HayoReinders2aHayo Reinders, Ph.D.

Doctor of Education in TESOL Program Director, Professor:

Dr. Hayo Reinders is Director of the Anaheim University Doctor of Education (Ed.D.) in TESOL Program. Holding a Ph.D. in Language Teaching and Learning from the University of Auckland, Dr. Reinders is also Professor of Education and Head of Department at Unitec in Auckland, New Zealand. His previous positions include Head of Learner Development at Middlesex University in London, Director of the English Language Self Access Centre at the University of Auckland in New Zealand and associate professor at RELC in Singapore. He has worked with teachers from a large number of countries worldwide and has been visiting professor in Japan, Thailand, Mexico and the Netherlands. Dr. Reinders edits the journal 'Innovation in Language Learning and Teaching' as well as a book series on ‘New Language Learning and Teaching Environments’ for Palgrave Macmillan. He is Editor of Innovation in Language Learning and Teaching, and Convenor of the AILA Research Network for CALL and the Learner. Dr. Reinders' interests are in technology in education, learner autonomy, and out-of-class learning, and he is a speaker on these subjects for the Royal Society of New Zealand. His most recent books are on teacher autonomy, teaching methodologies, and second language acquisition.

As Director of the Doctor of Education in TESOL program, it is my job to place our students first in everything we do. The Graduate School of Education has one of the best faculty teams in the world and together we aim to set the benchmark for online education. I look forward to sharing my passion for learning and teaching with you.

Book publications

  • Darasawang, P. & Reinders, H. (Eds) (2015). Innovation in practice: lessons from Thailand. Basingstoke: Palgrave Macmillan (forthcoming).
  • Reinders, H. & Thomas, M. (Eds.) (2015). TBLT in Asia: Challenges, Opportunities and Future Directions. London: Bloomsbury.
  • Lewis, M. & Reinders, H. (Eds.) (2015). New Ways in Teaching Adults. Alexandria: TESOL (forthcoming).
  • Reinders, H. & Lewis, M. 2014.Facilitating Workshops. Basingstoke: Palgrave Macmillan.
  • Thomas, M., Reinders, H., Warschauer, M. (Eds.). 2013. Contemporary Computer-Assisted Learning. New York: Continuum.
  • Reinders, H., (Ed.). 2012. Digital Games in Language Learning and Teaching. Basingstoke: Palgrave Macmillan.
  • Benson, P. &Reinders, H. (Eds.) 2011.Beyond the Classroom.Basingstoke: Palgrave Macmillan.
  • Reinders, H. &Loewen, S. 2011. Key Concepts in Second Language Acquisition.Basingstoke: Palgrave Macmillan.
  • Thomas, M. &Reinders, H. 2010.Task-based Teaching and Technology. New York: Continuum.
  • Reinders, H. 2010. The Effects of Task Type and Instructions on Second Language Acquisition. Newcastle: Cambridge Scholars Publishing.

Refereed publications

  • Reinders, H. & Wattana, S. (2015). The effects of digital game play on second language interaction. International Journal of Computer-Assisted Language Learning and Teaching (forthcoming).
  • Reinders, H. & Pegrum, M. (2015). Supporting Language Learning on the Move. An evaluative framework for mobile language learning resources. In: Tomlinson, B. (Ed.) Second Language Acquisition Research and Materials Development for Language Learning. London: Taylor & Francis (forthcoming).
  • Reinders, H. & Wattana, S. (2015). Affect and Willingnes to Communicate in digital game-based learning. ReCALL. Vol 27 (forthcoming). You can read the article here.
  • Darasawang, P., Reinders, H. & Waters, A. (2015). Innovation in Thailand. In: Darasawang, P. & Reinders, H. (Eds). Innovation in practice: lessons from Thailand. Basingstoke: Palgrave Macmillan (forthcoming).
  • Watson Todd, R., Darasawang, P., & Reinders, H. (2015). Innovation in Language Teaching: Lessons Learned. In: Darasawang, P. & Reinders, H. (Eds). Innovation in practice: lessons from Thailand. Basingstoke: Palgrave Macmillan (forthcoming).
  • Reinders, H., Lakarnchua, O. & Pegrum, M. (2015). A trade-off in learning: Mobile augmented reality for language learning. In: Thomas, M. & Reinders, H. Task-Based Language Teaching in Asia. London: Bloomsbury (forthcoming).
  • Cheep-Aranai, R. & Reinders, H. (2015). Implementing play-based language learning with children: From potential to practice. In: Darasawang, P. & Reinders, H. (Eds). Innovation in practice: lessons from Thailand. Basingstoke: Palgrave Macmillan (forthcoming).
  • Cheep-Aranai, R. & Reinders, H. (2015). The Facebook Novel – Digital Storytelling for Oral Communication. In: Lewis, M. & Reinders, H. (Eds.) (2015). New Ways in Teaching Adults. Alexandria: TESOL (forthcoming).
  • Viriya, C. & Reinders, H. (2015). Taking the classroom to the streets – creating an augmented reality campus tour. In: Lewis, M. & Reinders, H. (Eds.) (2015). New Ways in Teaching Adults. Alexandria: TESOL (forthcoming).
  • Alroe, M. & Reinders, H. (2015). The role of translation in vocabulary acquisition: a replication study. The Eurasian Journal of Applied Linguistics. Issue 1:1.
  • Reinders, H. (2014). Personal Learning Environments for Supporting Out-of-Class Language Learning. ELT Forum.
  • Reinders, H. (2014). backchannelling in the language classroom. Improving student attention and retention with feedback technologies. The Journal of Language Teaching and Learning, 4(2).
  • Reinders, H. & Wattana, S. (2014). Can I say something? The effects of digital game play on willingness to communicate. Language Learning & Technology, 18(2): 101-123.
  • Reinders, H. (2014). Touch and Gesture-Based Language Learning. Some Possible Avenues for Research and Classroom Practice. Teaching English with Technology Journal,14(1), 3-8.
  • Lakarnchua, O. & Reinders, H. (2014). Implementing mobile language learning with an augmented reality activity. Modern English Teacher, 23(2), 42-50.
  • Reinders, H., Lewis, M., Kirkness, A. 2010.The Tertiary Teacher’s Handbook. Tokyo: Perceptia Press.
  • Ellis, R., Loewen, S., Erlam, R., Philp, J., Elder, C., Reinders, H. 2009.Implicit and Explicit Knowledge in a Second Language.Clevedon: Multilingual Matters
  • Reinders, H., Moore, N. and Lewis, M. 2008. The International Student's Handbook. Basingstoke: Palgrave Macmillan
  • Lamb, T. &Reinders, H. (Eds.) 2008 Learner and Teacher Autonomy: Realities and Responses. Amsterdam: Benjamins
  • Lázaro, N. and Reinders, H. 2008. Independent Learning Centres: Tips for Teachers. Sydney: NCELTR.
  • Lewis, M. &Reinders, H. 2007.Using Student-centred Methods with Teacher-centred Students.Second, revised edition. Toronto: Pippin Publishing.
  • Reinders, H., Lewis, M., &Kirkness, A. 2006.Transform Your Teaching. Strategies for the Multicultural Classroom. Auckland: Pearson Education/Prentice Hall.
  • Lamb, T. &Reinders, H. (Eds.) 2006.Supporting Independent Learning: Issues and Interventions. Frankfurt: Peter Lang
  • Cotterall, S. &Reinders, H. 2004.Learner Strategies: a Guide for Teachers. Singapore: SEAMEO RELC.
  • Lewis, Marilyn &HayoReinders 2003. Study Skills for Speakers of English as a Second Language. Basingstoke: Palgrave Macmillan.
  • Reinders, H. 2013 ‘Self-access and independent learning centres’. In: The Encyclopedia of Applied Linguistics, ed. Chapelle, C.A. Oxford, UK: Wiley-Blackwell.
  • Reinders, H. &Loewen, S. 2013. Autonomy and language learning behaviour.The role of student initiation and participation in L2 classrooms. Study in English Language Teaching (forthcoming).
  • Cho, M. &Reinders, H. 2013. The effects of aural input enhancement on L2 acquisition. In: Festschrift in honor of Richard Schmidt (title TBC), Bergsleithner, J., Frota, S. & Yoshioka, J. Honolulu: NFLRC (forthcoming).
  • Reinders, H., Cho, M., & Lewis, M. 2013. What happens in PhD supervision? Types and frequency of written feedback.Reflections (forthcoming).
  • Khojasteh, L. &Reinders, H. 2013. How textbooks (and learners) get it wrong. A corpus study of modal auxiliary verbs.Journal of Applied Research in English, 1:3 (forthcoming).
  • Reinders, H. 2012 ‘Blended and Online Instruction’. In: Burns, A. & Richards, J. Guide to Second Language Pedagogy, Cambridge: Cambridge University Press (p.287-294).
  • Reinders, H. 2012 ‘Towards a definition and operationalisation of intake’. Journal of Applied Research in English, 1:2. You can read the article here.
  • Reinders, H. & Hubbard, P. 2012. ‘CALL and autonomy.Affordances and constraints’. In: Thomas, M., Reinders, H., &Warschauer, M. (Eds.), Contemporary CALL. New York: Continuum. You can read the articlehere.
  • Reinders, H. &Wattana, S. 2012. ‘Talk to me! Games and students’ willingness to communicate’. In: Reinders, H. (Ed.), Digital Games in Language Learning and Teaching, Basingstoke: Palgrave Macmillan, p. 156-188.
  • Reinders, H. 2012. The end of self-access?From walled garden to public park.ELTWO Journal. You can read the article here.
  • Reinders, H. 2012 ‘Language advising in context: towards pedagogical and institutional integration’. In: Mynard, J., & Carson, L. (Eds). Advising in language learning: Dialogue, tools and context. Harlow: Longman.
  • Reinders, H. &Darasawang, P. 2012 ‘Diversity in Language Support’. In: Stockwell, G. (Ed) Computer-assisted language learning: Diversity in research and practice, 49-70. Cambridge: Cambridge University Press.
  • Reinders, H. &Wattana, S. 2011 ‘Learn English or Die: The effects of digital games on Interaction and Willingness to Communicate in a Foreign Language’. Digital Culture and Education, 3(1), p. 4-28.
  • Reinders, H. & Cho, M. 2011 ‘Encouraging informal language learning with mobile technology: does it work?’.Journal of Second Language Teaching and Research, 3-29.
  • Reinders, H. 2011 ‘Digital Storytelling in the Language Classroom. ELTWO Journal, volume 3.
  • Reinders, H. &Lazaro, N. 2011 ‘Beliefs, Identity and Motivation in Implementing Autonomy.The Teacher’s Perspective’. In: Murray, G., Gao, A., & Lamb, T. Identity, Motivation and Autonomy in Language Learning. Bristol: Multilingual Matters.
  • Reinders, H. &Balcikanli, C. 2011 ‘Do classroom textbooks encourage learner autonomy?’.Novitas. 5(2), 265-272.
  • Reinders, H. 2011 ‘Towards an operationalisation of autonomy’. In: Ahmed, A. Cane, G. and Hanzala, M. Teaching English in Multilingual Contexts: Current Challenges, Future Directions.. Cambridge: Cambridge Scholars Publishing, p. 37-52.
  • Reinders, H. &Balcikanli, C. 2011.Learning to foster autonomy: the role of teacher education materials.Studies in Self-Access Learning, 2:1, 15-25.
  • Reinders, H. 2010 ‘Towards a classroom pedagogy for learner autonomy: A framework of independent learning skills’. Australian Journal of Teacher Education, 35, 5: 40-55.
  • Reinders, H. & White, C. 2010 ‘The theory and practice of technology in materials development and task design’. In: Harwood, N. Materials in ELT: Theory and Practice. Cambridge: Cambridge University Press.
  • Reinders, H. 2010 ‘Towards an operationalisation of autonomy’. In: Ahmed, A. Cane, G. and Hanzala, M. Teaching in Multilingual Contexts: Current Challenges, Future Directions Cambridge: Cambridge Scholars Publishing
  • Reinders, H. 2010. ‘20 Ideas for Using Mobile Phones in the Language Classroom’.ELT Forum, 46:3, 20-25 and 33.
  • Darasawang, P. &Reinders, H. 2010 ‘Encouraging autonomy with an online support system’, CALL-EJ, 11:2.
  • Thomas, M. &Reinders, H. 2010 ‘Deconstructing tasks and technology’. In: Thomas, M. &Reinders, H. (Eds.), Task-based language teaching and technology, p. 1-16. New York: Continuum
  • Reinders, H. 2010 ‘Proofreading and revising your work.An activity for fostering autonomy’.ELTWO Journal
  • Reinders, H., Sakui, K., &Akakura, M. 2010. ‘Roles in language advising and fostering autonomy: a journal study’. Hasald / HKUST
  • Reinders, H. 2009 ‘Technology and second language teacher education’. In: Burns, A. and Richards, J. Cambridge Guide to Teacher Education. Cambridge: Cambridge University Press
  • Reinders, H. 2009 ‘Teaching (with) technology.The scope and practice of teacher education for technology.Prospect, 24(3), 15-23
  • Reinders, H. and Lewis, M. 2009 ‘Podquests. Language games on the go.’ In: Andreade, M. (Ed.), Language Games. Alexandria: TESOL. (Series: Classroom Practice)
  • Reinders, H. 2009 ‘Learner uptake and acquisition in three grammar-oriented production activities’.In Language Teaching Research, 13, 201-222
  • Reinders, H. & Ellis, R. 2009 ‘The Effects of Two Types of Positive Enhanced Input on Intake and L2 acquisition’. In: Ellis, R., Loewen, S., Erlam, R., Philp, J., Elder, C., Reinders, H. Implicit and Explicit Knowledge in a Second Language. Clevedon: Multilingual Matters
  • Reinders, H, &Lázaro, N. 2008. 'Technology in support of pedagogy: the case of self-access'. In: Zhang, F. & Barber, B. The Handbook of Research on Computer Enhanced Language Acquisition and Learning, p. 469-482. Hershey: IGI
  • Reinders, H. 2008. ‘The what, why, and how of language advising.MexTESOL Journal, 32(2)
  • Reinders, H. 2008. ‘The effects of implicit and explicit instructions on acquisition of two English grammatical structures’.Korean Journal of Applied Linguistics. 24(1), 1-18
  • Reinders, H. 2008 'Do advisory sessions encourage independent learning?' Reflections, 11: 1-7
  • Reinders, H. &Lázaro, N. 2008 'The assessment of self-access language learning: practical challenges. 'Language Learning Journal, 36(1), 55-64
  • Reinders, H. &Lázaro, N. 2008 'Current approaches to assessment in self-access'.TESL-EJ Journal, 11:3, 1-13
  • Lázaro, N. &Reinders, H. 2008 'The state-of-the-art of self-access in New Zealand: results of a SWOT analysis. TESOLANZ Journal, 15, 42-58
  • Reinders, H. 2007. ‘Big brother is helping you: supporting self-access language learning with a student monitoring system’. System, 35:1, 93-111
  • Reinders, H. 2007. 'University Language Advising: is it Useful?'.Reflections in English Language Teaching, 5:1
  • Reinders, H. & Lewis, M. 2007.‘Materials evaluation and teacher autonomy.’ In: Lamb, T. &Reinders, H. (eds.), Learner and Teacher Autonomy: Realities and Responses. Amsterdam: Benjamins (AILA Applied Linguistics series)
  • Reinders, H. &Lázaro, N. 2007. 'Innovation in language support: the provision of technology in self-access .'CALL Journal , 20(2), 117-130
  • Lázaro, N., &Reinders, H. 2007 'Innovation in self-access: Three case studies. CALL-EJ) 8(2)
  • Lázaro, N. &Reinders, H. 2006. 'Technology in self-access: an evaluative framework'. PacCALL Journal 1:2, 21-30
  • Reinders, H. & Lewis, M. 2006.'The development of an evaluative checklist for self-access materials'.ELT Journal 60:2
  • Reinders, H. 2006. 'Supporting self-directed learning through an electronic learning environment'. In: Lamb, T. &Reinders, H. (eds.), Supporting Independent Learning: Issues and Interventions. Frankfurt: Peter Lang
  • Reinders, H. 2005. 'Non-participation in a university language programme.’JALT Journal, 27(2), pp. 209-226
  • Reinders, H. and Lewis, M. 2005. 'How well do self-access CALLmaterials support self-directed learning?' JALTCALL Journal, 1(2).
  • Lamb, T. &Reinders, H. 2005. 'Learner independence in language teaching: a concept of change'. In: Cunningham, D. &Hatoss, A. An International Perspective on Language Policies, Practices and Proficiencies. Belgrave: FIPLV
  • Reinders, H. & M. Lewis 2005. 'Examining the 'self'' in self-access materials'. rEFLections, 7, 46-53
  • Reinders, H., Hacker, P. & Lewis, M. 2004.'The language advisor's role: identifying and responding to needs'. Language Learning Journal 30: 30-35
  • Reinders, H. , Anderson, H., Hobbs, M., and Jones- Parry, J. (Eds.) (2004) Supporting independent learning in the 21st century. Proceedings of the inaugural conference, Melbourne September 13-14 2003. Auckland: Independent Learning Association
  • Anderson, H., Reinders, H. & Jones -Parry, J. .2004. ‘Self-access: positioning, pedagogy and direction.’ Prospect 19, 3: 15-26
  • Reinders, H. 2004 'Learner strategies in the language classroom: which strategies, when and how?' Relc Guidelines, 26:1, 31-35
  • Reinders, H. , Lewis, M. , & Tsang, R. 2003. 'Group discussions: the teacher's role?' Asian Journal of English Language Teaching (AJELT) 13, 61-73
  • Reinders, H. 2003 'A cost-benefit analysis for using the Internet in the language classroom'.New Zealand Language Teacher, 29: 33-36
  • Reinders, H., Anderson, H. & Jones- Parry, J. 2003. 'Self-access language learning in tertiary studies in Australia and New Zealand: a preliminary report'. New Zealand Studies in Applied Linguistics, 9:1