Andrew Sampson

Dr. Andy Sampson has taught English and trained language teachers at universities and language schools across Europe and Latin America.  He currently teaches at the Faculdade de Letras at the Universidade do Porto, where he also participates in Erasmus-funded research projects, most recently “Towards an Integrated Bilingual Model”.  Andy holds a PhD in Applied Linguistics from the University of Lancaster in the UK, and his papers on English language classroom interaction and discourse have been published in peer-reviewed journals including System and ELTJ

Publications (all as sole author):

2023    A comparison of learning outcomes between EFL course delivery modes.  Via Panorâmica; Revista de Estudos Anglo-Americanos, série 3, vol. 12, n.º 2.

2022    Cognitive learner engagement compared between EFL delivery modes. Linguarum Arena, 13: 101 – 117.  

2022   Scaffolding: deconstructing what it is and isn’t.  APPI (Associação Portuguesa de Professores de Inglês) Journal, 21

2021   Languaging and learning in independent EFL study compared to collaborative pairwork.  International Journal of Educational Research Open, Volume 2  

2021   Group classes, one-to-one tuition or self-study?”. APPI (Associação Portuguesa de Professores de Inglês) Journal, 18

2019  Languaging and learning compared across EFL course delivery modes. [Doctoral Thesis, Lancaster University]. Lancaster University.

2012    Coded and uncoded error feedback: Effects on error frequencies in adult Colombian EFL learners’ writing.  System, 40/4

2012    Learner code-switching versus English only.  English Language Teaching Journal, 66/3

2012    A mare’s NEST? Untangling learner beliefs about native speaking teachers. English Teaching Professional, 81 

2012    Key-pals: a Colombian case study.  Modern English Teacher, 21/2 

2010    Old dogs, new tricks: a critical look at the Critical Period.  Modern English Teacher, 19/4