IoE Research Output Award

The Research Output Award(s) is given each year to the IoE member of staff whose research output is making a valuable contribution to knowledge, as assessed by the IoE Research Committee. It is assessed on its originality, rigour and significance.

To be eligible for consideration, the research output must be published between 31st May of the preceding year and 1st June of the year in which the prize is awarded.

Some of the recent winners include:



Associate Professor Category

Wong, B., Copsey-Blake, M., & ElMorally, R. (2022). Silent or silenced? Minority ethnic students and the battle against racism. Cambridge Journal of Education.

Lecturer Category

Sahan, K., Galloway, N., & McKinley, J. (2022). ‘English-only’ English medium instruction: Mixed views in Thai and Vietnamese higher education. Language Teaching Research.



Associate Professor Category (jointly won)

Joseph, H., Wonnacott, E., & Nation, K. (2021). Online inference making and comprehension monitoring in children during reading: Evidence from eye movements. Quarterly Journal of Experimental Psychology74(7), 1202-1224.

Powell, D., & Atkinson, L. (2021). Unraveling the links between rapid automatized naming (RAN), phonological awareness, and reading. Journal of Educational Psychology, 113(4), 706–718.



Associate Professor Category

Wong, B., & Chiu, Y.L.T. (2019). Exploring the concept of ‘ideal’ university student. Studies in Higher Education, 46(3), 497-508.

Lecturer Category

Kasprowicz, R.E., Marsden, E. & Sephton, N. (2019). Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom. The Modern Language Journal, 103(3), 580-606. doi:



Associate Professor Category

Flynn, N. (2019). Teachers and Polish children: Capturing changes in the linguistic field. British Journal of Sociology of Education, 40(1), 65-82. DOI:

Lecturer Category

Zhang, P. & Graham, S. (2019). Vocabulary learning through listening: Comparing L2 explanations, teacher codeswitching, contrastive focus-on-form and incidental learning. Language Teaching Research. DOI:



Wong, B. & Kemp, P.E.J. (2018). Technical boys and creative girls: The career aspirations of digitally-competent youths. Cambridge Journal of Education, 48(3), 301-316. DOI:



Trakulphadetkrai, N. V., Courtney, L., Clenton, J., Treffers-Daller, J., & Tsakalaki, A. (2017). The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): an exploratory study. International Journal of Bilingual Education and Bilingualism. DOI:



Fuller, C. (2014). Social Capital and the role of trust in aspirations for higher educational. Educational Review, 66(2), 131–147. DOI: