I received my PhD in English Language Teaching and MA in Teaching English as a Foreign Language from the Department of Language and Linguistics at the University of Essex. I also have a CELTA qualification at Pass Grade A and a BA in English language and literature from Aristotle University of Thessaloniki, Greece. In 2006-2007 I studied French-Greek translation at the University Paul Valéry Montpellier III, France.
While studying for my PhD, I taught linguistics, psycholinguistics, foundations of TEFL, methodology of TEFL and computer induction for linguists at the undergraduate level. I additionally worked as an EFL, EAP and IELTS tutor in the International Academy at the University of Essex. I have also taught qualitative data analysis in the Department of Government. In 2013, I was shortlisted for a British Council ELTons Award for Innovative Writing.
My main research interests are in second/foreign language pedagogy and all areas surrounding the psychology of language learning and teaching. I am particularly interested in language learner and teacher anxiety, agency, teacher emotions, teacher burnout and the emotional labour of teaching.
Gkonou, C., Daubney, M., & Dewaele, J.-M. (Eds.) (forthcoming, 30 April 2017). New insights into language anxiety: Theory, research and educational implications. Bristol: Multilingual Matters.
Gkonou, C., & Mercer, S. (2017). Understanding emotional and social intelligence among English language teachers. ELT Research Papers, 17.03. London: British Council.
Gkonou, C., Mercer, S., & Daubney, M. (2016). Teacher perspectives on language learning psychology. The Language Learning Journal. DOI: 10.1080/09571736.2016.1172330
Gkonou, C., Tatzl, D., & Mercer, S. (Eds.) (2015). New directions in language learning psychology. Switzerland: Springer International Publishing.
Gkonou, C. & Daubney, M. (Eds.) (2015). Language anxiety and the psychology of language learning. Special issue of Humanising Language Teaching.
Gkonou, C. (2015). Agency, anxiety, and activity: Understanding the classroom behaviour of EFL learners. In Deters, P., Gao, X. A., Miller, E. R. & Vitanova, V. (Eds.), Theorizing and analyzing agency in second language learning: Interdisciplinary approaches (pp. 195-212). Bristol, UK: Multilingual Matters.
Gkonou, C., & Rocha, C. (2014). Learner autonomy in academic speaking contexts. In Mynard, J. & Ludwig, C. (Eds.), Autonomy in language learning: Tools, tasks and environments. Canterbury, Kent: IATEFL.
Gkonou, C. (2014). The sociolinguistic parameters of L2 speaking anxiety. In Pawlak, M., Bielak, J. & Mystkowska-Wiertelak, A. (Eds.), Classroom-oriented research: Achievements and challenges (pp. 15-32). Switzerland: Springer International Publishing.
Gkonou, C. (2013). Tap into the world of news: Week in Pictures in the EFL classroom. English Teaching Professional, 89, 56-57.
Gkonou, C. (2013). Some methodological issues in using learner diaries to investigate classroom anxiety. ELT Research, 28, 4-6.