Professional Biography

Dr. Kozlova began her teaching career as a teacher of English as a foreign language and taught EFL to elementary through high school students for 12 years in Ukraine, Russia, and Mongolia. In the United States and in Canada, Dr. Kozlova taught courses in applied linguistics at graduate, undergraduate, and teacher-certification levels at Georgia State University, Old Dominion University, Carleton University, and Algonquin College. She also taught English for academic purposes and Russian as a foreign language.

Since 2004, Dr. Kozlova has been actively involved in promoting online teaching and learning. She participated in the development and delivery of online Russian language courses for Georgia Institute of Technology and Carleton University. At Carleton University, she was part of the team that received a shared online course fund from the Ministry of Training, Colleges, and Universities to develop and deliver an introductory course in applied linguistics.

Dr. Kozlova has received two teaching-related awards. In 2014, she was awarded a Teaching Achievement Award at Carleton University for her innovative approach to university teaching, including the incorporation of technology in the classroom. In 2013, she was part of the international team (including Algonquin College, Ottawa, Canada and TED University, Ankara, Turkey) that received an honorable mention from the International e-Learning Association in the international e-learning category for the project “Language Teaching and Learning in a 3D Virtual Learning Environment.” 

Research Interests and Current Projects

Dr. Kozlova’s research focuses on the use of second/foreign language spoken discourse in the classroom setting and in casual conversation, the application of technology for second/foreign language teaching and learning, task-based learning, and communication across cultures. One of her recent research projects explored whether language-learning tasks with an environment exploration component mediate learner autonomy in 3D virtual worlds. Another project concentrated on the factors affecting learners’ collaboration in 3D virtual environments. Currently, Dr. Kozlova is involved in the project “Functions of eh in Canadian English,” which she is working on with her former students from Carleton University. 


Ph.D. (Applied Linguistics) Georgia State University, 2008

M.A. (with distinction, Teaching International Languages) California State University, Chico, 2002

B.A. (English) Chernivtsi National University, Ukraine, 1987

Areas of Expertise

Discourse analysis

Second/foreign language pedagogy

Second language acquisition

Teacher training

Computer-assisted language learning

Selected Publications

Kozlova, I., & Priven, D. (2015). ESL teacher training in 3D virtual worlds. Language Learning & Technology, 19(1), 83–101.

Kozlova, I. (2014). Collaborative tasks for beginner-level language learners: Issues and implications. In H. M. McGarrell & D. Wood (Eds.), Special research symposium issue of Contact. Refereed proceedings of TESL Ontario Research Symposium, 40(2), 101–127.

Kozlova, I., & Zundel, E. (2013). Synchronous online language teaching: Strategies to support learner development. In C. Meskill (Ed.), Online teaching and learning: Sociocultural perspectives. London, UK: Bloomsbury Academic.

Kozlova, I. (2013). Online pedagogy: Development of the communicative skills in Russian online courses. OLBI Working Papers.

Kozlova, I. (2006). Book review: Pragmatic Competence and Foreign Language Teaching. Journal of Pragmatics, 38(4), 600–604.

Kikuchi, M., Anthony, N., Kozlova, I., & Sutton, R. (2006). Providing access to less commonly taught languages: Online language courses in the university system of Georgia. In R. Donavan, Y. Saito-Abbot, & G. Leonard (Eds.), Literacy in language learning with technology: Proceedings from the 2006 DigitalStream Conference (pp. 87–94). Monterey Bay: California State University.

Kozlova, I. (2004). Can you complain? Indirect complaints in Russian and American English. Prospect: An Australian Journal of TESOL, 19(1), 84–101.