Rate My Professor Jill Murray

Her research specializations include the teaching and learning of pragmatics; assessment of pragmatic competence in specialist contexts, such as overseas-trained professionals seeking work in Australia; language test design and impact; experiences of Greek-Australians in homeland contexts; language maintenance and shift in community languages; and presentation of pragmatic information in EFL, ESL, and heritage language teaching materials. Key projects include Primary Chief Investigator for the Multilingualism Research Centre (2019–2022), "Lifelong language learning: a mixed method study of the experiences of older learners and their teachers" (2019), and "A qualitative study of pragmatic competence and migrant identity: sociolinguistic and pedagogical implications" (2015). Murray's major publications encompass "Enhancing Huber’s evaluation framework for teacher professional development programme" (2024, with W. Hiew, Professional Development in Education), "Migrant grandparents in Australia: English learning and well-being" (2024, with A. Chik, ELT Journal), "‘Without the video I wouldn't have known’: an experienced EFL teacher learning to provide oral corrective feedback" (2024, with X.V. Ha and B.L. Reynolds, International Journal of Applied Linguistics), "Corrective feedback: beliefs and practices of Vietnamese primary EFL teachers" (2023, with X. Ha, Language Teaching Research), "High school EFL students’ beliefs about oral corrective feedback: the role of gender, motivation and extraversion" (2021, with X.V. Ha and A.M. Riazi, Studies in Second Language Learning and Teaching), "The impact of a professional development program on EFL teachers’ beliefs about corrective feedback" (2021, with X. Van Ha, System), and "Pragmatic content in EFL textbooks: an investigation into Vietnamese national teaching materials" (2020, with A.T. Ton Nu, TESL-EJ).