Draft:Carol Griffiths

Griffiths received a B.A. in English Language & Literature and French from Massey University in 1963, followed by a Diploma in Teaching from Auckland Teachers College in 1969. She followed this up with a Diploma in English Language Teaching (DipELT) from the University of Auckland in 1995, and in 1996, she earned an M.A. in Applied Linguistics from University of Waikato. She completed her Ph.D. in Education/Applied Linguistics at the University of Auckland in 2003.^[1]

Griffiths worked as a tutor and head of the English Language Centre at Auckland Institute of Studies from 1992 to 1996, then as director of Studies at the International Language Academy in Auckland from 1996 to 2000. From 2001 to 2003, she worked as project manager to establish the English Language Academy at the University of Auckland, before returning to Auckland Institute of Studies as a teacher trainer from 2003 to 2006. She subsequently held a position as assistant professor at Yeditepe University between 2010 to 2012. This was followed by an appointment as associate professor at Fatih University from 2012 to 2016, when she became graduate supervisor at the University of Leeds. In 2019, she held the position as associate professor and then full professor at Girne American University.^[1][2]

Griffiths' research focuses on applied linguistics, with emphasis on language acquisition, language learning strategies, and individual differences among language learners. Her work has examined how cognitive, affective, and contextual factors influence the process of learning additional languages,^[3] contributing to a more holistic understanding of language learning as a dynamic and complex phenomenon.^[4]

A central theme in Griffiths' research is the study of language learning strategies.^[5] She has explored how strategies are selected, adapted, and used by learners in diverse educational^[6] and cultural contexts.^[7]

In addition to learner strategies, Griffiths' research has addressed teacher education,^[8] action research,^[9] and the global role of English.^[10]

Griffiths' books have explored language learning, teaching, and learner differences. In 2008, she published Lessons from Good Language Learners,^[11] a work described by Anik Nandi as a "thought-provoking book" that highlights key learner variables.^[12] In 2017, she published Developing Teacher Autonomy through Action Research with Kenan Dikilitaş. The book was noted as an "invaluable" and "practical guide" that empowered teachers to develop autonomy through action research by Erzsébet Ágnes Békés.^[13] Haris C. Adhikari noted that it is a "helpful and practical read"; however, he did imply that the book lacks sufficient discussion of contextual or cultural barriers and stated that "devoting a section to overcoming contextual and/or cultural barriers in the course of developing teacher autonomy would also be a judicious decision".^[14] Following this, in 2018, she published The Strategy Factor in Successful Language Learning: The Tornado Effect, which examined how strategy use interacted with learner, situational, and classroom factors, linking theoretical perspectives with practical teaching and learning applications.^[15] The book was described as a "teacher-friendly"^[16] and "laudable culmination" of Griffiths' work,^[17] while also offering "feasible guidelines for practitioners."^[18] However, reviewer Núria Hernández observed that the book overlooks new trends in multilingual research and focuses heavily on nativelike norms.^[19]

Later, Griffiths co-authored Individual Differences in Language Learning: A Complex Systems Theory Perspective with Adem Soruç in 2020, exploring how learner characteristics and environments formed a complex, interconnected system.^[20] Reviewing the book, Kelsey Ulrich-Verslycken characterized it as a "theoretically sound" and "approachable" analysis of individual differences in language acquisition, highlighting their "complex and dynamically intertwined" nature,^[21] while Mengyao Ma suggested it could include more recent research on "linguistic giftedness" and "positive psychology."^[22] She also published Lessons from Good Language Teachers with Zia Tajeddin.^[23] In 2023, her edited book The Practice of English as a Medium of Instruction (EMI) Around the World, provided a context-based analysis that integrated regional studies with meta-analysis,^[24] and was regarded as a "valuable resource" for educators and researchers.^[25] In 2025, she edited Teacher Burnout from a Complex Systems Perspective, examining contributors, contexts, consequences, and coping strategies for teacher burnout.^[26] In a review, it was praised as "timely and comprehensive exploration" offering a "holistic understanding" of teacher burnout.^[27]