Qualifications and training
PhD in Education
University of Leicester
· 'Applying cognitive-behavioural theory to examining student silent behaviour and anxiety in the foreign language classroom’
Master of Arts in Language and Culture
Kyoto University of Foreign Studies Graduate School, Japan
· ‘Self-evaluation system within a blended learning environment: Helping students improve learner motivation in a university EFL course in Japan’.
BA (Hons), History (first)
Royal Holloway University of London
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CBT Theory, Oxford Cognitive Therapy Centre
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Developing Spelling Skills in Learners with Dyslexia, Dyslexia Action
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Structured, Cumulative Multisensory Tuition for Learners with Dyslexia, Dyslexia Action
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TESOL Certificate, Northbrook College
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Level 2 Japanese, Japanese Language Proficiency Test
Work
Curry, N. & Maher, K. (2024). Psychology-Based Activities for Supporting Anxious Language Learners. Bloomsbury.
· Maher, K. & King, J. (2023). Language anxiety and learner silence in the classroom from a cognitive-behavioural perspective. Annual Review of Applied Linguistics (ARAL), FirstView version, 1-7. https://doi:10.1017/S0267190523000077
· Maher, K., & King, J. (2022). ‘The Silence Kills Me.’: ‘Silence’ as a Trigger of Speaking-Related Anxiety in the English-Medium Classroom. English Teaching & Learning 46, 213–234. https://doi.org/10.1007/s42321-022-00119-4
· Maher, K. & King, J. (2022). Enhancing emotional engagement in speaking tasks: A cognitive-behavioural theory approach. In A. H. Al-Hoorie & F. Szabó (Eds.), Researching language learning motivation: A concise guide (pp. 135-152). Bloomsbury.
· Maher, K. (2021). Reframing silence: Insights into language learners’ thoughts about silence and speaking-related anxiety. Journal of Silence Studies in Education, 1(1), 32-47.
· Maher, K. (2020). A cognitive-behavioural theory-based approach to examining L2 learners’ silent behaviour and anxiety in the classroom. In J. King & S. Harumi (Eds.), East Asian perspectives on silence in English language education (pp. 80-104). Multilingual Matters.
· Maher, K., & King, J. (2020). Observing Anxiety in the Foreign Language Classroom: Student Silence and Nonverbal Cues. Journal for the Psychology of Language Learning, Vol. 2, 116-142.
· Curry, N., Maher, K., & Peeters, W. (2020). A CBT-based approach to examine language anxiety: Negative emotions and coping strategies in the classroom. Journal for the Psychology of Language Learning, Vol. 2, 57-89.
Presentations and Invited Talks
· Maher, K. (2021, September). ‘The silence kills me.’: Triggers of speaking-related anxiety in the L2 classroom. Paper presented at BAAL 2021 (online), Northumbria University.
· Maher, K. (2019, August). Examining student silent behaviour and anxiety in the foreign language classroom. Paper presented at BAAL, Manchester, UK.
· Curry, N., & Maher, K. (2018, June). A CBT-based approach to helping anxious language learners: Investigating causes of speaking anxiety. Paper presented at the 3rd PLL3 Conference, Tokyo, Japan.
· Curry, N., & Maher, K. (2018, June). CBT-based classroom activities for language anxiety. Innovative practice workshop at the 2018 RILAE LAb Session, online conference.
· Maher, K. (2018, May). Listening to silent students: A quantitative approach for understanding silence in the foreign language classroom. Poster presented at the 2018 PanSIG Conference, Tokyo, Japan.
· Maher, K. (2017, October). Examining the forms and functions of silence in the EFL classroom: Using the COPS to provide a quantitative perspective. Paper presented at the 2017 Autumn