Associate Professor Noriko Iwashita

Associate Professor

School of Languages and Cultures
Faculty of Humanities and Social Sciences
+61 7 336 52381


Noriko Iwashita joined The University of Queensland in 2005. Prior to joining UQ, she was a Research Fellow at the Language Testing Research Center (LTRC) . At the LTRC she was involved in a variety of projects ranging from language assessment to bilingual and foreign language education in ESL, Japanese and other languages (e.g., Chinese and Indonesian). She was involved with colleagues at the LTRC in three large ETS (Educational Testing Service, USA) research projects funded for the development of a new TOEFL (Test of English as a Foreign Language) speaking test. She taught Japanese at various levels in Melbourne for many years and taught Applied Linguistics courses and supervised undergraduate and graduate students' research projects at The University of Melbourne and Universities in the USA.

Dr Noriko Iwashita’s research interests include the interfaces of language assessment and SLA, peer interaction in classroom based research and task-based assessment, and cross-linguistic investigation of four major language traits.

Research Interests: • Role of interaction in second language learning • Peer interaction assessment • Task-based language teaching, learning and assessment • Construct of oral proficiency in second language acquisition research and second language assessment and testing research


  • PhD, University of Melbourne
  • Master of Arts, University of Melbourne
  • Bachelor of Education, La Trobe University
  • Bachelor of Arts, Kobe


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Book Chapter

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

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

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

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

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

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

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

  • Iwashita, N. and Harrington, M. W. (2008). Summary and discussion of studies in the acquisition of Japanese as a second language in Australia. In Sakamoto Akira, Nagatomo Kazuhiko and Koyanagi Kaoru (Ed.), 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) Tokyo, Japan: 3A Corporation.

  • Elder, Catherine and Iwashita, Noriko (2005). Planning for Test Performance: Does it Make a Difference?. In R. Ellis (Ed.), Planning and Task Performance in a Second Language (pp. 219-238) Amsterdam, Netherlands: John Benjamin.

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

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

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

Journal Article

Conference Publication

PhD and MPhil Supervision

Current Supervision

  • Doctor Philosophy — Principal Advisor

    Other advisors:

  • Doctor Philosophy — Principal Advisor

    Other advisors:

  • Doctor Philosophy — Principal Advisor

  • Doctor Philosophy — Principal Advisor

    Other advisors:

  • Doctor Philosophy — Associate Advisor

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Completed Supervision