Grants & PrizesDoctoral Dissertation Grants

Background

Since 2002, TIRF has supported students completing their doctoral research on topics related to the foundation’s priorities. Each year, applicants who have been advanced to candidacy in legitimate PhD or EdD programs are invited to submit proposals for Doctoral Dissertation Grants (DDGs). (By “advanced to candidacy” we mean [a] having completed all required course work, if any, and [b] having had a research plan approved by the candidate’s university committee.) Proposals are reviewed by a TIRF committee of established international researchers. DDGs are provided in the amount of up to US $5,000 per awardee.

Use the tabs above to learn more about the DDG program. For guidance on writing a successful DDG proposal, we highly recommend you watch the “Creating Successful DDG Proposals” video found under the “Application Mentoring” tab. In addition, be sure to reference the DDG CFP (call for proposals) to learn more about the qualities of successful and unsuccessful DDG proposals. 

2026 DDG Program Now Closed

The 2026 Doctoral Dissertation Grants program is now closed. The application deadline was Wednesday, May 13, 2026 at 11:59pm Pacific Time (United States & Canada). Award decisions are expected to be made by early-October 2026 and announced on our website and via our newsletter. The information below may be utilized by individuals who are interested in learning about our DDG competition.

  • Download the 2026 DDG call for proposals.
  • Download the 2026 DDG application form.
  • View the “Creating Successful DDG Proposals” video (use the “Application Mentoring” tab above).
  • View the resource videos to help complete the application form (use “Walk-Through Video” tab above).
  • Visit our DDG frequently-asked-questions page (use “FAQs” tab above).
  • Submit your proposal/letter of support via our Application Submission Area.

We would like to recognize the wonderful support of our partners: Cambridge English (part of the Cambridge University Press & Assessment) and Duolingo. The efforts of these three organizations help to make possible this year’s DDG competition.

AichaRahal
Aicha Rahal

Institution

Pazmany Peter Catholic University, Hungary

Dissertation Title

Language Policies in Tunisian Higher Education: Teachers’ and Students’ Language Use and Perceptions Regarding the Status of English

TIRF Research Topic Investigated

(1) Language Planning & Policy; (2) English as a Medium of Instruction
Aicha Rahal

Pazmany Peter Catholic University, Hungary

Language Policies in Tunisian Higher Education: Teachers’ and Students’ Language Use and Perceptions Regarding the Status of English
(1) Language Planning & Policy; (2) English as a Medium of Instruction
Awardee-Alannah_Fitzgerald
Alannah Fitzgerald

Institution

Concordia University

Dissertation Title

A New Paradigm for Open Data-driven Language Learning Systems Design in Higher Education

TIRF Research Topic Investigated

Digital Technology in Language Education
Alannah Fitzgerald

Concordia University

A New Paradigm for Open Data-driven Language Learning Systems Design in Higher Education
Digital Technology in Language Education
Awardee-Ali_Fuad_Selvi
Ali Fuad Selvi

Institution

University of Maryland

Dissertation Title

A Quest to Prepare English Language Teachers in Diverse Teaching Settings

TIRF Research Topic Investigated

Language Teacher Education
Ali Fuad Selvi

University of Maryland

A Quest to Prepare English Language Teachers in Diverse Teaching Settings
Language Teacher Education
alisha-biler
Alisha Biler

Institution

University of South Carolina

Dissertation Title

The Role of Content Word Overlap in Second Language Reading

TIRF Research Topic Investigated

Language Assessment
Alisha Biler

University of South Carolina

The Role of Content Word Overlap in Second Language Reading
Language Assessment
AmandaEarl_Photo-300x284-1
Amanda Earl

Institution

Teachers College, Columbia University

Dissertation Title

Understanding Roles and Meanings of an Intercultural Higher Education for Rural Youth and Communities in Mexico

TIRF Research Topic Investigated

Language Endangerment and Revitalization
Amanda Earl

Teachers College, Columbia University

Understanding Roles and Meanings of an Intercultural Higher Education for Rural Youth and Communities in Mexico
Language Endangerment and Revitalization
AmyKim-200x200-1
Amy Kim

Institution

Georgetown University

Dissertation Title

Rethinking Post-Entry Language Assessment Policies in U.S. Higher Education: A Socially Responsible Approach

TIRF Research Topic Investigated

Language Planning & Policy
Amy Kim

Georgetown University

Rethinking Post-Entry Language Assessment Policies in U.S. Higher Education: A Socially Responsible Approach
Language Planning & Policy
AnandaMuhammad-scaled
Ananda Muhammad

Institution

Iowa State University

Dissertation Title

Designing an Interaction-Oriented Diagnostic Assessment of L2 Pragmatic Competence: An Evidence-Centered Design Approach

TIRF Research Topic Investigated

Language Assessment
Ananda Muhammad

Iowa State University

Designing an Interaction-Oriented Diagnostic Assessment of L2 Pragmatic Competence: An Evidence-Centered Design Approach
Language Assessment
AnastasiiaGorlova-e1727377003242
Anastasiia Gorlova

Institution

University of Arizona

Dissertation Title

Teacher Knowledge, Perspectives, and Practices in Community-Based English Language Programs for Refugees and Migrants in the US

TIRF Research Topic Investigated

(1) Migrants & Refugees; (2) Language Teacher Education
Anastasiia Gorlova

University of Arizona

Teacher Knowledge, Perspectives, and Practices in Community-Based English Language Programs for Refugees and Migrants in the US
(1) Migrants & Refugees; (2) Language Teacher Education
TIRF_DDG_2026_AndreaHernando_Headshot
Andrea Hernando

Institution

Georgetown University, USA

Dissertation Title

The Socioemotional Landscape of Study Abroad: An Examination of Enjoyment, Anxiety, Linguistic Insecurity, Social Networks, and Language Development

TIRF Research Topic Investigated

Individual Learner Differences and Effective Language Education
Andrea Hernando

Georgetown University, USA

The Socioemotional Landscape of Study Abroad: An Examination of Enjoyment, Anxiety, Linguistic Insecurity, Social Networks, and Language Development
Individual Learner Differences and Effective Language Education

Cambridge

andrea_revesz
Andrea Revesz (TIRF's 2006 Russell N. Campbell Awardee)

Institution

Teachers College, Columbia University

Dissertation Title

Focus on Form in Task-based Language Teaching: Recasts, Task Complexity, and L2 Learning

TIRF Research Topic Investigated

Grammar
Andrea Revesz (TIRF's 2006 Russell N. Campbell Awardee)

Teachers College, Columbia University

Focus on Form in Task-based Language Teaching: Recasts, Task Complexity, and L2 Learning
Grammar
Awardee-Angelica_Galante
Angelica Galante

Institution

University of Toronto

Dissertation Title

Plurilingual or Monolingual? A Mixed Methods Study Investigating Plurilingual Instruction in an EAP Program at a Canadian University

TIRF Research Topic Investigated

Plurilingualism in Business, Industry, the Professions, and Educational Contexts
Angelica Galante

University of Toronto

Plurilingual or Monolingual? A Mixed Methods Study Investigating Plurilingual Instruction in an EAP Program at a Canadian University
Plurilingualism in Business, Industry, the Professions, and Educational Contexts
Awardee-Angelica-Montoya-Avila
Angélica Montoya-Ávila

Institution

University of Maryland - College Park

Dissertation Title

Newcomer High Schoolers’ Writing Development through Participatory Action Research

TIRF Research Topic Investigated

Teaching and Assessing English | Plurilingualism in Business, Industry, the Professions, and Educational Contexts
Angélica Montoya-Ávila

University of Maryland - College Park

Newcomer High Schoolers’ Writing Development through Participatory Action Research
Teaching and Assessing English | Plurilingualism in Business, Industry, the Professions, and Educational Contexts
TIRF_DDG_2025_Headshot_Anita Kurniawati Hadiyanto
Anita Kurniawati Hadiyanto

Institution

Universitas Negeri Yogyakarta, Indonesia

Dissertation Title

The (Re)construction of Teacher Candidates’ Reading Identities Through Extensive Reading Programs: A Multicase Study

TIRF Research Topic Investigated

Language Teacher Education
Anita Kurniawati Hadiyanto

Universitas Negeri Yogyakarta, Indonesia

The (Re)construction of Teacher Candidates’ Reading Identities Through Extensive Reading Programs: A Multicase Study
Language Teacher Education

British Council

Awardee-Antonella_Valeo
Antonella Valeo (TIRF's 2007 Russell N. Campbell Awardee)

Institution

University of Toronto

Dissertation Title

The Integration of Language and Content: Form-focused Instruction in a Content-based Language Program

TIRF Research Topic Investigated

Grammar
Antonella Valeo (TIRF's 2007 Russell N. Campbell Awardee)

University of Toronto

The Integration of Language and Content: Form-focused Instruction in a Content-based Language Program
Grammar
Aymen Elsheikh
Aymen Elsheikh

Institution

Indiana University

Dissertation Title

A Case Study of Sudanese EFL Student Teachers’ Knowledge and Identity Construction

TIRF Research Topic Investigated

Language Teacher Education
Aymen Elsheikh

Indiana University

A Case Study of Sudanese EFL Student Teachers’ Knowledge and Identity Construction
Language Teacher Education
AysenurSagdic_Photo-1-200x300-1
Ayşenur Sağdıç

Institution

Georgetown University

Dissertation Title

Learning by Simulating: Second Language Pragmatic Development in a Technology-Mediated Task-Based Simulation with Feedback

TIRF Research Topic Investigated

Digital Technology in Language Education
Ayşenur Sağdıç

Georgetown University

Learning by Simulating: Second Language Pragmatic Development in a Technology-Mediated Task-Based Simulation with Feedback
Digital Technology in Language Education
Awardee-Aziz_Khan
Aziz Khan

Institution

University of Auckland, New Zealand

Dissertation Title

A Narrative Ethnography of Teachers’ Language Perceptions, Preferences, and Practices in a Multilingual Context, and its Implications for Language-in-Education Policy and Planning

TIRF Research Topic Investigated

Language Planning & Policy
Aziz Khan

University of Auckland, New Zealand

A Narrative Ethnography of Teachers’ Language Perceptions, Preferences, and Practices in a Multilingual Context, and its Implications for Language-in-Education Policy and Planning
Language Planning & Policy

Honorable Mentionees

Albert Maganaka

McGill University, Canada

English as a Second Language Learning in Quebec: Student Perspectives from Community-Based Organizations
Migrants and Refugees: Teaching and Assessing English
Andrew Scott

Lancaster University

The Pedagogic Discourse of Teacher-led Responses to Student Writing: An Investigation into the Knowledge, Language and Pedagogy of Teacher Feedback Practices in Academic English Writing Classrooms for International Students
Language Teacher Education
Apichat Khamboonruang

University of Melbourne

Development and Validation of a Diagnostic Rating Scale for an EFL University Writing Classroom
Language Assessment
Carmen Durham

University of Maryland, College Park

Bridging and Expanding Language Through Digital Tools: Pre-Service Teachers Learning About Technology
Language Teacher Education
Curtis Green-Eneix

Michigan State University

Intersectional Identities and Ideologies in Becoming a Language Teacher in a “Classless Society”
Content-Based Instruction
Fatimah Aseeri

Iowa State University

Judging a Book by Its Cover: Investigating the Influence of Test Takers’ Physical Attractiveness in Synchronous Oral Communication Assessments
Langauge Assessment
Gulsah Turk Yigitalp

Universitat Autonoma de Barcelona

Language Policies for Syrian Refugee Students in Turkey
(1) Language Assessment; (2) Migrants & Refugees
Hanna Hong

University of Washington

General Education Classroom Teachers’ Understanding and Instruction for Multilingual Learners: A Meso-Level Perspective
Content-Based Instruction
Hyun-Bin Hwang

Michigan State University

The Impact of Out-of-Class App Engagement on Young Learners’ English Proficiency Development: A Longitudinal Study in an EFL Context
Digital Technology in Language Education
James Lesley

University of Bedfordshire, U.K.

Exploring English Medium Instruction (EMI) Learners’ Spoken Language Development in a Japanese University Context
English Medium Instruction
Joanne Koh

Michigan State University

Vocabulary Learning through Out-of-Class Extensive Viewing in an EFL Context: A Longitudinal Study
Digital Technology in Language Education
Jungwan Yoon

Pennsylvania State University

Writing Beyond the Obvious: The Effects of Tasks and Source Texts on Student Writing in ESL Freshman Composition
Language Teacher Education
Khanh Bui

University of Georgia

“Key words are not enough”: Multiple Representations to Foster English Learners’ Thinking and Reasoning to Solve Word Problems
Content-based Instruction
Mi-Jin Chung
Nelly Noemi Patino-Cabrera

Portland State University

Latine Dual Language Bilingual Education Teachers’ Work Experiences
Language Planning & Policy
Nga Nguyen

Edith Cowan University

An Evaluation Study of an English for Academic Purposes Program in a Vietnamese University
Language Planning & Policy
Pakize Uludag

Concordia University

Developing and Validating a Rubric for Assessing the Construct of Integration in L2 Integrated Writing Tasks
Language Assessment
Rachel Bowden

University of Southampton

Language Use and Learning in a Lower-secondary Mathematics Class in Rwanda
English as a Medium of Instruction
Raed Alzahrani

University of Hawaiʻi at Mānoa

Investigating the Effect of Materials Motivational Design on Saudi University Students’ Motivation and L2 Writing Performance: An Experimental Mixed-Method Design Using Keller’s ARCS Model
Language Teacher Education
Sanghee Kang

Georgia State University

The Role of Chatbot-Assisted Collaboration Tasks and Learner Characteristics in the Alignment-Driven Learning of L2 Grammar and Pragmatics: Comparing Provision of Primes and Recasts
Digital Technology in Language Education

Each year, the highest rated DDG proposal is awarded in the name of the late Russell N. Campbell. Dr. Campbell, a Past President of TESOL, was one of the founding members of the Foundation. Starting in 2023, TIRF began raising funds to establish an endowment to ensure its Russell N. Campbell DDG would be offered in perpetuity. To learn more about this fundraising campaign, please click here. To see a list of individuals who have supported the fund, please visit our “Give” page and scroll down to the “Russell N. Campbell Donors” menu.

About Russ Campbell

Russell N. Campbell (1927-2003) was one of the founding Trustees of TIRF. He completed his PhD in Linguistics at the University of Michigan, and then taught at the University of California Los Angeles (UCLA) for many years, beginning in 1964. He was the first chairperson of the UCLA Doctoral Program in Applied Linguistics and the director of the first TESOL Summer Institute, which was hosted by UCLA in 1979. He was also the founding director of UCLA’s International Institute’s Language Resource Center and directed the UCLA Language Resource Program from 1988 to 2001. He served as the TESOL President from 1971 to 1972.

As former Spanish teacher, Dr. Campbell had a life-long interest in bilingualism. He helped to establish the Culver City Spanish Immersion Program (following the Canadian total immersion model), as well as the Korean-English two-way immersion program in Los Angeles. He later established three English-language training centers in China, which led to early academic exchange programs. He was involved in English language teaching and teacher training programs (some of them through the Peace Corps) in Argentina, Armenia, China, Costa Rica, Egypt, Ethiopia, Iran, Italy, Jordan, Lebanon, Mexico, Nigeria, Peru, Poland, Romania, Thailand, Tunisia, Yugoslavia, and the United States.

The following points are only an overview of eligibility to apply for a DDG. Successful applicants will read the call for proposals and carefully follow the instructions.

Applicants must

  • be enrolled in a legitimate doctoral program;
  • be advanced to candidacy and have had a research plan approved by a faculty committee at their university;
  • write a proposal which is clearly related to one or more of TIRF’s Research Topics;
  • follow specific instructions located in the call for proposals; and
  • have their research supervisor submit an official letter of support attesting to the applicant’s readiness to complete the doctoral dissertation.

Please note that DDG applicants do not need to be U.S. citizens.

Research Topics

TIRF’s current Research Topics are located on its website. Click here to learn more. TIRF reserves the right to change its research topics at any time.

Possible Constraints on Awards

Please note that the ability for TIRF to make payments for a grant, prize, or other purpose may be restricted. Although TIRF is an independent foundation, it remains subject to the laws governing the United States of America (where TIRF is registered), including governmental sanctions that are in force and may limit doing business with individuals or organizations in/from certain countries.

This frequently-asked-questions (FAQ) section of our website is designed to help answer some of the most common questions we receive about the DDG competition. Click the links below for information related to the section headings.

TIRF Trustees Dr. MaryAnn Christison and Dr. Anna Krulatz offer guidance to prospective DDG (Doctoral Dissertation Grants) applicants in the video below. TIRF’s Chief Operating Officer, Ryan Damerow, elaborates on DDG-related resources.

Links from the presentation are listed under the video.

British Council Eligibility
https://www.oecd.org/dac/financing-sustainable-development/development-finance-standards/DAC-List-of-ODA-Recipients-for-reporting-2022-23-flows.pdf

Identifying a Gap in Research
https://resources.nu.edu/researchprocess/literaturegap

Research Ethics
https://www.tesol.org/read-and-publish/journals/tesol-quarterly/tesol-quarterly-research-guidelines/informed-consent-policy-statement-and-release

APA Help
http://owl.english.purdue.edu/owl/resource/560/01/

Curriculum Vitae (CV) Help
https://www.elsevier.com/connect/writing-an-effective-academic-cv

https://grad.illinois.edu/sites/default/files/pdfs/cvsamples.pdf

Research Methods
https://gtu.ge/Agro-Lib/RESEARCH%20METHOD%20COHEN%20ok.pdf

Click here to view the video on TIRF’s website.

Click here to view the video on YouTube.

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