List of publications
Investigating complexity in L2 writing with mixed methods approaches. In G. G. Fogal & M. Verspoor (eds.), Complex Dynamic Systems Theory and L2 Writing Development. Amsterdam: John Benjamins, 183-206.
Quality through authenticity in TESOL: Critical issues facing teacher education. In J. M. Agudo (ed.), Quality in TESOL and Teacher Education. Abingdon, Oxon: Routledge, Chapter 13.
Materials and authenticity in language teaching. In S. Walsh & S. Mann (eds.) Routledge Handbook of English Language Teacher Education. Abingdon, Oxon: Routledge, 299-318.
Expert-novice interaction as the basis for L2 developmental activity: A SCT perspective. Language and Sociocultural Theory 5/1: 21-45
Tracking the real-time evolution of a writing event: Second language writers at different proficiency levels. Language Learning 68/2: 469-506.
The Language of Civil Engineering Research Articles: A Corpus-Based Approach. English for Specific Purposes 51: 1-17.
“The people who are out of ‘right’ English”: Japanese University students’ social evaluations of English language diversity and the internationalisation of Japanese higher education. International Journal of Applied Linguistics 27/1: 152-175.
Language learning in context: Complex dynamic systems and the role of mixed methods research. In J. King (ed.) The Dynamic Interplay Between Context and the Language Learner. Basingstoke: Palgrave MacMillan, 194-224.
Research into practice: The influence of discourse studies on language descriptions and task design in published ELT materials. Language Teaching 48/4: 506-530.
Theories of learning: Changing metaphors for the language learner. New Horizons in English Language Teaching: Language, Literature and Education. Hirakata: Kansai Gaidai University, 77-100.
Comparative book review: Materials evaluation and design in language teaching. Language Teaching 45/2: 1-13.
Investigating ‘private’ second language writing processes with complementary data collection methods. In Vitu, F., Castet, E., & Goffart, L. (eds.), Abstracts of the 16th European Conference on Eye Movements, Marseille, 21 – 25 August 2011. Journal of Eye Movement Research, 4/3: 60.
“I prefer not text”: Developing Japanese learners’ communicative competence with authentic materials. Language Learning 61/3: 786-819.
Catching words: Exploiting film discourse in the foreign language classroom. In F. Mishan & A. Chambers (eds.), Perspectives on Language Learning Materials Development. Oxford: Peter Lang AG.
The times they are a-changin’: Strategies for exploiting authentic materials in the language classroom. In S. Rilling and M. Dantas-Whitney (eds.), TESOL Classroom Practice Series: Authenticity in Adult Classrooms and Beyond. Alexandria, Virginia: TESOL Publications, 155-168.
Using on-line corpora to develop students’ writing skills. English Language Teaching Journal 63/4: 363-372.
State-of-the-art article: Authentic materials and authenticity in foreign language learning. Language Teaching 40/2: 97-118.
Getting real in the language classroom: Developing Japanese students’ communicative competence with authentic materials.
PhD thesis, Nottingham University, U.K.
Getting more out of English language teaching in Japanese universities. Journal of Inquiry and Research 82: 157-174.
A Comparison of Textbook and Authentic Interactions. English Language Teaching Journal, 58/4: 363-374.
Developing Communicative Competencies in Learners. Speech, Writing and Context: Interdisciplinary Perspectives. Osaka: Intercultural Research Institute of Kansai Gaidai University, 68-71.
Review of ‘Affect in Language Learning’. English Language Teaching Journal, 54/2: 200-204.