Hasan Zainnuri
- Email: edhza@leeds.ac.uk
- Thesis title: Exploring Indonesian Pre-service Teachers' Cognition of GenAI-assisted EFL Teaching: A Mixed Method Longitudinal Research
- Supervisors: Dr Huahui Zhao, Dr Judith Hanks (SFHEA), Dr. Loreto Aliaga-Salas
Profile
I am a second-year Ph.D. student at Language Education, School of Education, University of Leeds. I have been a teacher-educator in the pre-service teacher education program at the English Education Department, Faculty of Teacher Training and Education, Sebelas Maret University in Central Java, Indonesia, for over eight years. I obtained my undergraduate and master's degrees in English language teaching at Sebelas Maret University in 2011 and 2013 respectively. I am a passionate ESL lecturer with advanced experience in integrating technology-enhanced language learning in four areas of language learning: speaking, writing, reading, and listening. I have published papers in international journals (e.g., International Journal of Applied Linguistics, Journal of English Language Studies, and Journal of English Education and Development) and book chapters published by Routledge.
Research interests
My Ph.D. research will investigate how pre-service teachers' cognitions about GenAl-assisted EFL teaching and learning - specifically their beliefs, knowledge, and attitudes - evolve during their micro-teaching and practicum experiences in a teacher education program. By exploring this evolving cognition, the study aims to contribute to the theoretical understanding of both language teacher cognition and the integration of GenAl in language teaching and learning. The research will draw upon a rich dataset encompassing quantitative data (questionnaire responses), qualitative data (semi-structured interview and stimulated recall interview with classroom observations, lesson plan, and feedback teaching as the stimuli), and reflection journal entries, as well as generated data (thematic analysis results and narrative frames). Ultimately, by comprehensively understanding pre-service teachers' cognition, this study seeks to identify theoretical, empirical, and practical implications for enhancing pre-service teacher education curricula and practices.
Qualifications
- Master of Education in English Language Teaching
- Bachelor of Education in English Language Teaching