Anesa Hosein

Lecturer in Higher Education

University of Surrey

United Kingdom

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About

Anesa Hosein is a Lecturer in Higher Education at the University of Surrey, UK. Her research focuses on student feedback literacy, well-being in vocational education, action research in teaching practices, and the impacts of physical activity on mental health among youth. Recent publications include investigations into developmental coordination disorder experiences and the effectiveness of online scaffolding in argumentation skills development.

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UNITED KINGDOM

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University of Roehampton

UNITED KINGDOM

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Marion Heron

University of Surrey

UNITED KINGDOM

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Beyza Ucar-Longford

University of Surrey

UNITED KINGDOM

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Anesa Hosein

Research Interests

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About

Articles (19)

Developing and validating a scale for student feedback literacy in an EFL context

‘I Feel Happy Every Day, but I Also Feel Empty’: A Qualitative Investigation of Chinese Vocational College Students’ well-being

Moving beyond personal teaching theories: creating collaborative praxis models through action research

Trends and global power of research on physical activity, depression, and anxiety in adolescents and young adults: science mapping the literature

The effects of humorous video tasks on affective, cognitive, and social factors in English language vocabulary learning: a comparative study

The use of online scaffolding to develop argumentation skills: a scoping review

Improving pre-service teachers’ argumentation skills: A holistic online scaffolding design approach

A scoping review of well-being measures: conceptualisation and scales for overall well-being

A Qualitative Investigation into the Experiences of Students with Developmental Coordination Disorder (DCD/Dyspraxia) in Higher Education

Enter the School Online Promoter for Online Course Success

Selling lemons? The relationship between learning and teaching information on university programme web pages and future students’ course satisfaction

Poems and pedagogic frailty: uncovering the affective within teacher development through collective biography

The role of the university environment in shaping education and employment inequalities

Using voluntary laboratory simulations as preparatory tasks to improve conceptual knowledge and engagement

Differences in mental health inequalities based on university attendance: Intersectional multilevel analyses of individual heterogeneity and discriminatory accuracy

Doctoral students navigating the borderlands of academic teaching in an era of precarity

Talking about talk: tutor and student expectations of oracy skills in higher education

Towards a more active, embedded and professional approach to the internationalisation of academia

The development of academics’ feedback literacy: experiences of learning from critical feedback via scholarly peer review

Collaborators (11)

Nicola Byrom

Rille Raaper

Farhana Ferdousi Liza

Emma Medland

Namrata Rao

Kieran Balloo

Laura Barnett

Doris Dippold

Cecilia Essau

Marion Heron

Beyza Ucar-Longford

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