Peter Levrai

I’ve been working in ELT since 1995 and have worked across Europe and Asia, from Ireland to Macau, Lithuania to Azerbaijan. I’ve taught in a range of different contexts from private language schools to corporate training and the university sphere. I have a strong interest in course development, obtaining my Masters in English Language Teaching & Material Development, and have two published coursebooks, English for the Energy Industries and Academic Presenting & Presentations. I also receive the British Council ELTons Award for Innovation in Learner Resources in 2018 for the English for Academic Purposes course I co-wrote – Develop EAP: A Sustainable Academic English Skills Course. It was through the development of this course that my interest in collaborative learning began. I completed my Phd in Language Acquisition in Multilingual Settings in 2025, focussing on the assessment of collabroative assignments in EAP. Through my research I was able to identify the dimension of teacher collaborative assessment identity and developed a collaborative assessment algorithm, which is a series of considerations and decision trees to help in the development of fair and effective assessment schemes for collaborative assignments.

Research Interests

I am a PhD graduate in the Language Acquisition in Multilingual Settings (LAMS) programme from the University of the Basque Country, supervised by Professor María del Pilar García Mayo. The title of my dissertation is  “Exploring practitioner collaborative assessment identity to develop a principled multi-lens approach to assessing collaborative assignments in English for Academic Purposes​​”.

My interest is in collaborative learning, with a particular focus on the teacher’s perceptions and approaches to assessing collaborative assignments. As collaborative assignments grow more prevalent on university courses it’s important to examine teacher attitude to collaboration and how those assignments are assessed with the aim of developing an assessment framework to help teachers implement collaborative assignments. My hope is that by developing a better understanding of how collaborative assignments can be and should be assessed will help overcome one of the main barriers to wider acceptance of collaborative assignments.