Andrew Sampson

University of Porto (FLUP)

Having taught EFL and trained language teachers for over twenty years in the UK, Ecuador, Colombia, Spain and Portugal, Andy Sampson is currently Lecturer in English at the Faculty of Arts and Humanities of the University of Porto (FLUP).  He has trained secondary teachers in CLIL methodology as part of a project run by the Balearic Islands government in Spain.  He holds a PhD in Applied Linguistics from the University of Lancaster in the UK, and his research on language learning and teaching has been published in ELT Journal, System, ETP, MET and the APPI Journal.   He is particularly interested in the impact of classroom interaction and learner discourse on language learning.

Andrew teaches on FLUP’s Masters programmes in Primary and Secondary English Language Teaching, and also on undergraduate general English courses.  He supervises MA theses and serves as a discussant on MA juries, works as a researcher on the “Towards an Integrated Bilingual Model” Erasmus+ project, and conducts the faculty’s English language level tests for prospective Erasmus exchange students.


Andrew’s main research area is L2 classroom pedagogy and he has a particular interest in peer interaction, learner languaging, codeswitching and error correction.  His papers on learning and teaching have been published in peer-reviewed journals including System, ELTJ and the International Journal of Educational Research, and also in teachers’ magazines such as ETP, MET and the APPI Journal.  He has presented his research at international conferences including AAAL, BAAL and APROLINGUAS. He regularly peer-reviews for journals that include TESOL Quarterly, System, JEAP, JCAL, and Interactive Learning Environments. 



  • “Cognitive Engagement compared between EFL delivery modes”. Linguarum Arena, 13  
  • “Scaffolding: deconstructing what it is and isn’t”.  APPI (Associação Portuguesa de Professores de Inglês) Journal, 21
  • “Languaging and learning in independent EFL study compared to collaborative pairwork”.  International Journal of Educational Research Open, Volume 2  
  • “Group class, one-to-one tuition or self-study?”. APPI (Associação Portuguesa de Professores de Inglês) Journal, 18
  • “Coded and uncoded error feedback: Effects on error frequencies in adult Colombian EFL learners’ writing”.  System, 40/4  
  • “Learner code-switching versus English only”.  English Language Teaching Journal, 66/3
  • “A mare’s NEST? Untangling learner beliefs about native speaking teachers”. English Teaching Professional, 81
  • “Key-pals: a Colombian case study”.  Modern English Teacher, 21/2
  • “Old dogs, new tricks: a critical look at the Critical Period”.  Modern English Teacher, 19/4 
Working CLIL