The University of Queensland

Peer interaction and second language learning

Philp, Jenefer, Adams, Rebecca Jane and Iwashita, Noriko (2014). Peer interaction and second language learning. New York, NY, USA: Routledge. doi: 10.4324/9780203551349

Experimenting with Uncertainty: Essays in Honour of Alan Davies

C. Elder, A. Brown, E. Grove, K. Hill, N. Iwashita, T. Lumley, T. McNamara and K. O'Loughlin eds. (2001). Experimenting with Uncertainty: Essays in Honour of Alan Davies. Studies in language testing, Cambridge, United Kingdom: Cambridge University Press.

Interactional competence in video-mediated speaking assessment in Vietnam

Iwashita, Noriko, Nguyen, Giang Hong and Nguyen, Van-Trao (2023). Interactional competence in video-mediated speaking assessment in Vietnam. Fundamental considerations in technology mediated language assessment. (pp. 275-285) edited by Karim Sadeghi and Dan Douglas. Abingdon, Oxon, United Kingdom: Routledge.

Speaking assessment

Iwashita, Noriko (2022). Speaking assessment. The Routledge handbook of second language acquisition and speaking. (pp. 130-143) edited by Tracey M. Derwing, Murray J. Munro and Ron I. Thomson. New York, NY United States: Routledge. doi: 10.4324/9781003022497-12

Operationalising interactional competence in computer-mediated speaking tests

Iwashita, Noriko, May, Lyn and Moore, Paul J. (2021). Operationalising interactional competence in computer-mediated speaking tests. Assessing speaking in context: expanding the construct and its applications. (pp. 283-302) edited by M. Rafael Salaberry and Alfred Rue Burch. Bristol, United Kingdom: Multilingual Matters. doi: 10.21832/9781788923828-013

Peer feedback in second language oral interaction

Iwashita, Noriko and Dao, Phung (2021). Peer feedback in second language oral interaction. The Cambridge handbook of corrective feedback in second language learning and teaching. (pp. 275-299) edited by Hossein Nassaji and Eva Kartchava. Cambridge, United Kingdom: Cambridge University Press. doi: 10.1017/9781108589789.014

Development of English question formation in the EFL context of China: recasts or prompts?

Li, Huifang (Lydia) and Iwashita, Noriko (2019). Development of English question formation in the EFL context of China: recasts or prompts?. Widening contexts for processability theory. (pp. 327-348) edited by Anke Lenzing, Howard Nicholas and Jana Roos. Amsterdam, Netherlands: John Benjamins Publishing. doi: 10.1075/palart.7.14li

Peer interaction assessment: Overview of research and directions

Iwashita, Noriko (2019). Peer interaction assessment: Overview of research and directions. Social perspectives on language testing: Papers in honour of Tim McNamara. (pp. 105-120) edited by Carsten Roever and Gillian Wigglesworth. Berlin, Germany: Peter Lang.

Grammar and language proficiency

Iwashita, Noriko (2018). Grammar and language proficiency. TESOL encyclopedia of English language teaching. (pp. 1-7) edited by John Liontas. Hoboken, NJ, United States: John Wiley & Sons. doi: 10.1002/9781118784235.eelt0069

Using corrective feedback on writing to enhance Vietnamese learners' autonomy

Pham, Nhu Luan and Iwashita, Noriko (2018). Using corrective feedback on writing to enhance Vietnamese learners' autonomy. International Perspectives on Teaching the Four Skills in ELT: Listening, Speaking, Reading, Writing. (pp. 205-218) edited by Anne Burns and Joseph Siegel. Cham, Switzerland: Springer Nature. doi: 10.1007/978-3-319-63444-9

The IELTS roller coaster: stories of hope, stress, success and despair

Yucel, Megan and Iwashita, Noriko (2017). The IELTS roller coaster: stories of hope, stress, success and despair. Narrative research in practice: stories from the field. (pp. 209-223) edited by Rachael Dwyer, Ian Davis and elke emerald. Singapore: Springer. doi: 10.1007/978-981-10-1579-3_10

Interactional behaviours of low-proficiency learners in small group work

Choi, Hyunsik and Iwashita, Noriko (2016). Interactional behaviours of low-proficiency learners in small group work. Peer interaction and second language learning: pedagogical potential and research agenda. (pp. 113-134) edited by Masatoshi Sato and Susan Ballinger. Amsterdam, Netherlands: John Benjamins Publishing Company. doi: 10.1075/lllt.45.05cho

Patterns of corrective feedback in a task-based adult EFL classroom setting in China

Iwashita, Noriko and Li, Huifang (Lydia) (2012). Patterns of corrective feedback in a task-based adult EFL classroom setting in China. Task-based language teaching in foreign language contexts: research and implementation. (pp. 137-161) edited by Ali Shehadeh and Christine A. Coombe. Amsterdam, Netherlands: John Bemjamins Publishing Company.

Summary and discussion of studies in the acquisition of Japanese as a second language in Australia

Iwashita, N. and Harrington, M. W. (2008). Summary and discussion of studies in the acquisition of Japanese as a second language in Australia. 多様化する言語習得環境とこれからの日本語教育. (pp. 79-96) edited by Sakamoto Akira, Nagatomo Kazuhiko and Koyanagi Kaoru. Tokyo, Japan: 3A Corporation.

Planning for Test Performance: Does it Make a Difference?

Elder, Catherine and Iwashita, Noriko (2005). Planning for Test Performance: Does it Make a Difference?. Planning and Task Performance in a Second Language. (pp. 219-238) edited by R. Ellis. Amsterdam, Netherlands: John Benjamin. doi: 10.1075/lllt.11.14eld

Part IV: Second Language Testing and Assessment

McNamara, T., Brown, A., Grove, E., Hill, K. and Iwashita, N. (2004). Part IV: Second Language Testing and Assessment. Handbook of Research in Second Language Teaching and Learning. (pp. 773-887) edited by Hinkel, E.. Hillsdale, NJ: Lawrence Erlbaum.

Tasks and Learners' Output in Nonnative-Nonnative Interaction

Iwashita, Noriko (1999). Tasks and Learners' Output in Nonnative-Nonnative Interaction. The Acquisition of Japanese as a Second Language. (pp. 31-52) edited by Kazue Kanno. Amsterdam, The Netherlands: John Benjamins Publishing Company.

The role of language background in the validation of a computer-adaptive test

Brown, Annie and Iwashita, Noriko (1998). The role of language background in the validation of a computer-adaptive test. Validation in language assessment. (pp. 195-207) edited by Antony John Kunnan. Mahwah, NJ, United States: Lawrence Erlbaum Associates.

Embracing the extend platform in postgraduate education: unveiling student perspectives on technological trends in course delivery

Tran, Hao, Stell, Annita and Iwashita, Noriko (2023). Embracing the extend platform in postgraduate education: unveiling student perspectives on technological trends in course delivery. Trends in Higher Education, 2 (4), 689-704. doi: 10.3390/higheredu2040040

Teacher learners theorizing from practice: A case of the concept of learner engagement in interactive second language learning tasks

Nguyen, Mai Xuan Nhat Chi, Dao, Phung, Iwashita, Noriko and Spinelli, Franciele (2023). Teacher learners theorizing from practice: A case of the concept of learner engagement in interactive second language learning tasks. Teaching and Teacher Education, 129 104151, 1-12. doi: 10.1016/j.tate.2023.104151

Nurturing teachers’ research mindset in an inquiry‐based language teacher education course

Nguyen, Mai Xuan Nhat Chi, Dao, Phung and Iwashita, Noriko (2022). Nurturing teachers’ research mindset in an inquiry‐based language teacher education course. The Modern Language Journal, 106 (3), 599-616. doi: 10.1111/modl.12795

Flipped classroom experiences: Comparing undergraduate and postgraduate perceptions of self-regulated learning

Dianati, Seb, Iwashita, Noriko and Vasquez, Claudia (2022). Flipped classroom experiences: Comparing undergraduate and postgraduate perceptions of self-regulated learning. Issues in Educational Research, 32 (2), 473-493.

Editorial

Sharifian, Farzad, Zhang, Lawrence Jun, Matsuda, Paul Kei, O’Boyle, Aisling, O’Neill, Fiona, Gong, Qian, Woodhams, Jay M., Tseng, Amelia, Iwashita, Noriko and Dovchin, Sender (2022). Editorial. Australian Review of Applied Linguistics, 45 (1), 1-3. doi: 10.1075/aral.00038.edi

A dialogic approach to fostering TESOL teacher‐learners’ research engagement: insights from a ‘ Learning‐to‐Research ’ procedure

Dao, Phung, Nguyen, Mai XNC, Iwashita, Noriko and Spinelli, Franciele (2022). A dialogic approach to fostering TESOL teacher‐learners’ research engagement: insights from a ‘ Learning‐to‐Research ’ procedure. TESOL Quarterly, 56 (2), 775-787. doi: 10.1002/tesq.3127

Comparison of test performance on paper-based testing (PBT) and computer-based testing (CBT) by English-majored undergraduate students in China

Yu, Wenjing and Iwashita, Noriko (2021). Comparison of test performance on paper-based testing (PBT) and computer-based testing (CBT) by English-majored undergraduate students in China. Language Testing in Asia, 11 (1) 32. doi: 10.1186/s40468-021-00147-0

Review of Mackey, A. Interaction, Feedback and Task Research in Second Language Learning: Methods and Design

Iwashita, Noriko (2021). Review of Mackey, A. Interaction, Feedback and Task Research in Second Language Learning: Methods and Design. TESOL Quarterly, 55 (2), 655-657.

Understanding the Construct of Speaking Proficiency and its Implications for Classroom-Based Assessment

Iwashita, Noriko (2021). Understanding the Construct of Speaking Proficiency and its Implications for Classroom-Based Assessment . The European Journal of Applied Linguistics and TEFL , 10 (1), 63-78.

Student perceptions of technological tools for flipped instruction: the case of Padlet, Kahoot! and Cirrus

Dianati, Seb, Nguyen, Mai, Dao, Phung, Iwashita, Noriko and Vasquez, Claudia (2020). Student perceptions of technological tools for flipped instruction: the case of Padlet, Kahoot! and Cirrus. Journal of University Teaching & Learning Practice, 17 (5) 4, 1-16.

Teachers' perceptions of learner engagement in L2 classroom task-based interaction

Dao, Phung, Mai Xuan Nhat Chi Nguyen, and Iwashita, Noriko (2019). Teachers' perceptions of learner engagement in L2 classroom task-based interaction. Language Learning Journal, 49 (6), 1-14. doi: 10.1080/09571736.2019.1666908

The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students

Li, Huifang (Lydia) and Iwashita, Noriko (2019). The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students. Language Teaching Research, 25 (2), 209-233. doi: 10.1177/1362168819839727

Assessing writing ability in a foreign language at secondary school: variation in performance on a communicative writing task

Iwashita, Noriko and Spence-Brown, Robyn (2018). Assessing writing ability in a foreign language at secondary school: variation in performance on a communicative writing task. Australian Review of Applied Linguistics, 41 (1), 28-60. doi: 10.1075/aral.17038.iwa

Interactional competence: genie out of the bottle

Plough, India, Banerjee, Jayanti and Iwashita, Noriko (2018). Interactional competence: genie out of the bottle. Language Testing, 35 (3), 427-445. doi: 10.1177/0265532218772325

Teacher mediation in L2 classroom task-based interaction

Dao, Phung and Iwashita, Noriko (2018). Teacher mediation in L2 classroom task-based interaction. System, 74, 183-193. doi: 10.1016/j.system.2018.03.016

Review of Jan H. Hulstijn, Language Proficiency in Native and Non-native Speakers: Theory and Research. Amsterdam, Netherlands: John Benjamins, 2015. 195 pp. ISBN: 9789027213259

Iwashita, Noriko (2018). Review of Jan H. Hulstijn, Language Proficiency in Native and Non-native Speakers: Theory and Research. Amsterdam, Netherlands: John Benjamins, 2015. 195 pp. ISBN: 9789027213259. Language Testing, 35 (2), 319-322. doi: 10.1177/0265532217701468

Learner attention to form in ACCESS task-based interaction

Dao, Phung, Iwashita, Noriko and Gatbonton, Elizabeth (2016). Learner attention to form in ACCESS task-based interaction. Language Teaching Research, 21 (4), 454-479. doi: 10.1177/1362168816651462

Dimensions of L2 performance and proficiency: complexity, accuracy and fluency in SLA

Iwashita, Noriko (2014). Dimensions of L2 performance and proficiency: complexity, accuracy and fluency in SLA. Language Testing, 31 (3), 389-392. doi: 10.1177/0265532214524157

Talking, tuning in and noticing: Exploring the benefits of output in task-based peer interaction

Philp, Jenefer and Iwashita, Noriko (2013). Talking, tuning in and noticing: Exploring the benefits of output in task-based peer interaction. Language Awareness, 22 (4), 353-370. doi: 10.1080/09658416.2012.758128

A comparison of learners' and teachers' attitudes toward communicative language teaching at two universities in Vietnam

Mai Ngoc, Khoi and Iwashita, Noriko (2012). A comparison of learners' and teachers' attitudes toward communicative language teaching at two universities in Vietnam. University of Sydney Papers in TESOL, 7, 25-49.

Cross-linguistic influence as a factor in the written and oral production of school age learners of Japanese in Australia

Iwashita, Noriko (2012). Cross-linguistic influence as a factor in the written and oral production of school age learners of Japanese in Australia. Australian Review of Applied Linguistics, 35 (3), 290-311. doi: 10.1075/aral.35.3.04iwa

The effect of intensive recast treatments on the long-term development of less salient structures in Japanese as a foreign language

Iwashita, Noriko (2010). The effect of intensive recast treatments on the long-term development of less salient structures in Japanese as a foreign language. Nihongo Kyoiku, 146, 18-33.

Effects of learner background on the development of writing skills in Japanese as a second language

Iwashita, Noriko and Sekiguchi, Sachiyo (2009). Effects of learner background on the development of writing skills in Japanese as a second language. Australian Review of Applied Linguistics, 32 (1), 03.1-03.20. doi: 10.2104/aral0903

Lexical profiles in EAP speaking task performance

Iwashita, N. (2008). Lexical profiles in EAP speaking task performance. Indonesian Journal of English Language Teaching, 4 (2), 111-121.

Assessed levels of second language speaking proficiency: How distinct?

Iwashita, N., Brown, A., McNamara, T. and O'Hagan, S. (2008). Assessed levels of second language speaking proficiency: How distinct?. Applied Linguistics, 29 (1), 24-49. doi: 10.1093/applin/amm017

Does NS feedback in NS-NNS conversation facilitate SLA?

Iwashita, N. (2006). Does NS feedback in NS-NNS conversation facilitate SLA?. Journal of Acquisition of Japanese as a Second Language, 9, 42-62.

Syntactic complexity measures and their relation to oral proficiency in Japanese as a foreign language

Iwashita, Noriko (2006). Syntactic complexity measures and their relation to oral proficiency in Japanese as a foreign language. Language Assessment Quarterly: An International Journal, 3 (2), 151-169.

The Role of Task-Based Conversation in the Acquisition of Japanese as a Second Language: Differential Effects of Feedback

Iwashita, N. (2006). The Role of Task-Based Conversation in the Acquisition of Japanese as a Second Language: Differential Effects of Feedback. Journal of Acquisition of Japanese as a Second Language, 9, 42-61.

An Examination of Rater Orientations and Test Taker Performance on English for Academic Purposes Speaking Tasks

Brown, A., Iwashita, N. and McNamara, T. (2005). An Examination of Rater Orientations and Test Taker Performance on English for Academic Purposes Speaking Tasks. TOEFL Monograph Series, 29, 1-157.

Factors affecting second language achievement in primary school

Iwashita, N. and Liem, I (2005). Factors affecting second language achievement in primary school. Australian Review of Applied Linguistics, 28 (1), 36-51. doi: 10.1075/aral.28.1.03iwa

The role of conversation in SLA: Review of studies on negative feedback and directions of future research

Iwashita, N. (2004). The role of conversation in SLA: Review of studies on negative feedback and directions of future research. Acquisition of Japanese as a Second Language, 7, 163-185.

A comparison of analytic and holistic scales in the context of a specific- purpose speaking test

Iwashita, N. and Grove, E. (2003). A comparison of analytic and holistic scales in the context of a specific- purpose speaking test. Prospect, 18 (3), 25-31.

Negative feedback and positive evidence in task-based interaction: Differential affects on L2 development

Iwashita, Noriko (2003). Negative feedback and positive evidence in task-based interaction: Differential affects on L2 development. Studies in Second Language Acquisition, 25 (1), 1-36. doi: 10.1017/S0272263103000019

Estimating the difficulty of oral proficiency tasks: What does the test-taker have to offer?

Elder, C., Iwashita, N. and McNamara, T. (2002). Estimating the difficulty of oral proficiency tasks: What does the test-taker have to offer?. Language Testing, 19 (4), 347-368. doi: 10.1191/0265532202lt235oa

Can we predict task difficulty in an oral proficiency test? Exploring the potential of an information processing approach to task design

Iwashita, Noriko, McNamara, Tim and Elder, Catherine (2001). Can we predict task difficulty in an oral proficiency test? Exploring the potential of an information processing approach to task design. Language Learning, 51 (3), 401-436. doi: 10.1111/0023-8333.00160

The effect of learner proficiency on corrective feedback and modified output in nonnative-nonnative interaction

Iwashita, N. (2001). The effect of learner proficiency on corrective feedback and modified output in nonnative-nonnative interaction. System, 29 (2), 267-287.

Language background and item difficulty: the development of a computer-adaptive test of Japanese

Brown, Annie and Iwashita, Noriko (1996). Language background and item difficulty: the development of a computer-adaptive test of Japanese. System, 24 (2), 199-206. doi: 10.1016/0346-251X(96)00004-8

The impact of L2 learners’ diverse cultural and linguistic backgrounds on small group discussions.

Spinelli, Franciele, Iwashita, Noriko, Eden, Chilmeng, Jeong, Woojeong and Chen, Wanxi (2022). The impact of L2 learners’ diverse cultural and linguistic backgrounds on small group discussions.. ALANZ/ALAA/ALTAANZ Applied Linguistics Conference 2022, Wellington, New Zealand, 25-27 November 2022. doi: 10.13140/rg.2.2.24052.12163

How to balance student and staff expectations and experiences

Spinelli, Franciele, Dianati, Seb and Iwashita, Noriko (2021). How to balance student and staff expectations and experiences. National SaP Roundtable, Sydney, NSW Australia, 23-25th November 2021. Sydney, NSW Australia: University of Western Sydney. doi: 10.13140/rg.2.2.13985.79202

L2 teachers generating theories during training: a case study of learner engagement in task-based interaction

Spinelli, Franciele, Iwashita, Noriko, Nguyễn, Mai and Dao, Phung (2019). L2 teachers generating theories during training: a case study of learner engagement in task-based interaction. 14th University of Sydney TESOL Research Network Colloquium, The University of Sydney, Sydney, Australia, 14 September 2019.

L2 teachers generating theories during training: a case study of the concept of learner engagement in L2 task-based interaction

Nguyễn, Mai, Dao, Phung, Iwashita, Noriko and Spinelli, Franciele (2019). L2 teachers generating theories during training: a case study of the concept of learner engagement in L2 task-based interaction. 11th International Language Teacher Education Conference, Minneapolis, MN, United States, 30 May-1 June 2019.

Features of oral proficiency in task performance by EFL and JFL learners

Iwashita, Noriko (2010). Features of oral proficiency in task performance by EFL and JFL learners. Second Language Research Forum, Honolulu, Hawaii, 17-19 October 2008. Somerville, MA, USA: Cascadilla Proceedings Project.

The role of language background in the validation of a computer-adaptive test

Brown, A and Iwashita, N (1998). The role of language background in the validation of a computer-adaptive test. 17th Annual Language Testing Research Colloquium (LTRC), Long Beach Ca, Mar 24-27, 1995. MAHWAH: LAWRENCE ERLBAUM ASSOC PUBL.

Japanese Stakeholders’ Perceptions of IELTS Writing and Speaking Tests and their Impact on Communication and Achievement

Iwashita, Noriko, Sasaki, Miyuki, Stell, Annita and Megan Yucel (2021). Japanese Stakeholders’ Perceptions of IELTS Writing and Speaking Tests and their Impact on Communication and Achievement. Melbourne, VIC Australia: British Council, Cambridge English Language Assessment, and IDP: IELTS Australia.

Features of discourse and lexical richness at different performance levels in the APTIS speaking test

Iwashita, Noriko, May, Lyn and Moore, Paul (2017). Features of discourse and lexical richness at different performance levels in the APTIS speaking test. British Council.

Languages literature review: Senior syllabus redevelopment

Iwashita, Noriko, Rochecouste, Judith, Diaz, Adriana, Hanna, Barbara, Kennett, Belinda and Kim, Sun Hee Ok (2016). Languages literature review: Senior syllabus redevelopment. South Brisbane, Australia: Queensland Curriculum and Assessment Authority.

An examination of discourse competence at different proficiency levels in IELTS Speaking Part 2

Iwashita, Noriko and Vasquez, Claudia (2015). An examination of discourse competence at different proficiency levels in IELTS Speaking Part 2. Melbourne, Australia: British Council, Cambridge English Language Assessment, and IDP: IELTS Australia.

Student Achievement in Asian Languages Education - Part 1: Project Report

Scarino, Angela, Elder, Catherine, Iwashita, Noriko, Kim, Sun Hee Ok, Kohler, Michelle and Scrimgeour, Andrew (2011). Student Achievement in Asian Languages Education - Part 1: Project Report. Canberra, ACT, Australia: Australian Government, Department of Education, Employment and Workplace Relations.