TimGroombridge

Timothy Luke Groombridge

Lecturer

Contact Information

Telephone: 6516 1274
Email: tim.luke@nus.edu.sg
Office: CELC #03-03 (10 Architecture Drive, Singapore 117511)

From an EFL / ESL background, Tim GROOMBRIDGE received his Master’s in Linguistics (TESOL) from the University of Surrey, UK. His thesis topic concerned the use of paralinguistic features when giving an oral test of proficiency. He worked as a teacher and teacher trainer in UK and Costa Rica. He has spent considerable time in the Middle East, most recently working in EAP at a federal university in Abu Dhabi, UAE. His research interests have included the use of English in other subjects, particularly maths, and he has also explored summary writing skills in hybrid reading to write tasks.
In terms of other interests, Tim speaks Spanish and is always looking for opportunities to study other languages even at beginner level (Italian / Thai). He is a keen runner and swimmer, and when time allows, writes fiction.

Recent Courses Taught

  • ES1103 English for Academic Purposes

Selected Publications (since 2017)

  • Moussa-Inaty, J., Causapin, M. & Groombridge, T. (2018) Does language really matter when solving mathematical word problems in a second language? A cognitive load perspective, Educational Studies, DOI: 10.1080/03055698.2018.1516629
  • Causapin, M. and Groombridge, T. (2017). The effects of language simplification and pictures on the ability of Emirati university students to comprehend and solve mathematics word problems. Learning and Teaching in Higher Education: Gulf Perspectives, [S.l.], v. 14, n. 2, dec. 2017. doi:http://dx.doi.org/10.18538/lthe.v14.n2.288.

Selected Presentations (since 2018)

  • January 2021: Video based lessons: Recording your own clip and using commercial tools – a practical presentation (Given on-line for Zayed University)
  • September 2019. Innovation in the Classroom: Bringing Texts to Life, University College Seminar, Zayed University, Abu Dhabi, United Arab Emirates
  • April 2018. Does language really matter when solving mathematical word problems in a foreign language? A cognitive load perspective. American Education Research Association. New York City, USA
Scroll to Top