University of Calgary

Gregory Tweedie

  • Associate Professor

Currently Teaching

 W2022 - EDUC 556.04 - Professional Learning K-12 (Community-Based pathways only)

NEW: participants wanted for language test correlation research

WANTED: Research participants who have recently taken one or more of the following language tests: C1 Advanced, C2 Proficiency, Duolingo, IELTS, OET, PTE, TOEFL, and TOEIC. We are looking particularly for test-takers from the following countries: Bangladesh, Egypt, Indonesia, Iran, Japan, Nepal, Pakistan, Qatar, South Korea, Taiwan and the United Arab Emirates.

We are surveying test-takers in the Middle East, South Asia and Southeast Asia regions on a wide variety of perspectives with respect to online testing experiences including perceptions of test security, validity, fairness, comparability, equity and access. The research team invites participation from test-takers across these regions; however, participants from Bangladesh, Egypt, Indonesia, Iran, Japan, Nepal, Pakistan, Qatar, South Korea, Taiwan and the United Arab Emirates, currently underrepresented in the data, are particularly sought. If you have taken one or more of these tests (C1 Advanced, C2 Proficiency, Duolingo, IELTS, OET, PTE, TOEFL, or TOEIC ), please visit our research website at to participate in the study, or contact for more information. 

To thank you for your participation in our research study, we are conducting a prize draw, offering free test preparation materials, and a grand prize of a free language test of your choice. 


Dr. Gregory Tweedie holds a PhD in Education (Applied Linguistics focus) from the University of Southern Queensland. His teaching and research draw heavily upon his experiences as a language teacher and language teacher trainer in East, Southeast and Central Asia, the Middle East, Canada, and his native Australia.

Research & Scholarly Activity

Dr. Gregory Tweedie’s research program, in the field of applied linguistics, focuses on the phenomena of the English language as communicative vehicle in international professional contexts, for people from differing first language (L1) backgrounds.

Current Projects

Variability in measures of English Language Proficiency: test-taker perceptions of environmental influences and cross-assessment test correlation

Tri-Council SSHRC Partnership Engage grant: Improving language assessment for internationally educated nurses in Canada: a concurrent validity study of two proficiency tests

Accelerating Language Acquisition for ELL Jr. High Students – Alberta Education Research Partnerships Program

EFL (mis)communication in the Nursing Simulation Lab – Research Across Borders

When Families Reconnect – Alberta Education Research Partnerships Program


University of Southern Queensland

Professional & Community Affiliations

Dr. Gregory Tweedie holds a secondary school teaching qualification from the Queensland College of Teachers.

Selected publications


Sabbaghan, S., Peglar, M. & Tweedie, M. G. (2019). The multimodal effects of voice-based asynchronous technology-mediated communication on academic communication skills. TESL Canada Journal, 36(3), 82-109.

Tweedie, M. G. & Johnson, R. C. (2019). Research directions in medical English as a lingua franca (MELF). Language and Linguistics Compass 13(3), 1-12.

Tweedie, M.G. & Chu, M-W. (2019). Challenging equivalency in measures of English language proficiency for university admission: data from an undergraduate engineering program. Studies in Higher Education, 44(4), 683-695.

Amery, E., Tweedie, M. G. & Johnson, R. C. (2019). Teaching and learning guide for: Research directions in Medical English as a Lingua Franca (MELF). Language and Linguistics Compass, 13(3), e12312.

Tweedie, M. G. & Johnson, R. (2018). Listening instruction: Exploring nursing education where English is a lingua franca. In J. Siegel, & A. Burns (Eds.), International perspectives on teaching the four skills in ELT (pp. 65-77).  London: Palgrave. doi: 10.1007/978-3-319-63444-9_5

Tweedie, M. G. & Johnson, R. (2018) Listening instruction and patient safety: Exploring medical English as a lingua franca (MELF) for nursing education. Journal of Belonging, Identity, Language, and Diversity, 2(1),1-27.

Tweedie, M. G. & Dressler, R. (2018). Visual aids as response facilitators in dialogue journals. Language & Literacy, 20(2), 125-143.

Boz, U., Barrantes, L., & Tweedie, M.G. (2018). Second language socialization in higher education: An exploratory case study. Journal of Educational Thought, 51(3), 361-383.

Tweedie, M.G., Belanger, C., Rezazadeh, K., & Vogel, K. (2017) Trauma-informed teaching practice and refugee children: A hopeful reflection on welcoming our new neighbours to Canadian schools. BC TEAL Journal, 2(1), 36-45.

Dressler, R. & Tweedie, M.G. (2016). “Today I wrote my mind”: Dialogue journals in short-term study abroad. TESOL Journal, 7(4), 939-967.

Johnson, R. and Tweedie, M.G. (2010). Could phonemic awareness instruction be (part of) the answer for young ELF learners? A report on the early literacy project in Malaysia. TESOL Quarterly, 44(4), 822-829. doi: 10.5054/tq.2010.238131.

Media Work

Tweedie, M.G. & Johnson, R.C. (2018, June). Listening for patient safety: How English language use among nurses in Qatar can influence health care quality [Blog post]. Retrieved from

Sabbaghan, S., Peglar, M. & Tweedie, M. G. (2018, May). Vlogging in EAP [Blog post]. Retrieved from

Tweedie, M.G. & Kim, M. (2017, May). International students’ perceptions of curriculum and social integration [Blog post]. Retrieved from

Additional Research Interests


  • Teaching in Online Environments - Taylor Insitute of Teaching and Learning
  • SSHRC Partnership Engage - Social Sciences & Humanities Research Council of Canada
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