Staff Catalogue

HELEN STAVROU

STAVROU HELEN
22895165
...
SPECIAL TEACHING STAFF
Language Centre
Campus Supplementary Offices (CSO), 011
University Campus

Profile



Helen graduated in English Language and Literature from the University of Cyprus in 2000 and later completed a Masters in English Literature and Comparative Cultural Studies, University of Cyprus 2003, and a Master of Applied Linguistics, 2009, The University of Newcastle, Sydney, Australia. She received a Doctor of Philosophy - Education in 2022, from Charles Sturt University, Sydney Australia. Helen has been teaching a variety of Academic English and English for Specific Purposes courses at the Language Center of the University of Cyprus since 2003. Throughout this time, she has enjoyed being involved in extensive course design and course revision projects. At the forefront of her teaching, Helen places the ongoing importance of motivating learners to engage in second language learning through the use of learning prompts aligned to their own interests.

 

 

Her research interests include Second Language Learning and Motivation, materials design and the use of sources of popular culture as learning prompts in second language teaching practices.
 

 

Stavrou, H., Hyndman, B. & Munday, J. (2022) Struggling to Learn a Language? 6 Tips on How Pop Songs Can Help The Conversation Struggling to learn a language? 6 tips on how pop songs can help (theconversation.com)

Stavrou, H., Hyndman, B. & Munday, J. (2022) “Bagaimana lagu pop bisa membantumu belajar bahasa asing” The Conversation https://theconversation.com/bagaimana-lagu-pop-bisa-membantumu-belajar-bahasa-asing-187700

Stavrou, H. (2022). Exploring the Impact of Popular Song and Sources of Popular Culture on the Learning Motivation of Higher Education EFL Students. Exploring the Impact of Popular Song and Sources of Popular Culture on the Learning Motivation of Higher Education EFL Students — Charles Sturt University Research Output (csu.edu.au)

Stavrou, H. (2021). The emergence of lifelong learning strategies through an action research study in second language learning. Action Learning and Action Research Journal27(2), 11–48. Retrieved from https://alarj.alarassociation.org/index.php/alarj/article/view/327