Academic Staff
Postdoctoral Fellow
MA in ELT and Applied Linguistics, Warwick University, UK; PhD in English Language Education, Warwick University UK
Office:  Fung King Hey 318

Anas Hajar is a graduate of Warwick University holding a PhD in English Language Education. He won the Warwick Student Prize in 2015 for his doctoral work. He worked as an EAP tutor at Warwick and Coventry Universities in the UK and as a research fellow at Canterbury Christ Church University, UK. He is currently a postdoctoral fellow at the Chinese University of Hong Kong.

Research Interests

Language Learning Strategy from sociocultural perspectives; L2 motivation and identity; Higher Education;  Private supplementary tutoring, Writing Academic English, Phonetics and Phonology, Qualitative research methods 

Selected Publications


Forthcoming (Sep/Oct 2018). International Students’ Challenges, Strategies and Future Vision: A socio-dynamic perspective. Bristol: Multilingual Matters.


Book chapters:

  • 2017. ‘Helping Learners Learn: Exploring Strategy Instruction into Language Learning Textbooks’. In Tomlinson B., Mishan, F. & Mashuhara, H. (Eds) Practice and Theory in Materials Development in Language Learning. Cambridge: Cambridge Scholars.


Journal Articles:


  • 2018, (BOOK REVIEW) Shadow education and the curriculum and culture of schooling in South Korea, Compare: A Journal of Comparative and International Education, DOI: 10.1080/03057925.2018.1473322. To link to this article:
  • 2018, Exploring Year 6 Pupils’ Perceptions of Private Tutoring: Evidence from three Mainstream Schools in England. Oxford Review of Education. DOI: 10.1080/03054985.2018.1430563 . To link to this article:
  • 2017, ‘Examining the Impact of Immediate Family Members on Gulf Arab EFL Students’ Strategic Language Learning and Development’. RELC Journal. DOI: 10.1177/0033688217716534- To link to this article
  • 2017. Identity, Investment and Language Learning Strategies of two Syrian students in Syria and Britain. Language, Culture and Curriculum. DOI: 10.1080/07908318.2017.1317266- To link to this article:
  • 2016. 'Understanding Arab Students’ Challenges, Strategy Use and Future Vision while Writing their MA Dissertations at a UK University: A Qualitative Inquiry'. Innovation in Language Learning and Teaching. DOI: 10.1080/17501229.2016.1199555 - To link to this article:
  • 2016. 'Motivated by Visions: A Tale of a Rural Learner of English'. The Language Learning Journal. DOI: 10.1080/09571736.2016.1146914 - To link to this article:
  • 2015. ‘A Critical Review of Language Learning Strategy Research’. Asian Journal of English Language and Pedagogy. Vol. 3.
  • 2015. ‘Significant others’ in influencing Arab EFL learners’ learning strategy use and development: A qualitative study. Studies in Self-Access Learning Journal, 6(3), 257-270.
  • 2014. ‘A Critical Review of the Fundamental Directions on Language Learning Strategy Research’. (Co-authored with David Wray). Journal of Academic Perspectives, 5.2, 1-16
  • 2014. ‘Designing ‘Strategy-Rich L2 Textbooks’ for Language Learner Autonomy’. (Co-authored with David Wray). Folio, 16.1, 23-27
  • 2013. ‘A Response to Calls for Moving Away from Language Learning Strategy Research’. (Co-authored with David Wray). In International Academic Forum (IAFOR) (Ed.) The European Conference on Language Learning: Conference Proceedings 2013. Nagoya, Japan: IAFOR. pp. 725-740.
  • 2013. 'Investigating Humanistic Elements in Global Textbooks: The Case of New Headway Intermediate (4th Edition) Student’s Book'. Folio, 15.2, 33-39.