Mumford, Simon
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Name Variants
Mumford, Simon E.
Mumford, S.
Mumford, Sımon Edward
Mumford, S.
Mumford, Sımon Edward
Job Title
Email Address
simon.mumford@ieu.edu.tr
Main Affiliation
13.08. Undergraduate English Coordinator
Status
Current Staff
Website
ORCID ID
Scopus Author ID
Turkish CoHE Profile ID
Google Scholar ID
WoS Researcher ID
Sustainable Development Goals
8
DECENT WORK AND ECONOMIC GROWTH
0
Research Products
9
INDUSTRY, INNOVATION AND INFRASTRUCTURE
0
Research Products
10
REDUCED INEQUALITIES
0
Research Products
17
PARTNERSHIPS FOR THE GOALS
0
Research Products
12
RESPONSIBLE CONSUMPTION AND PRODUCTION
0
Research Products
7
AFFORDABLE AND CLEAN ENERGY
0
Research Products
1
NO POVERTY
0
Research Products
5
GENDER EQUALITY
0
Research Products
13
CLIMATE ACTION
0
Research Products
4
QUALITY EDUCATION
4
Research Products
14
LIFE BELOW WATER
0
Research Products
2
ZERO HUNGER
0
Research Products
15
LIFE ON LAND
0
Research Products
16
PEACE, JUSTICE AND STRONG INSTITUTIONS
0
Research Products
6
CLEAN WATER AND SANITATION
0
Research Products
3
GOOD HEALTH AND WELL-BEING
0
Research Products
11
SUSTAINABLE CITIES AND COMMUNITIES
0
Research Products
Documents
15
Citations
237
h-index
7
Documents
11
Citations
139
Scholarly Output
16
Articles
12
Views / Downloads
35/1534
Supervised MSc Theses
0
Supervised PhD Theses
0
WoS Citation Count
139
Scopus Citation Count
237
WoS h-index
6
Scopus h-index
7
Patents
0
Projects
0
WoS Citations per Publication
8.69
Scopus Citations per Publication
14.81
Open Access Source
3
Supervised Theses
0
| Journal | Count |
|---|---|
| Elt Journal | 2 |
| Changing English: Studies in Culture and Education | 1 |
| Computers & Educatıon | 1 |
| Developing Language Teachers with Exploratory Practice: Innovations and Explorations in Language Education | 1 |
| Englısh For Specıfıc Purposes | 1 |
Current Page: 1 / 3
Scopus Quartile Distribution
Competency Cloud
15 results
Scholarly Output Search Results
Now showing 1 - 10 of 15
Article A Duoethnographic Dialogue of a Literacy-Track and an Oracy-Track Researcher About Language Learning and Teaching(Routledge, 2025) Yüzlü, M.Y.; Mumford, S.This study explores the perspectives of the two authors, who have very different language backgrounds, reflecting the subtleties of first and additional language development. We distinguish between a ‘literacy-track’ (i.e. starting from written language) and an oracy track (starting from spoken language). We draw on duoethnography for our dialogic inquiry. Despite very different study and career trajectories, we reach convergence in both the theory and practice of learning and teaching and we were able to see clear parallels across trajectories. This approach led us to new insights into the nature of bilingualism in ‘wild’, i.e. naturalistic, and instructed contexts, and through our newly-discovered lens of literacy-oracy, and the concept of heteroteaching, we hope that our readers too will be encouraged to explore new understandings of their language learning and teaching journeys. © 2024 The editors of Changing English.Article Citation - WoS: 14Citation - Scopus: 17Preschool English Teachers Gaining Bilingual Competencies in a Monolingual Context(Elsevier Sci Ltd, 2020) Dikilitas, Kenan; Mumford, SimonThis study examines three preschool teachers' developmental journeys from Foreign Language to Bilingual English teachers who participated in an in-service training over the course of nine months set in preschool education in Turkey. The data were teachers' logs, two written interviews and observation notes. The research questions addressed the evidence for a developmental growth into bilingual teacher roles and examined how such development might influence these teachers. Adopting a longitudinal design, our study is informed by Benson's (2004) categories of BE teacher competencies but modified to fit an EFL context with no history of heritage/colonial language. The findings indicate teachers' roles of pedagogue, interactive communicator, and a previously uninduced role, trans-languaging facilitator. In addition, we argue that these categories influence each other, because the theoretical pedagogical aspects and the practical language aspects inform each other. The evidence of growth into new bilingual teacher roles could offer implications for similar contexts, particularly by showing that kindergarten school teachers need to embrace and develop roles other than foreign language teacher. (C) 2020 The Authors. Published by Elsevier Ltd.Article Citation - WoS: 52Citation - Scopus: 91Pre-Service Language Teachers Reflection Development Through Online Interaction in a Hybrid Learning Course(Pergamon-Elsevier Science Ltd, 2020) Mumford, Simon; Dikilitas, KenanThis case study investigates the growth of reflective thinking skills in three pre-service English language teachers in Turkey. The participants were attending a hybrid course focusing on reflection development through mainly online engagement with a practicum Teacher Research project, guided by the teacher educator. An exploratory approach is taken, based on interviews with pre-service teachers, observations of their contributions to online lessons, and their reflective papers. Of the three, only one teacher reached higher levels of reflection. The discussion focuses on implications for online learning, particularly for synchronous written interaction in pre-service teacher education, and highlights the importance of, and the difficulties in the establishment of a social presence in online interaction. Implications for the relationship between reflection, technology for teaching, and technology for teacher learning are discussed, and the need to prepare pre-service teachers for online interaction.Article Citation - WoS: 9Citation - Scopus: 21Supporting the Writing Up of Teacher Research: Peer and Mentor Roles(Oxford Univ Press, 2016) Dikilitas, Kenan; Mumford, Simon E.This study focuses specifically on the writing up process of relatively inexperienced teacher researchers. The data consist of interviews with 11 teacher researchers at a private university in Turkey. There was evidence that mentor-supported collaboration created a socio-constructivist learning environment, leading to the development of academic writing skills. This was achieved by research partners sharing responsibility and negotiating the writing process and content. The data suggest that this process led to the teacher researchers experiencing longer term learning and greater autonomy as writers, although not all benefitted from collaboration, possibly because of conflict due to perceived differences in commitment. The study's implications highlight the importance of participant commitment, and, in particular, a supportive institutional environment. In the current study, the mentor played a key role in supporting the intrinsic motivation of the teacher researchers, but also in providing the essential instrumental motivations of conference presentation and publication opportunities.Article Citation - WoS: 1Citation - Scopus: 1A Review of the Literature on Language Teacher Researcher Identity: Tensions and Their Resolutions(Sage Publications Ltd, 2025) Mumford, Simon; Dikilitas, KenanThe resolution of identity tensions has become an important theme in language teacher identity development, but an identity tension approach to language teacher researcher identity is missing from the literature. This systematic literature review examines the inherent tensions and conflicts in teacher researcher identity development. A search across multiple academic databases yielded studies that problematize identity conflicts and tensions. We reviewed a total of 25 studies published between 2008 and 2024 and analysed how challenges related to teachers' engagement in research shape the experiences of teachers who engage in various forms of research. After compiling a list of tensions across studies, the authors used thematic analysis to determine three categories of tensions: those relating to the research itself, teacher researchers, and institutions. The review highlights the contextualized nature of tensions, which depend on factors such as the type of institution, teacher profile, and the purpose of the teacher research (TR) (e.g. formal or informal teacher education), and underlines that tensions can interact in complex ways, across the three levels. Further analysis revealed sub-categories with each level and found important sub-themes of conceptual tensions relating to teachers, and values-related and resource-related tensions associated with institutions. The review points to the relationship between these key sub-themes, and the role of the institution in providing the practical and motivational support to counteract the cognitive dissonance caused by challenges, and enable teachers to take on researcher identities. The review also underlines a need for a partnership between teachers and institutions, and a three-point strategy is proposed, setting out the responsibilities of each side.Article Citation - WoS: 16Citation - Scopus: 22An Analysis of Spoken Grammar: the Case for Production(Oxford Univ Press, 2009) Mumford, SimonCorpus-based grammars, notably Cambridge Grammar of English, give explicit information on the forms and use of native-speaker grammar, including spoken grammar. Native-speaker norms as a necessary goal in language teaching are contested by supporters of English as a Lingua Franca (ELF); however, this article argues for the inclusion of selected forms for teaching for production based on an analysis of the usefulness of individual forms. The forms are analysed in two sections, relating to fluency and appropriacy, since, while every student can benefit from improved fluency, native-speaker appropriacy may not be a need for all. The conclusion is that such an analysis strengthens the arguments for teaching many of these forms for production, while acknowledging the case for fluency features is stronger than more context-dependent appropriacy forms. It briefly looks at some possibilities for teaching the forms.Article Citation - WoS: 4Citation - Scopus: 5Understanding Test-takers' Perceptions of Difficulty in Eap Vocabulary Tests: the Role of Experiential Factors(Sage Publications Ltd, 2017) Erturk, Nesrin Oruc; Mumford, SimonThis study, conducted by two researchers who were also multiple-choice question (MCQ) test item writers at a private English-medium university in an English as a foreign language (EFL) context, was designed to shed light on the factors that influence test-takers' perceptions of difficulty in English for academic purposes (EAP) vocabulary, with the aim of improving test writers' judgments on difficulty. The research consisted of a survey of 588 test-takers, followed by a focus group interview, aimed at investigating the relative influences of test-taker factors and word factors on difficulty perceptions. Results reveal a complex interaction of factors influencing perceived difficulty dominated by the educational, and particularly, the social context. Factors traditionally associated with vocabulary difficulty, such as abstractness and word length, appeared to have little influence. The researchers concluded that rather than basing their intuitions regarding vocabulary difficulty on language-lesson input or surface features of words, EAP vocabulary test writers need a clear understanding of test-takers' difficulty perceptions, and how these emerge from interactions between academic, social and linguistic factors. As a basis for EAP vocabulary item writer training, four main implications are drawn, related to test-takers' social and educational background, field of study, the features of academic words, and the test itself.Article Citation - WoS: 6Citation - Scopus: 8Teachers? Perspectives on the Causes of Rater Discrepancy in an English for Academic Purposes Context(Elsevier Sci Ltd, 2021) Mumford, Simon; Atay, DerinMany studies have focused on discrepancies in scoring writing, focusing on determining rater types, rubrics and their interpretation, and the factors that make a particular paper hard score. This qualitative study attempts to understand sources of discrepancy from the perspective of the raters themselves. Teachers from an English medium university freshmen academic skills programme provided scores and comments on an exemplar paper with an analytic, three-criteria rubric. Results reveal considerable differences within content and organisation criteria. In the next stage, unstructured interviews were conducted with three teachers from the programme, and their perspectives on rating were compared, and used to interpret possible causes of discrepancies in the first stage. Although the interviewees? attitudes to the scoring process were broadly similar in terms of accounting for discrepancies, each had a different focus: on institutional factors, teacher role, and the rating process, respectively. The implications for L2 writing standardization are discussed.Book Part Citation - Scopus: 1Teacher and Learner Autonomy Through Action Research(Taylor and Francis, 2024) Webb, R.; Mumford, SimonThe chapter explores and discusses autonomy in relation to how action research (AR) might support teacher and learner autonomy development. Autonomy in language teaching can be developed through research engagement of teachers and learners where they are critically involved in improving learning and teaching practices. Action research allows teachers and learners to exercise agency over how they teach and learn, where they balance their power relations within and beyond institutions. In this chapter we discuss these processes by introducing theoretical and practical arguments in the existing literature and argue for how AR might be an empowering strategy to support and strengthen autonomous learning for both teachers and learners. We also draw practical implications that show how AR fosters autonomy and how their confidence is in return boosted by engaging in AR. © 2025 selection and editorial matter, Anne Burns and Kenan Dikilitas. All rights reserved.Book Part Approaches To Teaching and Learning Through Eap(Springer Nature, 2024) Mumford, S.; Dikilitaş, K.This chapter focuses on methodological approaches to teaching and learning English for Academic Purposes (EAP). We focus on two key developments: Todd's (in Journal of English for Academic Purposes 2:147-156, 2003) six principles of EAP, and academic literacies theory. These emerged from different disciplines, EAP and L1 academic writing, respectively, but have much in common, and their convergence has the potential to shape the future of EAP. These represent the practical (Todd, 2003) and the more theoretical aspects (academic literacies) of second language (L2) academic language learning. To focus on the practical nexus, we discuss Todd's (2003) six principles: inductive learning, process syllabuses, learner autonomy, authentic materials and tasks, technology, and team teaching, and discuss their application to various methodological approaches, such as task-based learning, project-based learning, and English medium of instruction. In the second part, we examine the theory of 'academic literacies,' referring to the move away from a mere focus on texts toward greater inclusivity and diversity. We emphasize that 'methods' can include personal approaches as well as institutional ones. We provide implications for EAP teachers to examine their own beliefs about EAP methodology. The chapter concludes with practical guidance on approaches to teaching. We argue that, for EAP, teacher and student autonomy are key to finding methodological balance. © The Author(s). All rights reserved.
