Profile

Biography

I joined the Department of Education in October 2014. I teach on the MA TESOL and MA in Applied Linguistics for (English) Language Teaching programmes. I was Deputy Programme Leader for MA TESOL from 2014 to 2018 and Director of Taught Masters (Admissions and Assessment) from 2018 to 2022. I supervise dissertations and theses in the area of TESOL.

Before joining the Department of Education, I worked as a Lecturer in Applied Linguistics and English Language Teaching at Anglia Ruskin University, Cambridge. While there, I contributed to undergraduate and postgraduate courses in language teacher education and developed and led an MA TESOL and Materials Development programme.

Before my lectureship in Cambridge, I worked at the Institute of English and American Studies at the University of Gdansk, Poland, where I was involved in BA and MA EFL teacher education programmes.

I have an MA (English Philology) and a PhD (Linguistics/TEFL) from Adam Mickiewicz University, Poland, and an MA (Applied Linguistics and TEFL) from the University of Portsmouth, UK. I am a CELTA teacher and a CELTA teacher trainer. I have been a Fellow of the Higher Education Academy since 2013.

I am Editor-in-chief of The European Journal of Applied Linguistics and TEFL.

Since I arrived at the University of York, I have taught on the following modules:

• TESOL Methods
• Teaching and Learning Language
• Language Curriculum Design and Evaluation
• Evaluating TESOL Practice
• Methodology of Teaching English for Academic Purposes
• Research Methods in Language Learning and Teaching
• Planning and Communicating Research
• Professional Practice in Education

Research

Overview

My research interests include:

• L2 reading
• Learner/Teacher autonomy
• Language learner strategies
• Teacher self-efficacy
• Reflective teaching/practice
• TESOL teacher education and professional development
• Teacher self-efficacy
• Language assessment literacy

I am actively involved in TESOL-oriented research. I have conducted research projects in Poland, Sri Lanka, India, Armenia, the Philippines, Vietnam, Indonesia, Japan, and Ecuador.

Publications

Full publications list

Monographs

Cirocki, A., & Hallet, W. (2024). Professionalising English language teaching: Concepts and reflections for action in teacher education. Cambridge University Press.

Cirocki, A. (2016). Developing learner autonomy through tasks: Theory, research, practice. LinguaBooks.

Articles

Cirocki, A., & Imsa-ard, P. (2024). Integrating reflective practice into undergraduate teacher education programmes in ELT: A no-lose deal for Thai universities. PASAA Journal, 68, 440–468. 

Cirocki, A., Indrarathne, B., & Alcivar Calderon, V. E. (2024). Effectiveness of professional development training on reflective practice and action research: A case study from Ecuador. Reflective Practice, 1–19. 

Cirocki, A., & Anam, S. (2024). How much freedom do we have…? Perceived autonomy of secondary school EFL teachers in Indonesia. Language Teaching Research, 28(2), 440–465.

He, D., & Cirocki, A. (2024). Business peoples’ perceptions of English language use and its importance in the Chinese business world: A mixed-methods study. Asian Englishes, 1–19. 

Cirocki, A., Ito, A., Soden, B., & Noret, N. (2024). Measuring self-reported efficacy of secondary school EFL teachers: The case of Japan.  TESL-EJ, 27(2).

Cirocki, A., Anam, S., Retnaningdyah, T., & Soden, B. (2023). Measuring job satisfaction of Indonesian secondary school English language teachers before and during the pandemic: A mixed-methods study. TESL-EJ, 27(2).

Cirocki, A., Soto, S. T., Rojas Encalada, M. A., & Honores Cuenca, K. V. (2019). Motivational strategies in the secondary school EFL classroom: The case of Ecuador. Electronic Journal of Foreign Language Teaching, 16(2), 250-265.

Cirocki, A., Parba, J., Caparoso, J., & Caday, K. (2019). Reading strategies in the Filipino secondary school ESL classroom: Use and instruction. Asian Journal of English Language Teaching, 28, 29-60.

Cirocki, A., & Widodo, H. P. (2019). Reflective practice in English language teaching in Indonesia: Shared practices from two teacher educators. Iranian Journal of Language Teaching Research, 7(3), 15-35.

Cirocki, A., & Farrell, T. S. C. (2019). Professional development of secondary school EFL teachers: Voices from Indonesia. System, 85, 1-14.

Cirocki, A., Anam, S., & Retnaningdyah, P. (2019). Readiness for autonomy in English language learning: The case of Indonesian high school students. Iranian Journal of Language Teaching Research, 7(2), 1-18.

Cirocki, A., & Canh, L. V. (2018). Anxiety, strategy use and multiple intelligences in the EFL reading classroom: Voices from Hanoi. Asian Journal of English Language Teaching, 27, 1-45.

Cirocki, A., & Farrell, T. S. C. (2017). Reflective practice for professional development of ELT practitioners. The European Journal of Applied Linguistics and TEFL, 6(2), 5-22.

Cirocki, A., & Arceusz, A. (2016). Research methods in foreign/second language didactics. TEANGA, Journal of the Irish Association for Applied Linguistics, 24, 1-19.

Cirocki, A., & Caparoso, J. (2016). Attitudes, motivations and beliefs about reading in the Filipino secondary school ESL classroom. International Journal of Applied Linguistics and English Literature, 5(7), 1-18.

Cirocki, A., & Farrelly, R. (2016). Research and reflective practice in the EFL classroom: Voices from Armenia. Eurasian Journal of Applied Linguistics, 2(1), 31-56

Cirocki, A., David, M. K., Gupta, D., & Dalal, G. (2015). Critical thinking in the Malaysian and Indian ESL reading classroom. Interdisciplinary Journal of Linguistics, 8, 90-116.

Widodo, H. P., & Cirocki, A. (2015). Video-mediated listening tasks in the EAL classroom: A sociopragmatic perspective. Asian EFL Journal, 81, 62-90.

Cirocki, A., Tennekoon, S., & Peña Calvo, A. (2014). Research and reflective practice in the ESL classroom: Voices from Sri Lanka. The Australian Journal of Teacher Education, 39(4), 24-44.

Cirocki, A. (2013). The reading portfolio: A tool for learning and assessment in the secondary school EFL classroom. The International Journal of Innovation in English Language Teaching and Research, 2(2), 223-240.

Cirocki, A. (2013). Literature in the EFL classroom: A social constructivist perspective. The European Journal of Applied Linguistics and TEFL, 2(1), 69-88.

Cirocki, A. (2013). Descriptive statistics for EFL classroom research: Plain and simple. Modern English Teacher, 22(3), 73-77.

Widodo, H. P., & Cirocki, A. (2013). Noticing as a scaffolding strategy for writing academic paragraphs. English Teaching Professional, 88, 16-18.

Widodo, H. P., & Cirocki, A. (2013). Noticing as a scaffolding strategy for writing academic paragraphs. English Teaching Professional, 87, 16-18.

Cirocki, A. (2013). Conducting research in the classroom: Collecting qualitative and quantitative data. Modern English Teacher, 22(2), 63-69.

Cirocki, A. (2013). Conducting research in the EFL classroom. Modern English Teacher, 22(1), 76-81.

Cirocki, A. (2012). Genre theory: A horn of plenty for EFL students. Nordic Journal of English Studies, 11(3), 78-99.

Cirocki, A. (2012). Establishing a club of readers in the EFL classroom. Modern English Teacher, 21(4), 53-57.

Cirocki, A. (2011). Teaching listening to EFL junior high school students in Poland. Open! Journal of The Estonian Association of Teachers of English, 11-18.

Cirocki, A. (2011). Age is only a number: Evaluating and modernising dated EFL materials. Folio, 14(2), 12-16. 

Cirocki, A. (2011). The importance of learners’ ability to communicate in English and its implementation in the Polish context of language teaching. Journal of Linguistics and Language Teaching, 2(1), 111-127.

Book Chapters

Cirocki, A., Sapp, T., & Farrelly, R. (2024). Developing materials for ELT classrooms: A brief introduction. In A. Cirocki, R. Farrelly, & T. Sapp (Eds.), Developing materials for innovative teaching and sustainable learning: ELT practitioners’ experiences from diverse global contexts (pp. 1–25). Springer.

Sapp, T., Cirocki, A., & Farrelly, R. (2024). Developing materials for ELT classrooms: Closing remarks. In A. Cirocki, R. Farrelly, & T. Sapp (Eds.), Developing materials for innovative teaching and sustainable learning: ELT practitioners’ experiences from diverse global contexts (pp. 489–515). Springer.

Indrarathne, B., Cirocki, A., & McCulloch, S. (2024). Cognitive and educational psychology for TESOL practitioners: Concluding reflections. In A. Cirocki, B. Indrarathne, & S. McCulloch (Eds.), Cognitive and educational psychology for TESOL: A guide for practitioners (pp. 445–460). Springer. 

Cirocki, A., Indrarathne, B., & McCulloch, S. (2024). Cognitive and educational psychology for TESOL practitioners: An introduction. In A. Cirocki, B. Indrarathne, & S. McCulloch (Eds.), Cognitive and educational psychology for TESOL: A guide for practitioners (1–13). Springer. 

Nueva, J. C., Gabales, B. G. Jr., & Cirocki, A. (2024). Becoming reflective ELT practitioners: Insights and foresights from the University of Southeastern Philippines. In A. Cirocki, M. Wyatt, & X. (A). Gao (Eds.), Developing reflective TESOL practitioners through teacher education: Insights from Asia (pp. 127–154). Springer. 

Gao, X (A)., Wyatt, M., & Cirocki, A. (2024). Reflective practice in TESOL: Concluding reflections. In A. Cirocki, M. Wyatt, & X (A) Gao (Eds.), Developing reflective TESOL practitioners through teacher education: Insights from Asia (pp. 369-385). Springer.

Baizhanov, Y., & Cirocki, A. (2023). Professional development of CLIL teachers in Kazakhstan: The case of Nazarbayev Intellectual Upper-Secondary Schools. In A. Cirocki, R. Farrelly, & H. Buchanan (Eds.), Continuing professional development of TESOL practitioners: A global landscape (pp. 245-276). Springer.

Cirocki, A., Farrelly, R., & Buchanan, H. (2023). Continuing professional development in TESOL: Current perspectives. In A. Cirocki, R. Farrelly, & H. Buchanan (Eds.), Continuing professional development of TESOL practitioners: A global landscape (pp. 1-26). Springer.

Buchanan, H., Farrelly, R., & Cirocki, A. (2023). Concluding remarks on continuing professional development in TESOL. In A. Cirocki, R. Farrelly, & H. Buchanan (Eds.), Continuing professional development of TESOL practitioners: A global landscape (pp. 395-411). Springer.

Cirocki, A., Madyarov, I., & Baecher, L. (2019). Contemporary perspectives on student teacher learning and the TESOL practicum. In A. Cirocki, I. Madyarov & L. Baecher (Eds.), Current perspectives on the TESOL practicum: Cases from around the globe (pp. 1–20). Springer.

Cirocki, A., Madyarov, I., & Baecher, L. (2019). The TESOL Practicum: A diverse landscape. In A. Cirocki, I. Madyarov & L. Baecher (Eds.), Current perspectives on the TESOL practicum: Cases from around the globe (pp. 289-297). Springer.

Cirocki, A. (2010). Literature in the CLT classroom: Materials design. In H. P. Widodo & L. Savova (Eds.), The Lincom guide to materials design in ELT (pp. 85-102). Lincom.

Cirocki, A. (2010). Classroom ethnographies: Doing teacher research. In G. Park, H. P. Widodo, & A. Cirocki (Eds.), Observation of teaching: Bridging theory and practice through research on teaching (pp. 63-84). Lincom.

Cirocki, A. (2009). The place and role of literary texts in language education: A historical overview. In A. Cirocki (Ed.), Extensive reading in English language teaching (pp. 157-170). Lincom.

Cirocki, A. (2009). Implementing the ER approach to literature in the EFL secondary school classroom: An action research study. In A. Cirocki (Ed.), Extensive reading in English language teaching (pp. 521-546). Lincom.

Cirocki, A. (2007). Literature in the history of English language teaching. In R. Coreil (Ed.), Imagination, cognition, language acquisition: A unified approach to theory and practice (pp. 118-122). New Jersey City University.

Edited Volumes

Cirocki, A., Farrelly, R., & Sapp, T. (Eds.). (2024). Developing materials for innovative teaching and sustainable learning: ELT practitioners’ experiences from diverse global contexts. Springer.

Cirocki, A., Indrarathne, B., & McCulloch, S. (Eds.). (2024). Cognitive and educational psychology for TESOL: A guide for practitioners. Springer.

Cirocki, A., Wyatt, M., & Gao, X.  (Eds.). (2024). Developing reflective TESOL practitioners through teacher education: Insights from Asia. Springer.

Cirocki, A., Farrelly, R., & Buchanan, H. (Eds.). (2023). Continuing professional development of TESOL practitioners: A global landscape. Springer. 

Cirocki, A., Madyarov, I., & Baecher, L. (Eds.). (2019). Current perspectives on the TESOL practicum: Cases from around the globe. Springer. 

Widodo, H. P., & Cirocki, A. (Eds.). (2012). Innovation and creativity in ELT methodology. Nova Science Publisher.

Park, G., Widodo, H. P., & Cirocki, A. (Eds.). (2010). Observation of teaching: Bridging theory and practice through research on teaching. Lincom.

Special Issues

Cirocki, A., & David, M. K. (2024). Translanguaging in English language teaching and learning. The European Journal of Applied Linguistics and TEFL, 13(1).

Cirocki, A., & Coombe, C. (2023). Leadership and management in TESOL. The European Journal of Applied Linguistics and TEFL, 12(2).

Cirocki, A., & Wyatt, M. (2023). TESOL teacher motivation, identity, engagement, and agency. The European Journal of Applied Linguistics and TEFL, 12(1).

Cirocki, A., & Motschenbacher, H. (2022). Diversity and representation in the ELT classroom. The European Journal of Applied Linguistics and TEFL, 11(1).

Cirocki, A., & Johnson, K. (2022). Mentoring beginning TESOL teachers. The European Journal of Applied Linguistics and TEFL, 11(1).

Cirocki, A., & Wilden, E. (2021). Teaching English to young learners. The European Journal of Applied Linguistics and TEFL, 10(2).

Cirocki, A., & Brown, J. D. (2021). Assessment in the ELT classroom. The European Journal of Applied Linguistics and TEFL, 10(1).

Cirocki, A., & Golombek, P. (2020). Sociocultural theory in teacher education and development. The European Journal of Applied Linguistics and TEFL, 9(2).

Cirocki, A., & Burns, A. (2019). Language teachers as researchers. The European Journal of Applied Linguistics and TEFL, 8(2).

Cirocki, A., & Farrelly, R. (2019). Current perspectives on teaching English to refugee-background students. The European Journal of Applied Linguistics and TEFL, 8(1).

Cirocki, A., & Levy, M. (2018). Educational technology in English language learning and teaching. The European Journal of Applied Linguistics and TEFL, 7(2).

Cirocki, A., & Farrell, T. S. C. (2017). Reflective practice in the ELT classroom. The European Journal of Applied Linguistics and TEFL, 6(2).

Goh, C., & Cirocki, A. (2016). Teaching and researching listening and speaking skills in the ELT classroom. The European Journal of Applied Linguistics and TEFL, 5(2).

Cirocki, A., & Tomlinson, B. (2015). Materials in the ELT classroom: Development, use and evaluation. The European Journal of Applied Linguistics and TEFL, 4(2).

Cirocki, A., & Maley, A. (2014). TESOL teacher education and development. The European Journal of Applied Linguistics and TEFL, 3(2).

ELT Materials

Cirocki, A., Retnaningdyah, P., & contributors. (2024). Diversity and inclusion. Universitas Negeri Surabaya. 

Cirocki, A., Retnaningdyah, P., & contributors. (2023). Caring for the environment. Universitas Negeri Surabaya.

Cirocki, A., & Peña Calvo, A. (2015). In a strange land: Teaching reading creatively with short stories. LinguaBooks.

Cirocki, A. (2005). Step by step: A grammar book for Polish learners of English. Handybooks.

External activities

Memberships

• Materials Development Association, UK
• UK Literacy Association
• Higher Education Academy, UK
• TESOL International, USA
• British Association for Applied Linguistics, UK
• Society for Teaching and Learning in Higher Education, Canada
• International Society for the Scholarship of Teaching and Learning, USA
• University English, UK
• European Society for the Study of English, UK

Consultancy

• Department of English, Malang University, Indonesia (2019-2023)
• Department of English and Media, Anglia Ruskin University, UK (2014-2018)
• School of Graduate Studies, University of Colombo, Sri Lanka (2012-2014)

Visiting/Adjunct Professor Appointments

• Visiting Professor in TESOL, State University of Surabaya, Indonesia (2017-2023)
• General Sir John Kotelawala Defence University, Colombo, Sri Lanka (2021-present)
• Adjunct Professor in TESOL, State University of Surabaya, Indonesia (2023-present)

Courses/Modules Developed

• Four-year Secondary School Language Pathway, H. Derdowski Secondary School, Poland.
• PG Certificate in Psychology and Pedagogy for EFL Teachers, University of Gdansk, Poland.
• MA in TESOL and Materials Development, Anglia Ruskin University, UK.
• Professional Practice in Education, University of York, UK.
• Professional Practice Dissertation, University of York, UK.

Conferences, Guest Lectures and Workshops

• Dr Andrzej Cirocki full list of conferences, guest lectures and workshops (MS Word , 26kb)