Luke Mawer

Profile

Background

Born in Scunthorpe, UK I have been teaching English and Research Methods courses since 2008. Shortly after graduating I left the UK for South Korea, where I spent seven and a half years. Since leaving Korea, I have been lecturing in Abu Dhabi, UAE.     

I completed my BA degree in Creative Writing at the University of Leeds in 2007. Shortly after which I moved to Daegu, South Korea where I became an English instructor. I lived there for over seven years teaching at private language institutions, colleges and universities. During this time I undertook an MA degree in with The University of Sunderland in TESOL. Since 2016 I have been lecturing at a college in Abu Dhabi and started my PhD in Education in 2017.  

What motivated me to undertake PhD study?

As I became more involved in academia, both as a result of working in education and completing my master’s degree, I have taken a keener interested in the research activities within the field. Not only would I like to become an active participant in this process but I would also like further my contributions to the field in a teaching capacity within higher education. 

What makes me passionate about my subject?

There are few things in this world that are almost universally experienced and that can have the profound effect on our lives, as education. It has the power to help transform our perspectives and prospects, enrich us with knowledge and provide us with the skills necessary for life.

What are my plans once I have completed my PhD?

I plan to continue to work in academia, hopefully taking up a post as a lecturer / assistant professor while building up a body of research.

Research interests

Submission Date: February 2022

The aim of my proposed research is to investigate how teachers of academic English literacies are making use of digital tools and digital contexts. In what manner are digital tools used, employed by teachers and for achieving what aim? A further intention is to understand how the use of digital tools and digital contexts relates to the cognitions of teachers. These cognitions are to be analysed through the teachers’ attitudes, beliefs, knowledge and acceptance of technology, pedagogy and content. The research aims to tests measures of these cognitions that are frequently used in the field. These models are Technological, Pedagogical and Content Knowledge (TPACK) and the Unified Theory of Acceptance and Use of Technology (UTAUT). The research seeks to investigate the relationship between teachers’ cognitions and the usage of digital tools and digital contexts. While studying these practices and cognitions, an additional objective is to assess the effects of contextual factors on the teachers’ practices and cognitions pertaining to the use of digital tools and contexts for English for Academic Purposes.