Glen Poupore, Ph.D.

Education:

• Ph.D. in Applied Linguistics from the University of Birmingham, England
• M.A. in TESOL from the University of Birmingham, England
• B.Ed. in Secondary Education, from Nipissing University, Canada
• B.A. in History from the University of Ottawa, Canada

Biography:

Glen Poupore is Professor of English at Minnesota State University, Mankato, where he is the coordinator of the TESOL program. He is a native of Gatineau, Québec, Canada, and he has been a language teacher educator for several years and has taught in the United States, Canada, England, and Korea.  His research interests include language learner motivation, particularly in relation to classroom-based and task motivation; flow theory and the related concept of directed-motivational currents; task-based language teaching; group work dynamics; and complexity theory as applied to language learner motivation and research methodology. His work has appeared in a variety of journals and edited collections including the Modern Language Journal, Language Teaching Research, English Teaching and Learning, the Canadian Modern Language Review, the Canadian Journal of Applied Linguistics, and Teachers Exploring Tasks in English Language Teaching.   

Recent Publications:
Poupore, G. (Forthcoming, June 2024). Learner engagement, directed motivational currents, and project-based learning: A pedagogical intervention with English learners. English Teaching and Learning, 48(2). 

Poupore, G. (2018). A complex systems investigation of group work dynamics in L2 interactive tasks. Modern Language Journal, 102, 350-370. doi: 10.1111/modl.12467

Poupore, G. (2016). Measuring group work dynamics and its relation to L2 learners' task motivation and language production. Language Teaching Research, 20(6), 719-740. doi: 10.1177/1362168815606162

Poupore, G. (2014). The influence of content on adult L2 learners' task motivation: An interest theory perspective. Canadian Journal of Applied Linguistics, 17(2), 69-90.

Poupore, G. (2013). Task motivation in process: A complex systems perspective. The Canadian Modern Language Review, 69(1), 91-116.

Poupore, G. (2013). The influence of L2 motivation and L2 anxiety on learners’ socio-affective conditions and language production during communicative tasks. Asian EFL Journal, 15(3), 93-128.

Poupore, G. (2005). Quality interaction and types of negotiation in problem-solving and jigsaw tasks. In C. Edwards & J. Willis (Eds.), Teachers Exploring Tasks (pp. 242-255). Houndmills: Palgrave Macmillan.

Recent Courses Taught:

• ENG 4/582: Teaching Listening and Speaking to English Learners
• ENG 4/586: Theories of Second Language Teaching and Learning
• ENG 4/587: Teaching Reading and Writing to English Learners
• ENG 624: TESOL Practical Experience
• ENG 627: Research Methods in TESOL/Applied Linguistics
• ENG 634: Topics in TESOL/Applied Linguistics (Literature and Film in Language Teaching)
• ENG 686: Second Language Assessment