now Australia and across undergraduate, Masters and doctoral levels.

Research Invitations

  • Invited speaker VicTESOL, Australia(May 2021): The teacher, the learner and the classroom in language learning motivation
  • Invited speaker Dalian University of Foreign Languages, China (March 2021): Qualitative Research Methods training.
  • Keynote lecture Volodymyr Vynnychenko State Pedagogical University of Kirovohrad, Ukraine (2021): XV International Conference “Languages and the World: teaching and Research.”
  • Invited speaker TasTESOL, Australia (October 2020): Citizenship in and beyond the Language Classroom.
  • Invited Editorial Board Member Volodymyr Vynnychenko State Pedagogical University of Kirovohrad, Ukraine (2019): Languages and the World: teaching and Research International Conference.
  • Visiting Research Fellow The University of Oxford, Department of Education, UK (October-December 2017).
  • Invited talk Xi’an University, China (November 2016): ‘Research philosophies, paradigms and evaluations’.

View more on Dr Mairin Hennebry-Leung in WARP

Expertise

Mairin uses a range of qualitative and quantitative methods to explore key aspects of classroom instruction in languages and TESOL and of language teacher education. Her research is underpinned by a view that language learning and teaching goes to the heart of what it means to be human and what it looks like to be in society. To this end, she has received funding to understand key factors that lie at the heart of effective language teaching and learning. She also takes opportunities, as they arise, to engage with discussion on these issues in the media as a forum for public debate and information.

  • Language teacher education
  • Language learning motivation
  • Language education and citizenship

Collaboration

Mairin’s research typically involves international collaborations. To date these collaborations have involved colleagues in Australia, England, Scotland, Hong Kong, China and the US.

Current projects

Principal Investigator: A social Network Analysis of developing teacher selves

This project adopts qualitative network analysis in a longitudinal design to explore the developing ideal selves of pre-service TESOL teachers.

Collaborative project with Dr Megan Short, Dr Andy Bown, Dr Frances Fan, Dr Isabel Wang & Dr Stephanie Clayton: The Tasmania Language Attitudes Survey

This project aims to map attitudes towards languages and language learning among the Tasmanian general population.

Fields of Research

  • LOTE, ESL and TESOL curriculum and pedagogy (390108)
  • Applied linguistics and educational linguistics (470401)
  • Teacher education and professional development of educators (390307)
  • Citizenship (440802)
  • Secondary education (390306)
  • Higher education (390303)
  • Teacher and student wellbeing (390412)

Research Objectives

  • Pedagogy (160302)
  • Learner and learning (160199)
  • Expanding knowledge in psychology (280121)
  • Teacher and instructor development (160303)
  • Expanding knowledge in language, communication and culture (280116)
  • Teaching and curriculum (160399)
  • Citizenship and national identity (230105)
  • Early childhood education (160101)
  • Secondary education (160105)

Publications

Mairin is Co-Editor-in-Chief for System: An International Journal of Educational Technology and Applied Linguistics. She is also Co-Editor of the Edinburgh University Press Textbooks in Applied Linguistics and a member of the Editorial Advisory Board for the Edinburgh University Press Textbooks in TESOL.
Mairin’s work has been published in several leading journals in the field, including TESOL Quarterly, Language Teaching Research, and the International Journal of Bilingual Education and Bilingualism. It has also been published by leading academic publishers such as Edinburgh University Press, Routledge, and Springer.

Total publications

29

Highlighted publications

(4 outputs)
YearTypeCitationAltmetrics
2021Journal ArticleHennebry M, Gao X, 'Interactions between medium of instruction and language learning motivation', International Journal of Bilingual Education and Bilingualism, 24, (7) pp. 976-989. ISSN 1367-0050 (2021) [Refereed Article]

DOI: 10.1080/13670050.2018.1530190 [eCite] [Details]

Citations: Scopus - 3Web of Science - 35

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2020Journal ArticleHennebry-Leung M, Hu XA, 'Examining the role of the learner and the teacher in language learning motivation', Language Teaching Research ISSN 1362-1688 (2020) [Refereed Article]

DOI: 10.1177/1362168820938810 [eCite] [Details]

Citations: Scopus - 3Web of Science - 2

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2019BookHennebry-Leung M, Gayton A, 'Teaching Language and Promoting Citizenship', Edinburgh University Press, United Kingdom, pp. 164. ISBN 9781474424295 (2019) [Authored Research Book]

[eCite] [Details]

2019Journal ArticleHennebry-Leung M, Gayton A, Hu XA, Chen X, 'Transitioning from Master's studies to the classroom: From theory to practice', TESOL Quarterly, 53, (3) pp. 685-711. ISSN 0039-8322 (2019) [Refereed Article]

DOI: 10.1002/tesq.505 [eCite] [Details]

Citations: Scopus - 3Web of Science - 3

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Journal Article

(13 outputs)
YearCitationAltmetrics
2021Hennebry M, Gao X, 'Interactions between medium of instruction and language learning motivation', International Journal of Bilingual Education and Bilingualism, 24, (7) pp. 976-989. ISSN 1367-0050 (2021) [Refereed Article]

DOI: 10.1080/13670050.2018.1530190 [eCite] [Details]

Citations: Scopus - 3Web of Science - 35

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2020Cheung A, Hennebry-Leung M, 'Exploring an ESL teachers' beliefs and practices of teaching literary texts: A case study in Hong Kong', Language Teaching Research pp. 1-26. ISSN 1362-1688 (2020) [Refereed Article]

DOI: 10.1177/1362168820933447 [eCite] [Details]

Citations: Scopus - 10Web of Science - 8

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2020Hennebry-Leung M, Hu XA, 'Examining the role of the learner and the teacher in language learning motivation', Language Teaching Research ISSN 1362-1688 (2020) [Refereed Article]

DOI: 10.1177/1362168820938810 [eCite] [Details]

Citations: Scopus - 3Web of Science - 2

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2019Hennebry-Leung M, Bonacina-Pugh F, 'The emergence of 'citizenship' in popular discourse: the case of Scotland', Citizenship Studies, 23, (8) pp. 831-852. ISSN 1362-1025 (2019) [Refereed Article]

DOI: 10.1080/13621025.2019.1645812 [eCite] [Details]

Citations: Scopus - 1Web of Science - 1

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2019Hennebry-Leung M, Gayton A, Hu XA, Chen X, 'Transitioning from Master's studies to the classroom: From theory to practice', TESOL Quarterly, 53, (3) pp. 685-711. ISSN 0039-8322 (2019) [Refereed Article]

DOI: 10.1002/tesq.505 [eCite] [Details]

Citations: Scopus - 3Web of Science - 3

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2019Hu X, Hennebry-Leung ML, Cheung CL, 'Language learning motivation of students from a special educational school in Hong Kong', Asian Journal of Applied Linguistics, 6, (1) pp. 68-81. ISSN 2308-6262 (2019) [Refereed Article]

[eCite] [Details]

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2018Hennebry ML, Fordyce K, 'Cooperative learning on an international masters', Higher Education Research and Development, 37, (2) pp. 270-284. ISSN 0729-4360 (2018) [Refereed Article]

DOI: 10.1080/07294360.2017.1359150 [eCite] [Details]

Citations: Scopus - 8Web of Science - 6

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2017Hennebry M, Rogers V, Macaro E, Murphy V, 'Direct teaching of vocabulary after listening: is it worth the effort and what method is best?', Language Learning Journal, 45, (3) pp. 282-300. ISSN 0957-1736 (2017) [Refereed Article]

DOI: 10.1080/09571736.2013.849751 [eCite] [Details]

Citations: Scopus - 15Web of Science - 10

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2016Tian L, Hennebry M, 'Chinese learners' perceptions towards teachers' language use in lexical explanations: A comparison between Chinese-only and English-only instructions', System, 63 pp. 77-88. ISSN 0346-251X (2016) [Refereed Article]

DOI: 10.1016/j.system.2016.08.005 [eCite] [Details]

Citations: Scopus - 8Web of Science - 8

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2014Hennebry M, 'Language teaching for European citizenship: insights for teacher education', Language Learning Journal, 42, (3) pp. 289-306. ISSN 0957-1736 (2014) [Refereed Article]

DOI: 10.1080/09571736.2014.880504 [eCite] [Details]

Citations: Scopus - 2

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2012Hennebry M, Lo YY, Macaro E, 'Differing perspectives of non-native speaker students' linguistic experiences on higher degree courses', Oxford Review of Education, 38, (2) pp. 209-230. ISSN 0305-4985 (2012) [Refereed Article]

DOI: 10.1080/03054985.2011.651312 [eCite] [Details]

Citations: Scopus - 15Web of Science - 14

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2011Hennebry M, 'Interactions between European citizenship and language learning among adolescent Europeans', European Educational Research Journal, 10, (4) pp. 623-641. ISSN 1474-9041 (2011) [Refereed Article]

DOI: 10.2304/eerj.2011.10.4.623 [eCite] [Details]

Citations: Scopus - 6

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2011Hennebry M, 'Modern foreign language learning and European citizenship in the Irish context', Irish Educational Studies, 30, (1) pp. 83-112. ISSN 0332-3315 (2011) [Refereed Article]

DOI: 10.1080/03323315.2011.535978 [eCite] [Details]

Citations: Scopus - 3Web of Science - 2

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Book

(2 outputs)
YearCitationAltmetrics
2021Hennebry-Leung M, Gao XS, 'Language learning motivation in a multilingual Chinese context', Routledge, United Kingdom (In Press) [Authored Research Book]

[eCite] [Details]

2019Hennebry-Leung M, Gayton A, 'Teaching Language and Promoting Citizenship', Edinburgh University Press, United Kingdom, pp. 164. ISBN 9781474424295 (2019) [Authored Research Book]

[eCite] [Details]

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Chapter in Book

(7 outputs)
YearCitationAltmetrics
2021Hennebry M, 'Chapter 4 - Teachers' cognitions on motivational practice in medium of instruction settings: lessons learned in using stimulated recalls interviews', Research Methods in English Medium Instruction, Routledge, S Curle and J Pun (ed), United Kingdom, pp. 46-60. ISBN 978-0-367-45755-6 (2021) [Research Book Chapter]

[eCite] [Details]

2020Hennebry-Leung M, 'Teachers' Cognitions on Motivating Language Learners in Multilingual Hong Kong', Multilingual Education Yearbook 2020: Teacher Education and Multilingual Contexts, Springer, W Tao and I Liyanage (ed), Switzerland, pp. 193-213. ISBN 978-3-030-41210-4 (2020) [Research Book Chapter]

DOI: 10.1007/978-3-030-41211-1_11 [eCite] [Details]

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2018Hennebry M, 'Foreign Language Teaching for Citizenship Development', New Directions for Research in Foreign Language Education, Routledge, S Coffey and U Wingate (ed), United Kingdom, pp. 45-62. ISBN 978-1138673977 (2018) [Research Book Chapter]

DOI: 10.4324/9781315561561-4 [eCite] [Details]

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2017Hennebry M, 'Foreign language teaching for citizenship development', New Directions for Research in Foreign Language Education, Routledge, S Coffey and U Wingate (ed), United Kingdom, pp. 45-62. ISBN 978-1-138-67399-1 (2017) [Research Book Chapter]

[eCite] [Details]

2014Hennebry M, 'Citizenship making links with foreign language teaching', Learning to Teach Citizenship in the Secondary School, Routledge, L Gearon (ed), London, UK, pp. 240-254. ISBN 9781315745794 (2014) [Research Book Chapter]

[eCite] [Details]

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2013Hennebry M, 'Cultural Awareness: Should it be taught, can it be taught?', Debates in Modern Languages Education, Routledge, P Driscoll, E Macaro and A Swarbrick (ed), United Kingdom, pp. 135-150. ISBN 9780415658331 (2013) [Research Book Chapter]

[eCite] [Details]

2012Hennebry M, 'Pedagogy, Citizenship and the EU: Practitioners' Perspectives on the Teaching of European Citizenship through Modern Foreign Languages', Schools for the Future Europe: Values and Change Beyond Lisbon, Bloomsbury, J Sayer and L Erler (ed), New York, USA, pp. 100-116. ISBN 9781441165732 (2012) [Research Book Chapter]

[eCite] [Details]

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Review

(2 outputs)
YearCitationAltmetrics
2014Hennebry M, 'Hall, Joan Kelly, 2012, Teaching and Researching Language and Culture ( 2nd edn.). Longman, 264 p. ISBN: 9781 408205068', International Journal of Applied Linguistics, 42, (1) pp. 131-134. ISSN 0802-6106 (2014) [Review Single Work]

DOI: 10.1111/ijal.12056 Go here for SFX [eCite] [Details]

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2013Hennebry M, 'Unlocking the Power of Academic Vocabulary with Secondary English Language Learners , Yu Ren, Dong , Gainesville, FL: Maupin House, 2011. Pp. v + 158', TESOL Quarterly, 47, (2) pp. 433-435. ISSN 0039-8322 (2013) [Review Single Work]

DOI: 10.1002/tesq.89 [eCite] [Details]

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Conference Publication

(3 outputs)
YearCitationAltmetrics
2012Hennebry-Leung ML, 'Introducing a language of instruction: Implications for citizenship in South Sudan and Sub-Saharan Africa', Multilingual Education in Africa: Lessons from the Juba Language-in-Education Conference, March 2012, Juba, South Sudan, pp. 203-209. (2012) [Refereed Conference Paper]

[eCite] [Details]

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2012Macaro E, Hennebry M, Rogers V, 'The effects of L1 use on vocabulary acquisition', Applied Linguistics, Global and Local: Proceedings of the 43rd Annual Meeting of the British Association for Applied Linguistics, 9-11 September 2010, University of Aberdeen, pp. 189-198. ISBN 9780955953330 (2012) [Refereed Conference Paper]

[eCite] [Details]

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2011Hennebry M, 'Language and Culture: Taking a wider view', Proceedings of the 5th International Conference: Language and the World - Teaching and Research, 24-25 March 2011, Kirovohrad State Pedagogical University, Ukraine, pp. 141-46. (2011) [Refereed Conference Paper]

[eCite] [Details]

Other Public Output

(2 outputs)
YearCitationAltmetrics
2021Hennebry-Leung M, 'Is your kid studying a second language at school? How much they learn will depend on where you live', The Conversation, The Conversation Media Group, Australia, 6 May 2021 (2021) [Newspaper Article]

[eCite] [Details]

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2021Hennebry-Leung M, Bown A, Short M, 'Thinking of taking a language in year 11 and 12? Here's what you need to know', The Conversation, Australia, 2 August 2021, pp. 1-3. (2021) [Newspaper Article]

[eCite] [Details]

Co-authors: Bown A; Short M

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Grants & Funding

Mairin’s research has attracted AU$596,445 in external grants. She has also been awarded various internal grants. The projects that have attracted this funding have explored a range of aspects relating to language teacher education, language learning motivation, language education and citizenship. Funding has also facilitated research on diverse aspects of higher education teaching and learning, which has fed back into curriculum design.

Funding Summary

Number of grants

10

Total funding

$624,030

Projects

Fudan New Academic Research Project (2021)$17,800
Description
Collaboration with Fudan University Press for the development of research publications
Funding
Fudan University Press ($17,800)
Scheme
Contract Research
Administered By
University of Tasmania
Research Team
Hennebry-Leung ML
Year
2021
The motivational dynamics of young language learners as they transition from primary to secondary (2019 - 2020)$105,077
Funding
Hong Kong General Research Fund ($105,077)
Scheme
Grant
Administered By
University of Hong Kong
Research Team
Hennebry-Leung M L; Gao A; Murphy V
Period
2019 - 2020
Impact study of the Chatteris Native English Teacher Scheme in Hong Kong Primary and Secondary Schools (2019)$85,645
Funding
Chatteris Educational Foundation ($85,645)
Scheme
Consultancy
Administered By
University of Hong Kong
Research Team
Tsui A B M; Hennebry-Leung M L; Moorhouse B
Year
2019
A social network analysis of Language teachers' motivation (2019 - 2020)$16,108
Funding
University of Hong Kong ($16,108)
Scheme
University Seed Fund for Basic Research
Administered By
University of Hong Kong
Research Team
Hennebry-Leung M L; DeCosta P
Period
2019 - 2020
The understanding of teachers oral explanations of science concepts by students for whom English is not the first language (2019 - 2020)$5,173
Funding
University of Hong Kong ($5,173)
Scheme
Faculty Research Fund
Administered By
University of Hong Kong
Research Team
Yo Y Y; Hennebry-Leung M L; Macaro E; Murphy V; Childs A
Period
2019 - 2020
Scot or not? Investigating understandings of citizenship and identity (2018 - 2019)$5,104
Funding
University of Hong Kong ($5,104)
Scheme
Faculty Research Fund
Administered By
University of Hong Kong
Research Team
Hennebry-Leung M L; Bonacina-Pugh F
Period
2018 - 2019
Understanding Interactions between Language Learning Motivation and Medium of Instruction (2016 - 2017)$362,770
Funding
Hong Kong Standing Committee on Language and Research ($362,770)
Scheme
Grant
Administered By
University of Hong Kong
Research Team
Hennebry-Leung M L; Gao A; Gayton A M
Period
2016 - 2017
Investigating relationships between theory and practice in language teaching: a longitudinal study (2015 - 2016)$18,105
Funding
University of Hong Kong ($18,105)
Scheme
University Seed Fund for Basic Research
Administered By
University of Hong Kong
Research Team
Hennebry-Leung M L; Gayton A M
Period
2015 - 2016
Addressing students experience of transition into higher degree study specifically through evaluation of the impact of a critical (2013)$2,749
Funding
Institute for Academic Development ($2,749)
Scheme
Principals Award Scheme
Administered By
University of Edinburgh
Research Team
Hennebry-Leung M L; Benson C
Year
2013
The understanding of teachers oral explanations of science concepts by students for whom English is not the first language (2012)$5,499
Funding
University of Edinburgh ($5,499)
Scheme
Institutional Professional Development
Administered By
University of Edinburgh
Research Team
Hennebry-Leung M L; Fordyce K
Year
2012

Research Supervision

Mairin has supervised a number of students to completion, working in areas such as language learning motivation; language teacher identity; the relationship between citizenship and language education; and diverse aspects of SLA. She would welcome expressions of interest in these areas.

Mairin is currently particularly encouraging expressions of interest for projects relating to:

  • TESOL and citizenship
  • Primary school language teacher development
  • Language learning motivation in primary/secondary schools

Current

2

Current

DegreeTitleCommenced
PhDThe Archipelagic State and the Continent State: A comparative analysis of Indonesian and Australian folktales2021
PhDCan Teaching Ethical Principles, Values and Decision Making Models in an Upper Secondary Educational Setting Develop Active Ethical Awareness2021