Dr Nicola Lupi Morea
Senior Impact Evaluator
Dr Nicola Lupi Morea is an educational researcher and impact evaluation specialist with extensive experience in designing and conducting research studies in the areas of language education, teacher education and professional development, and multilingualism.
As a Senior Impact Evaluator, Nicola has conducted research on the implementation of education reform in Spain, as well as students’ engagement with different types of feedback in the higher education contexts in Vietnam and Uzbekistan. Nicola has presented study findings, as well as delivered invited researcher-development workshops at international conferences around the world. Nicola also serves on the Ethics Committee of Cambridge University Press & Assessment, is a member of the editorial team of the Research Synthesis in Applied Linguistics journal and reviews for leading academic journals in applied linguistics and language education.
Prior to joining the Impact Evaluation team, Nicola worked as a Senior Post-doctoral Research Associate and Associate Lecturer at the University of Reading, and as a Research Associate and Research Assistant at the University of Cambridge. During his post-doctoral work, he led a major strand of a large longitudinal study tracking the foreign language progression of approximately 2,000 children over four years of primary education in England. He also contributed to several studies examining language policies and practices in English secondary schools, providing guidance to support multilingualism and linguistic diversity through targeted institutional policies.
Nicola is also a qualified secondary school teacher with years of experience teaching English, French and Italian. He holds a PhD in Language Education from the University of Cambridge.
Selected publications:
Morea, N., & Fisher, L. (2025). Am I multilingual? The relationships between pre-service teachers’ multilingual identities, language experiences and beliefs about multilingualism. The Language Learning Journal, 53(5), 605–621. https://doi.org/10.1080/09571736.2025.2549115
Morea, N., Kasprowicz, R. E., Morrison, A., & Silvestri, C. (2024). Diverse population, homogeneous ability: The development of a new receptive vocabulary-size test for young language learners in England using Rasch analysis. Research Methods in Applied Linguistics. https://doi.org/10.1016/j.rmal.2024.100166
Morea, N., & Ghanbar, H. (2024). Q methodology in applied linguistics: A systematic research synthesis. System, 120. https://doi.org/10.1016/j.system.2023.103194
Morea, N., & Fisher, L. (2023). Multilingual teachers and teachers of multilinguals: Developing pre-service teachers’ multilingual identities during teacher education. The Language Learning Journal, 53(1), 1–21. https://doi.org/10.1080/09571736.2023.2251499
Morea, N. (2022). Investigating change in subjectivity: The analysis of Q-sorts in longitudinal research. Research Methods in Applied Linguistics, 1(3), 1–15. https://doi.org/10.1016/j.rmal.2022.100025