Nusrat Gulzar
Hello and welcome to my page!
I am currently in the fourth year of my PhD, busy drafting and re-drafting my chapters :)
My research investigates the effectiveness, challenges, and benefits of a designed intervention using e-portfolio technology to foster pre-service student teachers' awareness and practice of online reflections within an MA in English Language Teaching programme. Through my design, I aimed to explore how pre-service student teachers represent and make sense of the complexities of their learning experiences for themselves and others within the e-portfolio space. My research is supervised by Professor Steve Mann and Professor Annamaria Pinter from the Applied Linguistics Department, SELCS.
My research work contributes to the broader discourse on technology-enhanced teaching and learning (TELL), multimodal literacies, reflective practice, and contextual, social and pedagogical uses of educational technologies (i.e., interactive and Gen AI tools) for teacher education and TESOL/ELT. My guiding beliefs are hard work, integrity, consistency and compassion, and I am a strong advocate for inclusive, student-centred, culturally responsive teaching and learning.
I am currently collaborating with colleagues on several research projects focusing on interdisciplinary research methodologies, researcher well-being and belonging within international academic communities, and the use of multimodality in applied linguistics research. Additionally, I have been working towards obtaining my AFHEA recognition by July-September 2025.
Recent News
New peer-reviewed journal article:
Gulzar, N., Ahmad, M. F. B., & Mann, S. (2025). Utilising e-portfolios and videos to encourage dialogic reflections in pre-service teacher education: An analysis of two interventions from Bangladesh and Malaysia. Teaching English as a Second Language Electronic Journal (TESL-EJ), 29(2). https://doi.org/10.55593/ej.29114s7
This article has been published in a special issue on reflective practice, guest edited by none other than the distinguished Thomas S C Farrell. Honoured and privileged to get the opportunity to contribute to this issue. Thomas Farrell offers a brilliant overview of our paper and its relevance to reflective practice in TESOL. In his words:
"This paper has important implications to move reflective practice forward with TESOL because it outlines how e-portfolios and videos can provide a more flexible, and thus less-routinised (that has unfortunately pervaded many current approaches to operationalizing reflective practice in general education), student-led approach to encouraging reflective practice in TESOL teacher education".
Interested in finding out more? Check: https://doi.org/10.55593/ej.29114s1
, and . 2025. “ The Role of Critical Friendship in Technology-Enhanced Supervision During COVID-19: Lessons From Self-Study Practice.” TESOL Journal 16, no. 3: e70064. https://doi.org/10.1002/tesj.70064.
Teaching experience
- Assistant Professor (part-time)
School of Education, Social Justice, and the College of Social Sciences
University of Birmingham.
Primary responsibilities in academic year 2024-25: Supervision and marking of MSc TESOL dissertations - Senior Graduate Teaching Assistant, Department of Applied Linguistics, University of Warwick
(October 2022 - present)
Led seminars for the following modules:
- Approaches for Written Discourse (2024-25)
- Research Methods (2022-23; 2023-24; 2024-25)
- Spoken Interaction (2022-23)
Supervised MA dissertations in 22/23 and 23/24 in areas of SLA, Language Teaching and Learning Motivation, Teacher Education, Gamification in ELT, Innovative approaches and methods in ELT, and Use of Technology in pre- and in-service teacher education contexts.
Facilitated a UG session on How to write a good literature review, arranged as part of
Dissertation Skills Session, June 2025.
- Dissertation Supervisor, School of Education, University of Leeds, UK.
(March 2024-October 2024)
Supervised and marked MA TESOL dissertations - Assistant Professor (on study leave)
Department of English, University of Dhaka, Bangladesh
Since September 2020.
Taught Academic Writing, Language and media, and English Language skills to undergraduate students and supervised MA ELT Teaching Practicum online during the pandemic. I employed innovative teaching approaches to conducting synchronous and asynchronous lessons and found them helpful in fostering student interaction. I also conducted online tutorial sessions for BA students employing various teaching techniques, including project-based learning, group presentations, and collaborative writing.
Publications
Book Chapters
- Gulzar, N. (2022). Teaching Writing Online: Incorporating the 4C’s of 21st-Century Skills in a Tertiary Level Writing Class. Enhancement Approach: Success stories of EFL teachers from Bangladesh and Nepal. Bangladesh English Language Teachers' Association (BELTA) and Nepal English Language Teachers' Associations (NELTA). Pp. 127- 135. Open Research Online
- Gulzar, N., & Barrett, H. (2019). Implementing e-portfolios in Teacher Education: Research, Issues and Strategies. In Mann, S & Walsh, S. (Eds.), Routledge Handbook of English Language Teacher Education (pp. 488–506). London: Routledge.
- Gulzar, N. (2019). Use of blogs to develop English writing skills: The way forward. In Ahmed, T., Khan, R., Farida, N., & Alam, Z. (Eds.), Tertiary Level Writing in English in Bangladesh: Tools and Approaches (pp. 155-180). Dhaka: Department of English, University of Dhaka.
Research Articles
-
Gulzar, N., Ahmad, M. F. B., & Mann, S. (2025). Utilising e-portfolios and videos to encourage dialogic reflections in pre-service teacher education: An analysis of two interventions from Bangladesh and Malaysia. Teaching English as a Second LanguageElectronic Journal (TESL-EJ), 29(2). https://doi.org/10.55593/ej.29114s7
- , and . 2025. “ The Role of Critical Friendship in Technology-Enhanced Supervision During COVID-19: Lessons From Self-Study Practice.” TESOL Journal 16, no. 3: e70064. https://doi.org/10.1002/tesj.70064.
- Gulzar, N. (2023). The Use of Written Feedback Strategies to Reduce Tensions in Mentoring Relationships: A Reflective Case Study. British Journal of Teacher Education and Pedagogy. 2 (1). 12-22. DOI: 10.32996/bjtep.2023.2.1.2Link opens in a new window
- Gulzar, N. (2018). Less student interaction and teachers’ script-checking load: Can peer-review solve these large class challenges? The Warwick ELT. 1(1). Available at https://thewarwickeltezine.wordpress.com/2018/01/31/637/#more-637
- Gulzar, N. (2018). Integration of educational technology in EFL teacher training of Bangladesh: Views and prospects. The Dhaka University Journal of Linguistics, 10 (19). Dhaka: Department of Linguistics, University of Dhaka.
Conference talks
Conference presentations
2025
- "I keep coming back to my portfolio": Encouraging Online Reflection through the Flexible and Contextual Use of E-Portfolio Technologies with Bangladeshi MA Students. 26th Warwick International Conference in Applied Linguistics (WICAL), University of Warwick (17-19 June 2025).
- The importance of scaffolding and tailored feedback to facilitate student-teachers' online reflections on e-portfolios: Evidence from design-based research at the 19th Lancaster Linguistics and Postgraduate Conference, June 19-20. Conference Programme
- Exploring pre-service teachers' online reflections on e-portfolios: Findings from an interventionist study at Warwick Education Conference, June 2025. Link to the conference presentations
- Dialogues Matter: My critical reflections on my pedagogical approach as a senior graduate teaching assistant, at Warwick PGR teacher conference 2025.
2024
- The importance of scaffolding and tailored feedback to facilitate student-teachers' online reflections on e-portfolios: Evidence from design-based research. The University of Worcester Postgraduate Research Conference 2024, University of Worcester, UK, 24-25 June 2024.
- How can a tailored learning design intervention of e-portfolio technology foster student-teachers practice of digital multimodal reflections in an MA in ELT practicum?, 11th Education Studies Postgraduate Research Conference, University of Warwick, UK, 26-27 April, 2024.
- 'E-space or blank canvas: exploring student-teachers' self-representations on e-portfolios', 57th IATEFL Conference, Brighton, 16- 19 April, 2024.
2022
- ‘Exploring the nature and role of the online MA ELT practicum in preparing student-teachers during the pandemic: data from a qualitative case study, 24th Warwick International Conference in Applied Linguistics, June 2022.
2021
- ‘Transition to online teaching in the time of pandemic: Exploring Bangladeshi private and public university teachers’ strategies and practices’, Rajarata University International Symposium on English Language Teaching (RUISELT-2021) “Teaching English in the Global Village”, June 2021.
- Teaching Writing Online: Incorporating the 4C’s of 21st-Century Skills in a Tertiary Level Writing Class, Binational Success Story Forum, April 2021.
2018
- ‘Can new technology sustainably improve quality in state language education?’ Hornby Scholars’ IATEFL presentation at 52nd IATEFL Conference, Brighton, April 2018 (Watch the full video of the presentation here: Can new technology sustainably improve quality in state language education? | TeachingEnglish | British Council).
Speaker at webinars
- ‘Professional Development Opportunities for New and Experienced English Language Teachers’, Rhizome Seminar Series, East West University, Dhaka, Bangladesh, 7 August 2022.
- ‘Using digital tools for interactive online and classroom-based learning’, BELTA Learning Technology SIG, Bangladesh English Language Teachers’ Association (BELTA), 25 February 2022.
- ‘Teaching Academic Writing Online: Incorporating the 4C’s of 21st-century Skills in a Tertiary Level Writing Class, Department of English, Dhaka University, 5 July 2021.
Education
- BA in English, 2014 - Department of English, University of Dhaka, Bangladesh
- MA in Applied Linguistics and English Language Teaching, 2015 - University of Dhaka.
- Masters in English Language Teaching (Specialism in Teacher Education), 2018- University of Warwick.
Professional Activities at the Department of Applied Linguistics and Warwick
- Co-founder of Social Sciences Research Exchange Group (SSREG)Link opens in a new window
- Outreach Editor, ELTED Journal (2023- present)
University of Warwick, UK - Representative, Student Staff Liaison Committee (SSLC), November 2021–October 2022
Department of Applied Linguistics, University of Warwick - Organising committee (WICAL 2023 Conference), Research Clinics and promotion (web)
- Organising committee, Research Clinics, 26th Warwick International Conference (WICAL) in Applied Linguistics, 2025.
- Reviewer, TESOL Journal (2023)
- Submission Reviewer, Warwick Education Conference 2025.
Professional Affiliations
-
IATEFL Student member (2022-present)
- BAAL member (2022-present)
- Alumni: AS Hornby Educational Trust Scholarship Recipients
- Member: English Department Alumni Society (EDAS), University of Dhaka, Bangladesh.
- Life Member: Bangladesh English Language Teachers' Association (BELTA).
- Student member, TESOL International Association.
Awards
- A.S. Hornby Educational Trust Scholarship for pursuing MA in English Language Teaching (2017-2018)
- Commonwealth PhD Scholarship (2021-2025)
Project Grants
- Project co-lead, Fostering Belonging: Empowering Doctoral and Early Career Researchers in Intercultural Research Contexts. Funding (£1500) from the Institute of Advanced Teaching and Learning (IATL) at Warwick (2025-ongoing)
- Warwick Doctoral College Networking Fund (team application) for project pre-workshop event (to be held in June 2025)
- Warwick Doctoral College Networking Fund (team application) for SSREG inaurgural event (2024 December) - completed
- Project co-lead, Use of mobile apps to support secondary school teaching planning and design of teaching materials for classrooms. AS Hornby Educational Trust Alumni Project Award (2021) - completed
