Renee Davy is a Ph.D. candidate in Educational Studies – Language Acquisition at McGill University. In her dissertation, Renee uses critical action research to investigate how multiliterate Black immigrant youth based in Montreal, Quebec use writing to articulate their Black immigrant experiences in a community publishing group.

Muhamad Firdaus Mohd Noh is a doctoral candidate at Universiti Kebangsaan Malaysia. His research focuses on designing cognitive models for reading among secondary-school students, developing and validating cognitive diagnostic items, comparing psychometric frameworks, and producing teacher-usable diagnostic reports to inform targeted instruction.

Majid Farham is a senior Ph.D. candidate in Applied Linguistics at York University in Toronto, Canada. His dissertation examines how adult ESL learners engage with written corrective feedback in high-stakes IELTS preparation contexts. His research focuses on learner engagement, feedback practices, and language assessment to inform pedagogy and policy in

Kelly Kendro is a Ph.D. candidate in Applied Linguistics at Northern Arizona University. Her dissertation research investigates how terms like “bilingual” and “language attrition” are defined and operationalized, as well as how L1 and L2 lexical attrition affect receptive and productive abilities, to situate language attrition within the broader literature

Inyoung Na is a Ph.D. candidate in Applied Linguistics and Technology at Iowa State University, focusing on the use of technology in language testing. Her dissertation explores the potential of using large language model–driven spoken dialogue systems (SDS) to assess second-language learners’ interactional competence in paired discussions for university placement

I-Chun Vera Hsiao is a Ph.D. candidate in Multilingual Education at the University of Iowa. Her research interests include language assessment, TESOL, English-medium instruction, and teacher education. Her dissertation employs a mixed-methods design to examine test takers’ perceptions of the BESTEP, Taiwan’s first standardized EAP test, focusing on its fairness,

Huong Tran is a doctoral student at Victoria University of Wellington, New Zealand. She is a lecturer in the Faculty of English at Thuongmai University, Vietnam, where she has taught for 15 years, as well as an English Language Tutor at ETC, a Wellington-based language school. Huong’s research examines the

Huiying Cai is a doctoral candidate in Linguistics at the University of Illinois Urbana-Champaign. Her dissertation explores a feature-based, explainable automated essay scoring system for second language (L2) integrated argumentative writing assessment in local contexts. Her research bridges computational linguistics and language assessment, aiming to enhance transparency, validity, and fairness

Gautam Bisht is a Ph.D. candidate in the School of Education and Social Policy and co-founder of the Sinchan Education and Rural Entrepreneurship Foundation, a nonprofit organization. His research focuses on designing learning environments that engage with different ways of knowing through language and literacy spaces. He is currently involved

Daniela Appelgren Muñoz is a Ph.D. candidate in education at Pontificia Universidad Católica de Chile. Her dissertation investigates how language teacher educators understand interculturality when preparing future English teachers. The TIRF DDG enables her to map both dominant and marginalized perspectives on interculturality among teacher educators, contributing to the field

Chia-Hsin Yin is a Ph.D. candidate in Multilingual Language Education at The Ohio State University, Columbus. Her research focuses on bi/multilingualism, language assessment, and the role of AI and technology in education. Her doctoral project investigates how Microsoft Copilot, a generative AI tool, evaluates student writing compared to human teachers

Anita Kurniawati Hadiyanto is a doctoral candidate in Language Education at Universitas Negeri Yogyakarta, Indonesia. Her research focuses on how EFL teacher candidates (re)construct their reading identities through Extensive Reading (ER) programs. Through a multiple-case study in Indonesian teacher education, she explores how ER can nurture engaged readers and prepare