• Changes in two migrant learners’ beliefs, learning strategy use and language achievements in a New Zealand context 

    Zhong, Qunyan Maggie (Elsevier, 2015-07-04)
    Substantial amount of research regarding L2 learners’ beliefs has been conducted in recent years. However, less attention has been paid to the interactions among the three constructs: learners’ beliefs, learning strategies ...
  • Tertiary students’ numeracy skills requirements 

    Hobbs, Moira (Unitec E-Press, 2014-06-24)
    The following paper arises from the author being invited to be part of a discussion panel of NZ tertiary learning advisors, at a regional hui. The main topic was the numeracy skills required for our current students to be ...
  • Can I say something? The effects of digital game play on willingness to communicate. 

    Reinders, Hayo; Wattana, Sorada (Sponsored by the National Foreign Language Resource Center (NFLRC) at the University of Hawai’i, University of Hawai‘i Center for Language and Technology (CLT), and the Center for Language Education, and Research (CLEAR) at Michigan State University, 2014-06-01)
    This paper reports on a study into the effects of digital game play on learners’ Willingness to Communicate (WTC), or individuals’ “readiness to enter into discourse at a particular time with a specific person or persons, ...
  • Meeting the learning needs of refugees and migrants in tertiary blended ESOL courses 

    Danaher, Katherine (Unitec E-Press, 2014-05-13)
    Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching ...
  • Undergraduate research : a source for faculty publications? 

    Panko, Mary; Singh, Niranjan (Unitec ePress, 2014-04-14)
    Over the last two decades undergraduate students have been encouraged to problem solve in ‘the real world’ in order to construct their own subject knowledge. This generally means that students are required to carry out ...
  • Personal Learning Environments for Supporting Out-of-Class Language Learning 

    Reinders, Hayo (British Council, 2014)
    A Personal Learning Environment (PLE) is a combination of tools and resources chosen by a learner to support the learning process. The author discusses tools that help learners control their language-learning process—e.g., ...
  • Touch and gesture-based language learning. Some possible avenues for research and classroom practice 

    Reinders, Hayo (IATEFL Poland Computer Special Interest Group (EdTechTeacher), 2014)
    Our interaction with digital resources is becoming increasingly based on touch, gestures, and now also eye movement. Many everyday consumer electronics products already include touch-based interfaces, from e-book readers ...
  • Backchannelling in the language classroom : Improving student attention and retention with feedback technologies. 

    Reinders, Hayo (Journal of Language Teaching and Learning, 2014)
    Backchanneling is a technique for monitoring student engagement and performance in the language classroom. In this article I give the pedagogical rationale for this activity and describe some examples of best practice. The ...
  • The effects of aural input enhancement on L2 acquisition 

    Reinders, Hayo; Cho, Meiyoung (University of Hawai‘i, National Foreign Language Resource Center., 2013-07)
    Input enhancement involves attempts to direct the learner’s attention to specific linguistic forms in target language input (Sharwood Smith, 1993). One way to do this is by manipulating the input in order to attract learners’ ...
  • Autonomy and language learning behavior : the role of student initiation and participation in L2 classrooms 

    Reinders, Hayo; Loewen, Shawn (Study in English Language Teaching, 2013-02)
    There are many different views of what learner autonomy entails. But what does autonomous language learning look like in practice? In this short article we argue that student initiation and participation are crucial to and ...
  • How textbooks (and learners) get it wrong : a corpus study of modal auxiliary verbs 

    Khojasteh, Laleh; Reinders, Hayo (Applied Research on English Language, 2013-02)
    Many elements contribute to the relative difficulty in acquiring specific aspects of English as a foreign language (Goldschneider & DeKeyser, 2001). Modal auxiliary verbs (e.g. could, might), are examples of a structure ...
  • Talking with children when using prams while shopping 

    Blaiklock, Ken (New Zealand Research in Early Childhood Education Journal, 2013)
    Children’s language development is influenced by the amount and quality of interactions that they are immersed in. This study investigated the frequency of parent-child interactions that occur when parents accompany young ...
  • Adult literacy for a productive, knowledge-based economy 

    Monteiro, Sylila; Sharma, Rashika (Common Ground Publishing, 2013)
    The increasing complexity of contemporary society demands a more versatile and highly knowledgeable human capital base. To effectively function in the workplace and in daily life, knowledge workers today need to utilise ...
  • Letters to the editor: Results of corpus analysis 

    Romova, Zina; Hetet, John (2013)
    In this paper, which is part of a wider study on corpus nexus genre approach to teaching writing to advanced EAL learners, we aim to show how corpora can provide teachers and learners with information about dominant lexical ...
  • Letters to the editor: Results of corpus analysis 

    Hetet, John (Applied Linguistics Association of New Zealand, 2013)
    In this paper, which is part of a wider study on corpus nexus genre approach to teaching writing to advanced EAL learners, we aim to show how corpora can provide teachers and learners with information about dominant lexical ...
  • Managing affect in online supervision : the use of affective markers in written feedback 

    Reinders, Hayo; Cho, Minyoung; Lewis, Marilyn (New Zealand Studies in Applied Linguistics, 2013)
    Online supervision is a relatively recent form of student-teacher interaction, and therefore one for which the rules are still being determined. When in addition this new form of interaction takes place between supervisors ...
  • Self-access and independent learning centres 

    Reinders, Hayo (Wiley-Blackwell, 2013)
    Self-access centres are learner-oriented language learning environments that encourage the development of learner autonomy (see LEARNER AUTONOMY). Self-access centres (SACs) provide materials, activities, and staff support ...
  • Understanding English teaching and learning context in China 

    Zhong, Qunyan (Longbridge Publishing Company, 2012-09)
    The recent economic boom has seen the number of English language learners escalating in China. The Chinese enthusiasm for learning English has generated a growing interest from the West to teach in China. There is a need ...
  • Towards a definition of intake in second language acquisition 

    Reinders, Hayo (Isfahan University * Journals System (Iran), 2012-05-22)
    Intake is a concept that has long fascinated second language researchers as it provides a window onto the crucial intermediary stage between input and acquisition. A better understanding of this intermediary stage can help ...
  • Enhancing informal language learning with mobile technology : does it work? 

    Reinders, Hayo; Cho, Min Young (University of Central Lancashire * School of Languages and International Studies, 2011-10-10)
    There are many theories that attempt to explain second language acquisition processes and factors determining success or failure. Despite a lack of general agreement between proponents of these theories, research has ...