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Draft:Carol Griffiths

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Carol Griffiths
OccupationsTeacher, manager, author and academic
Academic background
EducationB.A., English language & literature and French
Diploma in Teaching
Diploma in English Language Teaching
M.A., Applied Linguistics
Ph.D., Education/Applied Linguistics
Websitecarol-lorac.com

Carol Griffiths is a teacher, manager, author, and academic. Her research focuses on language learning strategies, individual differences in language acquisition, teacher education and support, action research, using literature in language teaching and learning, and the global use of English, including English as a lingua franca (ELF) and as a medium of instruction (EMI).

Education

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Griffiths received a B.A. in English Language & Literature and French from Massey University in 1963, followed by a Diploma in Teaching from Auckland Teachers College in 1969. She followed this up with a Diploma in English Language Teaching (DipELT) from the University of Auckland in 1995, and in 1996, she earned an M.A. in Applied Linguistics from University of Waikato. She completed her Ph.D. in Education/Applied Linguistics at the University of Auckland in 2003.[1]

Career

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Griffiths worked as a tutor and head of the English Language Centre at Auckland Institute of Studies from 1992 to 1996, then as director of Studies at the International Language Academy in Auckland from 1996 to 2000. From 2001 to 2003, she worked as project manager to establish the English Language Academy at the University of Auckland, before returning to Auckland Institute of Studies as a teacher trainer from 2003 to 2006. She subsequently held a position as assistant professor at Yeditepe University between 2010 and 2012. This was followed by an appointment as associate professor at Fatih University from 2012 to 2016, when she became graduate supervisor at the University of Leeds. In 2019, she held the position as associate professor and then full professor at Girne American University.[1][2]

Research

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Griffiths' research focuses on applied linguistics, with emphasis on language acquisition, language learning strategies, and individual differences among language learners. Her work has examined how cognitive, affective, and contextual factors influence the process of learning additional languages,[3] contributing to a more holistic understanding of language learning as a dynamic and complex phenomenon.[4]

A central theme in Griffiths' research is the study of language learning strategies.[5] She has explored how strategies are selected, adapted, and used by learners in diverse educational[6] and cultural contexts.[7]

In addition to learner strategies, Griffiths' research has addressed teacher education,[8] action research,[9] and the global role of English.[10]

Works

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Griffiths' books have explored language learning, teaching, and learner differences. In 2008, she published Lessons from Good Language Learners,[11] a work described by Anik Nandi as a "thought-provoking book" that highlights key learner variables.[12] In 2017, she published Developing Teacher Autonomy through Action Research with Kenan Dikilitaş. The book was noted as an "invaluable" and "practical guide" that empowered teachers to develop autonomy through action research by Erzsébet Ágnes Békés.[13] Haris C. Adhikari noted that it is a "helpful and practical read"; however, he did imply that the book lacks sufficient discussion of contextual or cultural barriers and stated that "devoting a section to overcoming contextual and/or cultural barriers in the course of developing teacher autonomy would also be a judicious decision".[14] Following this, in 2018, she published The Strategy Factor in Successful Language Learning: The Tornado Effect, which examined how strategy use interacted with learner, situational, and classroom factors, linking theoretical perspectives with practical teaching and learning applications.[15] The book was described as a "teacher-friendly"[16] and "laudable culmination" of Griffiths' work,[17] while also offering "feasible guidelines for practitioners."[18] However, reviewer Núria Hernández observed that the book overlooks new trends in multilingual research and focuses heavily on nativelike norms.[19]

Later, Griffiths co-authored Individual Differences in Language Learning: A Complex Systems Theory Perspective with Adem Soruç in 2020, exploring how learner characteristics and environments formed a complex, interconnected system.[20] Reviewing the book, Kelsey Ulrich-Verslycken characterized it as a "theoretically sound" and "approachable" analysis of individual differences in language acquisition, highlighting their "complex and dynamically intertwined" nature,[21] while Mengyao Ma suggested it could include more recent research on "linguistic giftedness" and "positive psychology."[22] She also published Lessons from Good Language Teachers with Zia Tajeddin.[23] In 2023, her edited book The Practice of English as a Medium of Instruction (EMI) Around the World, provided a context-based analysis that integrated regional studies with meta-analysis,[24] and was regarded as a "valuable resource" for educators and researchers.[25] In 2025, she edited Teacher Burnout from a Complex Systems Perspective, examining contributors, contexts, consequences, and coping strategies for teacher burnout.[26] In a review, it was praised as "timely and comprehensive exploration" offering a "holistic understanding" of teacher burnout.[27]

Bibliography

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Selected books

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  • Griffiths, C., ed. (2008). Lessons from Good Language Learners. Cambridge University Press. ISBN 9780511497667.
  • Dikilitaş, K.; Griffiths, C. (2017). Developing Language Teacher Autonomy through Action Research (1st ed.). Palgrave Macmillan Cham. ISBN 9783319507385.
  • Griffiths, C. (2018). The Strategy Factor in Successful Language Learning: The Tornado Effect. Multilingual Matters. ISBN 9781783099757.
  • Griffiths, C.; Soruç, A. (2020). Individual Differences in Language Learning: A Complex Systems Theory Perspective (1st ed.). Palgrave Macmillan Cham. ISBN 9783030528997.
  • Griffiths, C. (2023). The Practice of English as a Medium of Instruction (EMI) Around the World (1st ed.). Springer Cham. ISBN 9783031306129.
  • Griffiths, C. (2024). Using Literature to Learn and Teach Language: The L3 Approach. Springer. ISBN 9783031545542.
  • Griffiths, C. (2024). Language Intake: Understanding and Improving Language Learning and Teaching. Routledge. ISBN 9781032799896.
  • Griffiths, C., ed. (2025). Teacher Burnout from a Complex Systems Perspective: Contributors, Consequences, Contexts and Coping Strategies. Palgrave Macmillan. ISBN 9783031850240.

Selected articles

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  • Griffiths, C. (2003). "Patterns of language learning strategy use". System. 31 (3): 367–383. doi:10.1016/S0346-251X(03)00048-4.
  • Griffiths, C. (2007). "Language learning strategies: students' and teachers' perceptions". ELT Journal. 61 (2): 91–99. doi:10.1093/elt/ccm001.
  • Griffiths, C. (2011). "The traditional/communicative dichotomy". ELT Journal. 65 (3): 300–308. doi:10.1093/elt/ccr030.
  • Griffiths, C.; Oxford, R. L. (2014). "The twenty-first century landscape of language learning strategies: Introduction to this special issue". System. 43: 1–10. doi:10.1016/j.system.2013.12.009.
  • Soruç, A.; Griffiths, C. (2015). "Identity and the spoken grammar dilemma". System. 50: 32–42. doi:10.1016/j.system.2015.03.007.
  • Griffiths, C; Incecay, G. (2016). "Styles and Style-Stretching: How are They Related to Successful Learning?". Journal of Psycholinguistic Research. 45 (3): 599–613. doi:10.1007/s10936-015-9366-2.
  • Griffiths, C. (2020). "Language Learning Strategies: Is the Baby Still in the Bathwater?". Applied Linguistics. 41 (4): 607–611. doi:10.1093/applin/amy024.
  • Griffiths, C. (2023). "What about the teacher?". Language Teaching. 56 (2): 210–222. doi:10.1017/S0261444821000100.
  • Griffiths, C. (2025). "An integrated approach to using literature to learn language (L3): A guideline for language teachers". Language Teacher Education Research. 2: 35–44. doi:10.32038/lter.2025.02.03.
  • Griffiths, C. (2025). "The native/non-native debate: A practitioner responds". Language Teaching. 58 (2): 283–285. doi:10.1017/S0261444824000272.

References

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  1. 1 2 "Carol Griffiths - Curriculum Vitae". Academia. Retrieved December 31, 2025.
  2. ↑ "FACULTY OF EDUCATION". Girne American University. Retrieved January 1, 2026.
  3. ↑ Zhang, Zhe (Victor) (2022). "Learner engagement and language learning: a narrative inquiry of a successful language learner". The Language Learning Journal. 50 (3): 1. doi:10.1080/09571736.2020.1786712. ISSN 0957-1736.
  4. ↑ Wang, Qunfeng (2023). "Memorization strategy and foreign language learning: a narrative literature review". Frontiers in Psychology. 14: 5. doi:10.3389/fpsyg.2023.1261220. ISSN 1664-1078.
  5. ↑ Leba, Seli Marlina; Butarbutar, Ranta; Werang, Basilius (2021). "Exploring the English Learning Strategies of an Indigenous Papuan Student of Indonesia". The Qualitative Report. 26 (9): 2747. doi:10.46743/2160-3715/2021.4881. ISSN 1052-0147.
  6. ↑ Swan, Michael (2008). "Talking Sense about Learning Strategies". RELC Journal. 39 (2): 263. doi:10.1177/0033688208092188.
  7. ↑ Seker, Meral (1 September 2016). "The use of self-regulation strategies by foreign language learners and its role in language achievement". Language Teaching Research. 20 (5): 606. doi:10.1177/1362168815578550. ISSN 1362-1688.
  8. ↑ Dilek, Ekru; Altas, Betul (2022). "The Relationship between EFL Teachers' Professional Identity and Professional Autonomy". Asian Journal of Education and Training. 8 (1): 23. doi:10.20448/edu.v8i1.3806.
  9. ↑ Ramdani, Junjun; Yanto, Elih; Sri, Melisa; Djunaedi, Rahmat (2022). "Exploring the Impact of Workshops and a Mini-Project in Student Teachers Becoming Qualitative Researchers". The Qualitative Report: 1407. doi:10.46743/2160-3715/2022.3445. ISSN 2160-3715.
  10. ↑ Pun, Jack K H; Thomas, Nathan (2020). "English medium instruction: teachers' challenges and coping strategies". ELT Journal. 74 (3): 2. doi:10.1093/elt/ccaa024.
  11. ↑ "Lessons from good language leaners". WorldCat. Retrieved February 10, 2025.
  12. ↑ Nandi, Anik (2011). "Review of Lessons from Good Language Learners". Atlantis. 33 (1): 177. ISSN 0210-6124.
  13. ↑ Békés, Erzsébet Ágnes (2021). "Book Review: Developing Language Teacher Autonomy through Action Research". Focus on ELT Journal: 72. doi:10.14744/felt.2021.3.2.6.
  14. ↑ Adhikari, Haris C. (1 January 2023). "Developing language teacher autonomy through action research". Educational Action Research. 31 (1): 172–173. doi:10.1080/09650792.2021.1894965.
  15. ↑ "The Strategy Factor in Successful Language Learning: The Tornado Effect". WorldCat. Retrieved January 1, 2026.
  16. ↑ Gu, Yongqi (2015). "The Strategy Factor in Successful Language Learning". ELT Journal. 69 (1): 105. doi:10.1093/elt/ccu058.
  17. ↑ Thomas, Nathan (2019). "Book review: The Strategy Factor in Successful Language Learning: The Tornado Effect (2nd ed.). Carol Griffiths. Multilingual Matters, Bristol. pp. xv+263". System. 82 (2019): 181. doi:10.1016/j.system.2019.02.005 – via Elsevier.
  18. ↑ Pawlak, Miroslaw (2013). "Book review: The Strategy Factor in Successful Language Learning. Carol Griffiths". Studies in Second Language Learning and Teaching: 324.
  19. ↑ Hernández, Núria (24 June 2013). "The Strategy Factor in Successful Language Learning". International Journal of Educational Psychology. 2 (2): 244–245. doi:10.4471/ijep.2013.26. ISSN 2014-3591.
  20. ↑ "Individual differences in language learning : a complex systems theory perspective". WorldCat. Retrieved January 1, 2026.
  21. ↑ Ulrich-Verslycken, Kelsey (2024). "Review of Griffiths, C. & Soruç, A. (2020) Individual differences in language learning: A complex systems theory perspective. Palgrave Macmillan". Canadian Journal of Applied Linguistics. 27 (1): 152. doi:10.37213/cjal.2024.33311.
  22. ↑ Ma, Mengyao; Gao, Xuesong (Andy) (2021). "Review of Individual differences in language learning: A complex systems theory perspective". Studies in Second Language Learning and Teaching. 11 (4): 632. doi:10.14746/ssllt.2021.11.4.7.
  23. ↑ "Lessons from good language teachers". WorldCat. Retrieved January 20, 2026.
  24. ↑ "The practice of English as a medium of instruction (EMI) around the world". WorldCat. Retrieved January 1, 2026.
  25. ↑ Kaya, Handan Erem Altin; Yaman, İsmail (2025). "The practice of English as a medium of instruction (EMI) around the world". Anadolu University Journal of Education Faculty. 9 (3): 295.
  26. ↑ "Teacher burnout from a complex systems perspective : contributors, consequences, contexts and coping strategies". WorldCat. Retrieved January 20, 2026.
  27. ↑ Huang, Fangwei; Zhang, Lawrence Jun (April 2026). "Book review". System. 138: 2. doi:10.1016/j.system.2025.103966.
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