Nazarbayev University
Graduate School of Education

Graduate School of Education

Anas Hajar


Anas Hajar
Assistant Professor
Office Phone:
Multilingual education



PhD in English Language Education, 2015

Warwick University, Coventry, United Kingdom


MA (Hon) in TESOL and Applied Linguistics, 2010

Warwick University, Coventry, United Kingdom


Google Scholar profile:


Courses taught at GSE:

EDML 601: Introduction to Linguistics

EDML 620: Language and Literacy Development

EDML 690: Thesis Research I

EDML 691: Thesis research II

EDML 692: Thesis research III


Geographic areas:

United Kingdom, Middle East and some parts of Asia (Kazakhstan, Hong Kong SAR and South Korea)

Thematic areas:

  • Multilingual education
  • Higher Education
  • School Education

Research Subthemes:

  • International students’ educational and sociocultural experiences (internationalisation and education abroad)
  • Individual differences in language learning (particularly learning strategies from sociocultural perspectives, motivation and identity)
  • Shadow education (private supplementary tutoring)
  • Advanced academic writing (thesis and dissertation writing in a second language)
  • Evaluation of language teaching materials and textbooks
  • Qualitative & mixed-method research



Book chapters

Articles in refereed journals

  •  Hajar, Anas. (2020): Theoretical foundations of phenomenography: a critical review, Higher Education Research & Development, DOI: 10.1080/07294360.2020.1833844
    To link to this article: 
  • Hajar, Anas (2020). Shifting learning strategies and future selves of Arab postgraduate students in Britain: A qualitative inquiry, Innovation in Language Learning and Teaching.  DOI: 10.1080/17501229.2020.1739051 To link to this article: 
  • Hajar, Anas. (2019). The association between private tutoring and access to grammar schools: Voices of Year 6 pupils and teachers in south-east England. British Educational Research JournalDOI: 10.1002/berj.3587. To link to this paper
  •  Hajar, Anas. (2019). Arab sojourner expectations, academic socialisation and strategy use on a pre-sessional English programme in Britain, Pedagogies: An International Journal, DOI: 10.1080/1554480X.2019.1696200. To link to this article:  
  • Hajar, Anas. (2019). A critical review of research on language learning strategies used by Arab learners of English. Studies in Self-Access Learning Journal, 10(3), 239-257. To link to this article   
  • Hajar, Anas. (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:
  • Hajar, Anas. (2018). 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:
  • Hajar, Anas. (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
  • Hajar, Anas. (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:
  • Hajar, A (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:
  • Hajar, Anas. (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:
  • Wray, David. & Hajar, Anas. (2015). A critical review of language learning strategy research. Asian Journal of English Language and Pedagogy. Vol. 3.
  • Hajar, Anas. (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.
  • Hajar, Anas. & Wray, David. (2014). A Critical review of the fundamental directions on language learning strategy research’. Journal of Academic Perspectives, 5.2, 1-16.
  • Hajar, Anas. (2014) Designing ‘strategy-rich L2 textbooks’ for language learner autonomy. Folio, 16.1, 23-27.
  • Wray, David. & Hajar, Anas. (2013). A Response to calls for moving away from language learning strategy research. In International Academic Forum (IAFOR) (Ed.) The European Conference on Language Learning: Conference Proceedings 2013. Nagoya, Japan: IAFOR. pp. 725-740.
  • Hajar, Anas. (2013). Investigating humanistic elements in global textbooks: The case of New Headway Intermediate (4th Edition) Student’s Book. Folio, 15.2, 33-39.