Christine Savvidou

University of Nicosia

Christine Savvidou is an assistant professor at the University of Nicosia, Cyprus, and has a doctorate in Teacher Education from the University of Nottingham, UK. Her research focuses on teacher education, professional development, and professional knowledge and identity in second language teaching. A member of several professional associations, she is an active researcher and has published her work in several international refereed journals (Intercultural Education, Technology, Pedagogy and Education, Journal of Teacher Development, Teachers and Teaching: Theory and Practice). She is also a regular reviewer for several international journals.

1books edited

2chapters authored

Latest work with IntechOpen by Christine Savvidou

This volume presents a collection of current research on pedagogies, practices and perspectives in the field of second language acquisition. It brings together different aspects of learning, teaching and researching a second language with chapters covering a range of topics from emotional communication, pragmatic competence, transformative pedagogy, inclusion, reflective teaching and innovative research methodologies. The authors address a global audience to offer insights into contemporary theories, research, policies and practices in second language acquisition. This collection of work is aimed at students, teachers and researchers wishing to reflect on current developments and identify potential research directions.

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Second Language Acquisition

Edited by Christine Savvidou

Chapters authored

Exploring the Pedagogy of Online Feedback in Supporting Distance Learners

By Christine Savvidou

While feedback is recognized as an important part of the pedagogical process in supporting student learning, it is a relatively a new area of online education research. The purpose of this mixed-methods study was to examine online feedback processes from the vantage points of the course instructor and a cohort of students. Based on data collected from the online forums and student interviews, the researcher/instructor sets out to determine what feedback was given and how it was perceived by students. Evidence suggests that the feedback given was largely aligned with research definitions of “best practice” in terms of being timely, accessible and substantial. In terms feedback type, it was informative, supportive, corrective, and, to a lesser extent, reflective. However, evidence suggests that the scope of students’ perceptions of effective feedback was broader than suggested in the research literature with feedback viewed in relation to specific pedagogical, contextual, and relational dimensions. It is suggested that analysis of feedback from these two vantage points is important for instructors wishing to enhance their online teaching. It is also suggested that a frame for understanding the effect of online feedback on student learning should be broadened to consider its wider pedagogical, contextual, and relational dimensions.

Part of the book: Advanced Learning and Teaching Environments

Introductory Chapter: Second Language Acquisition - Pedagogies, Practices and Perspectives

By Christine Savvidou

Part of the book: Second Language Acquisition

Christine Savvidou

Latest work with IntechOpen by Christine Savvidou

Second Language Acquisition

Chapters authored

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