The University of Queensland

Professional Standards in CALL Teacher Training in Vietnam: Towards an Ecological Approach to CALL Integration

Moore, Paul J., Nguyen, Giang Hong and Nguyen, Quang Vinh (2023). Professional Standards in CALL Teacher Training in Vietnam: Towards an Ecological Approach to CALL Integration. Handbook of CALL Teacher Education and Professional Development. (pp. 463-481) Singapore: Springer Nature Singapore. doi: 10.1007/978-981-99-0514-0_27

Task-Based Language Teaching (TBLT) in Japanese EFL Contexts

Moore, Paul J. (2023). Task-Based Language Teaching (TBLT) in Japanese EFL Contexts. International Handbook on Education Development in the Asia-Pacific. (pp. 661-675) Singapore: Springer Nature Singapore. doi: 10.1007/978-981-19-6887-7_151

Task-based language teaching (TBLT) in Japanese EFL contexts

Moore, Paul J. (2022). Task-based language teaching (TBLT) in Japanese EFL contexts. International Handbook on Education Development in Asia-Pacific. (pp. 1-15) edited by Wing On Lee, Phillip Brown, A. Lin Goodwin and Andy Green. Singapore: Springer Nature Singapore. doi: 10.1007/978-981-16-2327-1_151-1

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

Task-based language teaching

Moore, Paul (2018). Task-based language teaching. The TESOL Encyclopedia of English Language Teaching. (pp. 1-7) edited by John I. Liontas. Hoboken, NJ, United States: John Wiley & Sons. doi: 10.1002/9781118784235.eelt0175

Language and technology: theory and practice, options and issues in computer-assisted language learning

Levy, Mike and Moore, Paul J. (2017). Language and technology: theory and practice, options and issues in computer-assisted language learning. Language teacher education and technology: approaches and practices. (pp. 19-34) edited by Jeong-Bae Son and Scott Windeatt. London, United Kingdom: Bloomsbury Academic.

Unwritten rules: code choice in task-based EFL learner discourse in an EMI context in Japan

Moore, Paul J. (2017). Unwritten rules: code choice in task-based EFL learner discourse in an EMI context in Japan. English medium of instruction in higher education in Asia-Pacific: from policy to pedagogy. (pp. 299-320) edited by Ben Fenton-Smith, Pamela Humphreys and Ian Walkinshaw. Cham, Switzerland: Springer. doi: 10.1007/978-3-319-51976-0_16

Teacher cognition and action in the design and implementation of intercultural group assessment in higher education

Moore, Paul J. and Hampton, Greg (2016). Teacher cognition and action in the design and implementation of intercultural group assessment in higher education. Multi-dimensional transitions of international students to higher education. (pp. 181-199) edited by Jindal-Snape, Divya and Rienties, Bart. Abingdon, Oxon United Kingdom: Routledge. doi: 10.4324/9781315680200

Incidental learner-generated focus on form in a task-based EFL classroom

Moore, Paul (2012). Incidental learner-generated focus on form in a task-based EFL classroom. Task-based language teaching in foreign language contexts: research and implementation. (pp. 163-185) edited by Ali Shehadeh and Christine A. Coombe. Amsterdam, The Netherlands: John Bemjamins Publishing Company. doi: 10.1075/tblt.4.12moo

The role of English language in the field of agriculture: A needs analysis

Arias-Contreras, Carolina and Moore, Paul J. (2022). The role of English language in the field of agriculture: A needs analysis. English for Specific Purposes, 65, 95-106. doi: 10.1016/j.esp.2021.09.002

Conceptualizing language, culture and intercultural communication in higher education languages programs

Moore, Paul J. and Díaz, Adriana (2019). Conceptualizing language, culture and intercultural communication in higher education languages programs. Australian Review of Applied Linguistics, 42 (2), 192-213. doi: 10.1075/aral.00024.moo

Introduction: reconceptualizing the intercultural dimension of languages and intercultural communication courses

Díaz, Adriana and Moore, Paul J. (2019). Introduction: reconceptualizing the intercultural dimension of languages and intercultural communication courses. Australian Review of Applied Linguistics, 42 (2), 121-124. doi: 10.1075/aral.00020.edi

(Re)imagining a course in language and intercultural communication for the 21st century

Diaz, Adriana Raquel and Moore, Paul J. (2018). (Re)imagining a course in language and intercultural communication for the 21st century. Intercultural Communication Education, 1 (3), 84-99. doi: 10.29140/ice.v1n3.87

Western-trained Chinese EFL teachers' reflections on Communicative Language Teaching

Lu, Shanshan and Moore, Paul (2018). Western-trained Chinese EFL teachers' reflections on Communicative Language Teaching. Asian EFL Journal, 20 (6), 10-32.

Fractionating English language proficiency: Policy and practice in Australian higher education

Moore, Paul J. and Harrington, Michael (2016). Fractionating English language proficiency: Policy and practice in Australian higher education. Current Issues in Language Planning, 17 (3-4), 385-404. doi: 10.1080/14664208.2016.1212649

Vietnamese English teachers' perceptions on incorporating world Englishes into their teaching

Tran, Thi Hao and Moore, Paul (2015). Vietnamese English teachers' perceptions on incorporating world Englishes into their teaching. Language Education in Asia, 6 (2), 107-121. doi: 10.5746/leia/15/v6/i2/a3/tran_moore

'It's a bit of a generalisation, but...': participant perspectives on intercultural group assessment in higher education

Moore, Paul and Hampton, Greg (2014). 'It's a bit of a generalisation, but...': participant perspectives on intercultural group assessment in higher education. Assessment and Evaluation in Higher Education, 40 (3), 390-406. doi: 10.1080/02602938.2014.919437

An emergent perspective on the use of the first language in the English-as-a-foreign-language classroom

Moore, Paul J. (2013). An emergent perspective on the use of the first language in the English-as-a-foreign-language classroom. Modern Language Journal, 97 (1), 239-253. doi: 10.1111/j.1540-4781.2013.01429.x

Supporting the language and learning development of EAL students in Australian higher education

Moore, Paul J. (2012). Supporting the language and learning development of EAL students in Australian higher education. SiSAL Journal, 3 (2), 182-195.

Case study research in applied linguistics

Moore, Paul (2009). Case study research in applied linguistics. Prospect Journal of Applied Linguistics, 24 (3), 61-62.

Educational acculturation and academic integrity: outcomes of an intervention subject for international post-graduate public health students

Shaw, Julie, Moore, Paul and Gandhidasan, Senthilkumar (2007). Educational acculturation and academic integrity: outcomes of an intervention subject for international post-graduate public health students. Journal of Academic Language and Learning, 1 (1), 55-67.

Learning and teaching in virtual worlds: implications of virtual reality for education

Moore, Paul (1995). Learning and teaching in virtual worlds: implications of virtual reality for education. Australasian Journal of Educational Technology, 11 (2), 91-102. doi: 10.14742/ajet.2078

Looking beyond: An ecological perspective on teacher training for technology-mediated language learning

Moore, P. J. (2023). Looking beyond: An ecological perspective on teacher training for technology-mediated language learning. International Conference on Applied Linguistics, Hanoi, Vietnam, 28-30 November 2023.

Sustainable CALL integration in teacher training in Vietnam

Nguyen, Q. V., Nguyen, G. H. and Moore, P. J. (2023). Sustainable CALL integration in teacher training in Vietnam. Applied Linguistics Association of Australia, Wollongong, NSW Australia, 19-21 November 2023.

Interaction, technology and speaking assessment

Moore, Paul J. (2022). Interaction, technology and speaking assessment. University English Centres Australia Assessment Symposium, Gold Coast, QLD, Australia, 18-22 October 2022.

Technology standards in foreign language teacher education in Asia

Moore, P. J., Nguyen, G. and Nguyen, V. (2021). Technology standards in foreign language teacher education in Asia. Technology Standards in Foreign Language Teacher Education in Asia Symposium, University of Queensland, QLD Australia/University of Hanoi, Vietnam, 10 December, 2021.

Languaging across languages in Japanese EFL

Moore, P. J. (2019). Languaging across languages in Japanese EFL. Applied Linguistics Association of Australia Conference, Perth, WA Australia, 25-27 November 2019.

Learning outcomes in the shared language classroom

Moore, P. J. and Harrington, M. (2019). Learning outcomes in the shared language classroom. Applied Linguistics Association of Australia Conference, Perth, WA Australia, 25-27 November 2019.

A task-based evaluation of Google Translate: Japanese EFL students' perspectives

Moore, P. J. (2019). A task-based evaluation of Google Translate: Japanese EFL students' perspectives. Translation Technology in Education Conference, Nottingham, United Kingdom, 5 July 2019.

Intercultural teaching

Moore, P. J. (2018). Intercultural teaching. Applied Linguistics Association of Australia Conference , Wollongong, NSW Australia, 26-28 November 2018.

Framing interaction

Moore, P. J. (2018). Framing interaction. Research Institute for Learner Autonomy Education, Kanda University, Chiba, Japan, 28 June 2018.

Translanguaging in task-based EFL in Japanese university contexts

Moore, P. J. (2018). Translanguaging in task-based EFL in Japanese university contexts. TBLT in Asia, Kyoto, Japan, 28 June 2018.

Framing interaction, performance and development in an oral presentation course

Moore, P. J. (2017). Framing interaction, performance and development in an oral presentation course. Applied Linguistics in the New Millennium: Multiple Theories, Pathways, and Practices: Combined ALAA-ALANZ-ALTAANZ Conference, Auckland, New Zealand, 27-29 November 2017.

Explicating and evaluating learner autonomy and interdependence in face-to-face and technology-mediated contexts

Moore, P. J. (2017). Explicating and evaluating learner autonomy and interdependence in face-to-face and technology-mediated contexts. Research Institute for Learner Autonomy Education, Kanda University, Chiba, Japan, 16 November 2017.

Features of discourse competence at different performance levels in online speaking test tasks

Iwashita, N. , May, L. and Moore, P. J. (2017). Features of discourse competence at different performance levels in online speaking test tasks. The Seventh International Conference on Task-Based Language Teaching, Barcelona, Spain, 19-21 April 2017.

Learners’ perspectives on the use of their linguistic resources in task-based interaction

Moore, P. J. (2016). Learners’ perspectives on the use of their linguistic resources in task-based interaction. Applied Linguistics Association of Australia (ALAA) Conference , Melbourne, VIC Australia, 5-7 December 2016.

Cohesion in oral language test performance

Moore, P. J. (2016). Cohesion in oral language test performance. In the classroom and beyond: Assessing language ability in different contexts, 3rd ALTAANZ conference, Auckland, New Zealand, 17-19 November 2016.

Sociocognition in second language learning

Moore, P. J. (2016). Sociocognition in second language learning. Institute for Advanced Studies in the Humanities, Brisbane, QLD Australia, 28 October 2016.

Conceptualising intercultural communication in languages programs: stakeholder perspectives

Moore, P. J. and Díaz, A. R. (2015). Conceptualising intercultural communication in languages programs: stakeholder perspectives. Fourth Combined Conference of the Applied Linguistics Associations of Australia and New Zealand,, Adelaide, SA Australia, 30 November-2 December 2015.

Features of discourse competence at different performance levels in the APTIS speaking test

Iwashita, N. , May, L. and Moore, P. J. (2015). Features of discourse competence at different performance levels in the APTIS speaking test. Fourth Combined Conference of the Applied Linguistics Associations of Australia and New Zealand, Adelaide, SA Australia, 30 November-2 December 2015.

A sociocognitive perspective on task-based interaction and performance

Moore, P. J. (2015). A sociocognitive perspective on task-based interaction and performance. 10th University of Sydney TESOL Research Network Colloquium, Sydney, NSW Australia, 4-5 September 2015.

Can the beast [truly] be tamed? Designing a course in language and intercultural communication in the 21st century

Díaz, A. R. and Moore, P. J. (2015). Can the beast [truly] be tamed? Designing a course in language and intercultural communication in the 21st century. Language and Linguistics Research Seminar Series, Brisbane, QLD Australia, 3 June.

Tripartite conceptualizations of English language proficiency in Australian higher education and the role of post-entry language assessment

Moore, P. J. and Harrington, M. (2014). Tripartite conceptualizations of English language proficiency in Australian higher education and the role of post-entry language assessment. Assessing second languages: Linking theory, research, policy and practice, 2nd ALTAANZ conference, Brisbane, QLD Australia, 27-29 November.

Unwritten rules: code-switching in task-based EFL learner discourse

Moore, P. J. (2014). Unwritten rules: code-switching in task-based EFL learner discourse. The use of English as a medium of instruction in the Asia-Pacific Symposium, Brisbane, QLD Australia, 28-29 March 2014.

Japanese heritage language learners and the NSW high school curriculum: eligibility and other hurdles

Shimada, Noriko and Moore, Paul (2014). Japanese heritage language learners and the NSW high school curriculum: eligibility and other hurdles. 1st National Symposium of Japanese Language Education, Melbourne, Australia, 1-2 November 2012. Chippendale, NSW, Australia: The Japan Foundation, Sydney.

Perceptions and experience of intercultural group assessment in higher education

Moore, P. J. and Hampton, G. (2013). Perceptions and experience of intercultural group assessment in higher education. 13th International Diversity in Organizations, Communities and Nations Conference, Casuarina, NT Australia, 26-28 June 2013.

Issues of inclusivity for online distance learners: An academic learning support perspective

Chatterjee, Meeta and Moore, Paul (2009). Issues of inclusivity for online distance learners: An academic learning support perspective. 4th Asia Pacific Conference on Educational Integrity (4APCEI), University of Wollongong, NSW, 28-30 September 2009. NSW Australia: University of Wollongong.

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.