Angel M. Dávila is an English instructor and an English teacher educator. He pursued all his graduate studies in the United States. He studied a Masters of Arts in Teaching English to Speakers of Other Languages at Southern Illinois University Carbondale (SIUC) sponsored by a Fulbright/LASPAU scholarship from 2011 to 2013. Right after he graduated from his masters’ degree in the fall of 2013, he entered the Curriculum and Instruction Department at SIUC as Doctoral student, wherein he pursued a Ph.D. in Education with Concentration in Curriculum and Instruction focused on Curriculum Development and Evaluation. Currently, he is officially a Ph.D. Candidate.

Mr. Dávila has attended and presented at various TESOL and research conferences. He attended the Nicaraguan TESOL conferences at UCA University several times. Also, he participated in a congress for English teachers at UNAN León University Nicaragua. He was a presenter at a conference on Communicative English at EARTH University Costa Rica. Additionally, he presented twice at the Advancing Teacher Education 2014 Conference held at Urbana Champaign, the United States. In 2012, he attended a Fulbright Enrichment Seminar in Atlanta Georgia, the United States. Lastly, in 2016, he was invited as a guest speaker to present his Master’s degree thesis to masters and doctoral students in the Department of Linguistics at Southern Illinois University Carbondale.

Professor Davila´s research interests are twofold. Firstly, as an English instructor, his research interests focus on second language acquisition, particularly English pronunciation, English phonological and morphological awareness, vocabulary learning, integration of the four micro skills (listening, speaking, reading, and writing) as an approach to acquire English faster, use of the technique known as shadowing to develop speaking skills, use of parallel texts accompanied by audio (L1 and L2) to acquire English communication skills faster, and computer assisted language learning. Secondly, as an English educator, he is interested in conducting research on EFL teacher education programs, curriculum implementation, teacher observation, EFL teacher educators’ knowledge base, and professional learning communities. His most recent work examines the phonological acquisition of the three allomorphs of the –ed ending, which marks the past tense of regular verbs in English. Currently, as the last requirement of his doctoral studies, Mr. Dávila is conducting a study in a teacher education program in a Nicaraguan university which investigates the knowledge base of prospective EFL teacher educators.