A
PROFILE
UPM's Staff Profile
DR. JOANNA JOSEPH JEYARAJ
SENIOR LECTURER
FACULTY OF EDUCATIONAL STUDIES
joannajoseph@upm.edu.my
UPM WEBSITE
PROFILE
joannajoseph
BM
EN

PROFESSIONAL

NAME :
(Dr.) JOANNA JOSEPH JEYARAJ
POST :
SENIOR LECTURER
ENTITY :
FACULTY OF EDUCATIONAL STUDIES

FIELD OF SUPERVISION
TEACHING OF ENGLISH AS A SECOND LANGUAGE
EDUCATION
PHD
UNIVERSITY OF OTAGO
Graduated : 2015
MASTER OF ARTS (POST COLONIAL LITERATURE IN ENGLISH LANGUAGE)
UNIVERSITI KEBANGSAAN MALAYSIA, BANGI, SELANGOR
Graduated : 2007
BACHELOR OF EDUCATION WITH HONOURS (TEACHING OF ENGLISH AS A SECOND LANGUAGE)
UNIVERSITI KEBANGSAAN MALAYSIA, BANGI, SELANGOR
Graduated : 2005
JOURNAL PUBLICATION
1. Higher education teachers’ experiences of becoming research active: striving for university status in the Global South
    Journal type: Citation-Indexed Journal - Social Science Citation Index (JCR)
2. A framework for supporting postgraduate research writing: insights from students’ writing experiences
    Journal type: Citation-Indexed Journal - Social Science Citation Index (JCR)
3. Empowering students for social justice through a critical pedagogy inspired framework of servant leadership
    Journal type: Citation-Indexed - Scopus
4. The servant leader as a critical pedagogue: drawing lessons from critical pedagogy
    Journal type: Citation-Indexed - Scopus
5. Developing Critical Thinking in EFL through Visible Thinking Routines: Experiences of Teachers in a Chinese International School
    Journal type: Citation-Indexed Journal - ERA
6. Linking 21st Century Learning Skills to Outdoor Learning: Exploring the Experiences of Primary School English Language Teachers in Malaysian Private Schools
    Journal type: MYCITE
7. ‘I am surrounded by people who are not motivated to do research’: harnessing collegiality for developing research active academics in a teaching-focused institution
    Journal type: Citation-Indexed - Scopus
8. Evaluating Critical Thinking Elements in a Secondary School English Language Textbook in Malaysia
    Journal type: Citation-Indexed Journal - ERA
9. A Systematic Review of Teacher Talk and Its Effects on English Language Learning Outcomes
    Journal type: Citation-Indexed - Scopus
10. Attitudes and Perceptions of English as a Foreign Language Students on Blended Learning and Learner Autonomy in a Private University of China
    Journal type: Citation-Indexed - Scopus
11. Features of Flipped Classroom and Their Roles in Developing the Spoken English Proficiency among Business English Undergraduates in China
    Journal type: Citation-Indexed Journal - ESCI
12. A systematic review of collaborative mobileassisted language learning (C-MALL) practices using bibliometric, content, and scientometric analyses
    Journal type: Citation-Indexed Journal - Social Science Citation Index (JCR)
13. A Bibliometric Analysis of Research on Technological Pedagogical Content Knowledge on In-Service Teachers in Higher Education
    Journal type: Citation-Indexed Journal - ESCI
14. Challenges in Promoting Learner Autonomy in Blended Learning: Perspectives from English as a Foreign Language Teachers in China
    Journal type: Citation-Indexed Journal - ERA
15. Characteristics of Chinese Higher Education EFL Teachers' Behaviors Based on Technological Pedagogical Content Knowledge (TPACK)
    Journal type: Citation-Indexed - Scopus
16. TEACHING THINKING SKILLS THROUGH VISIBLE THINKING ROUTINES (VTRs): SHAPING DISPOSITIONS OF PRE-SERVICE ESL TEACHERS
    Journal type: Citation-Indexed - Scopus
17. A Systematic Review on the Application of Community of Inquiry Framework in Teaching of English as a Second /Foreign Language
    Journal type: Citation-Indexed Journal - Social Science Citation Index (JCR)
18. Integrating Critical Thinking into English Public Speaking Courses: A Framework for Enhancing EFL Students’ Communicative Competence
    Journal type: Citation-Indexed Journal - ERA
19. Ethnic minority students’ attitudes and experiences with Mobile English Learning Resources in Qinghai: an activity theory analysis
    Journal type: Citation-Indexed - Scopus
PUBLICATION
2025
Integrating Critical Thinking into English Public Speaking Courses: A Framework for Enhancing EFL Students’ Communicative Competence
2025
A Systematic Review on the Application of Community of Inquiry Framework in Teaching of English as a Second /Foreign Language
2025
TEACHING THINKING SKILLS THROUGH VISIBLE THINKING ROUTINES (VTRs): SHAPING DISPOSITIONS OF PRE-SERVICE ESL TEACHERS
2025
Ethnic minority students’ attitudes and experiences with Mobile English Learning Resources in Qinghai: an activity theory analysis
2024
A systematic review of collaborative mobileassisted language learning (C-MALL) practices using bibliometric, content, and scientometric analyses
2024
Characteristics of Chinese Higher Education EFL Teachers' Behaviors Based on Technological Pedagogical Content Knowledge (TPACK)
2024
Challenges in Promoting Learner Autonomy in Blended Learning: Perspectives from English as a Foreign Language Teachers in China
2024
A Systematic Review of Teacher Talk and Its Effects on English Language Learning Outcomes
2024
Attitudes and Perceptions of English as a Foreign Language Students on Blended Learning and Learner Autonomy in a Private University of China
2023
Developing Critical Thinking in EFL through Visible Thinking Routines: Experiences of Teachers in a Chinese International School
2023
‘I am surrounded by people who are not motivated to do research’: harnessing collegiality for developing research active academics in a teaching-focused institution
2023
Evaluating Critical Thinking Elements in a Secondary School English Language Textbook in Malaysia
2022
The servant leader as a critical pedagogue: drawing lessons from critical pedagogy
2022
Empowering students for social justice through a critical pedagogy inspired framework of servant leadership
2022
A framework for supporting postgraduate research writing: insights from students’ writing experiences
2021
Drawing on students’ lived experiences in emergency remote teaching (ERT): reflections from a critical pedagogy inspired writing class
2021
Higher education teachers’ experiences of becoming research active: striving for university status in the Global South
2020
A framework for supporting postgraduate research writing: insights from students’ writing experiences