Elnaz Zamanzade
When Elnaz Zamanzade, MEd, began her second Master’s degree at UBC Okanagan, she wasn’t looking for a new direction so much as a deeper way to understand the work she already enjoyed. Over the past several years, she has worked across multiple English language and student support roles—from English for Academic Purposes (EAP) to workplace-focused language instruction, to serving as an Accessibility Assistant and contributing to campus initiatives. She even helped design a student workbook for English as an Additional Language (EAL) learners in the EAP program.
“I truly enjoy supporting learners and creating spaces where they feel confident, included, and empowered in their learning journey,” she says.
Her path to a second graduate degree grew naturally from her work. With a Master’s in English Literature already completed and several years of EAL teaching behind her, she found herself wanting to deepen her understanding of teaching and language learning.
“I was already working closely with learners, and I wanted to strengthen my understanding of how adults learn, adapt, and build confidence in new environments,” she says. “This program has given me the chance to connect my practical teaching experience with theory, research, and reflective practice.”
That desire to bridge experience with research also shaped her capstone project, Different Learners, Different Needs: Comparing EAL for Academic and Workplace Purposes. Drawing on her work as a Graduate Teaching Assistant in the English Foundation Program and a Graduate Research Assistant in the English for Work-Life Success project, she examines how learners in each context develop skills, navigate challenges, and build a sense of belonging. She says the idea emerged based on her observations.
“The topic grew from experiencing two very different EAL environments at the same time. I noticed patterns in learners’ needs and behaviours, even though their goals were quite different,” she explains. “The contrast between academic and workplace-oriented classes made me curious about how context influences learning.”
Her curiosity didn’t end with simply noticing the differences; it pushed her toward a deeper examination of what shapes a learner’s experience.
“I hope my research encourages educators and program designers to move beyond one-size-fits-all models and recognize how different groups of learners experience language learning in their own ways,” she says. “By bringing attention to the social, emotional, and identity-related dimensions of learning, I hope to support more holistic and responsive EAL programming in both academic and workplace settings. Ultimately, I hope this work brings us one step closer to more personalized and meaningful English-learning experiences.”
Her coursework and research have already made their way into her professional life.
“I use what I’ve learned every day—whether it’s designing learner-centered lessons, responding to students in real time, or using reflection to guide my teaching decisions. My classroom experience really helped me become more adaptable.”
If she could offer advice to someone beginning their own capstone, it would be shaped by her own experience of discovery along the way.
“I wish I knew how much the reflective process would shape my learning, and that it’s completely okay not to know everything at the beginning,” she reflects. “I came into the program thinking I needed a fully formed idea right away, but I learned that clarity comes from doing the work, engaging with theory, and reflecting on real experiences. The process itself is what shapes the project.”
In recognition of her graduate work, she was awarded the Stephen Daniel Pope Graduate Award. For Elnaz, the recognition felt especially meaningful.
“Receiving this award truly means a lot to me,” she shares. “It’s incredibly encouraging to know that my efforts are not only appreciated by the students I support, but also recognized by my supervisor and other faculty members. This acknowledgment gives me a meaningful boost of confidence and motivates me to continue growing, contributing, and creating positive learning experiences for students.”
About Stephen Daniel Pope Graduate Award
In memory of Dr. Stephen Daniel Pope, this award is presented to an Okanagan School of Education graduate student who shows great promise in the field of education. Dr. Stephen Daniel Pope is remembered for his passion for education and his significant contributions to the public education system of British Columbia in the 1800s.