Message from Scott Aubrey, PhD. I’m really happy to be part of the Anaheim University community. I hope that my background as a foreign language teacher and researcher in East Asia can provide students with unique insights into the topics we study. I’m very much looking forward to having some thought-provoking interactions with you all. 

Book Chapters

• Aubrey, S., & Shintani, N. (2021). L2 Writing and Language Learning in Electronic Environments. In Rosa M. Manchón & Charlene Polio (Eds.), Handbook of Second Language Acquisition and Writing (pp. 282-296). Routledge.
• Aubrey, S. (2020). The role of task-based interaction in perceived language learning in a Japanese EFL classroom. In Lambert, C. & Oliver, R (Eds) Using Tasks in Second Language Teaching (pp. 282-306). Multilingual Matters: UK
• King, J., Yashima, T., Humphries, S. Aubrey, S., & Ikeda, M. (2020). Silence and anxiety in the English-medium classroom of Japanese universities: A longitudinal intervention study. In (Eds. King, J. & S. Harumi) East Asian Perspectives on Silence in English Language Education (pp. 60-79). Multilingual Matters: UK.
• Aubrey, S. (2018). The impact of intra-cultural and inter-cultural task repetition on interaction. In Bygate, M. Language Learning through Task Repetition (pp. 117-142). Amsterdam: John Benjamins Publishing Company.
• Aubrey, S. & Nowlan, A. (2013). Effect of Intercultural Contact on L2 motivation: A Comparative Study. In M. T. Fellner, D. Da Silva, & T. Fellner (Eds.) Language learning motivation in Japan (pp. 129-151). Bristol, UK: Multilingual Matters.
• Aubrey, S. (2013). Facilitating Interaction in East Asian EFL Classrooms: Increasing Students’ Willingness to Communicate. In R. Stroupe & K. Kimura (Eds.), Research and Practice in English Language Teaching (pp. 110-120). Phnom Penh, Cambodia: IDP Education.

Articles in Journals (refereed) 

• Aubrey, S. (2022). Dynamic engagement in second language computer-mediated collaborative writing tasks. Does communication mode matter? Studies in Second Language Learning and Teaching, 12(1), 59-86.
• Aubrey, S., & Philpott, A. (2022). Use of the L1 and L2 in strategic planning and rehearsal for task performances in an online classroom. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688221077421
• Aubrey, S. (2021). Enhancing long-term learner engagement through project-based learning. ELT Journal. Advanced online publication. https://doi.org/10.1093/elt/ccab032
• Aubrey, S., & Philpott, A. (2021). Inter-cultural and Intra-cultural Contact and the L2 Motivational Self System: An EFL Classroom Intervention Study. RELC Journal, 52(3), 440-457.
• Lambert, C., Aubrey, S., & Leeming, P. (2021). Task preparation and second language speech production. TESOL Quarterly, 55(2), 331-365.
• Chun, L. T. & Aubrey, S. (2021). Using a Modified Dictogloss to Improve English as a Second Language Learners’ use of Genre-appropriate Conventions and Style. RELC Journal. Advanced online publication. https://doi.org/10.1177/00336882211045783
• Toyoda, J., Yashima, T., & Aubrey, S. (2021). Enhancing situational willingness to communicate in novice EFL learners through task-based language learning. JALT Journal, 43(2), 185-214.
• Chan, P. H. & Aubrey, S. (2021). Strengthening Teacher–Student Rapport Through the Practice of Guided Dialogue Journaling. RELC Journal. Advanced online publication. https://doi.org/10.1177/00336882211045783
• Aubrey, S., King, J., & Almkiled, H. A. A. (2020). Language learner engagement during speaking tasks: A longitudinal study. RELC Journal. Advance online publication. https://doi.org/10.1177/0033688220945418
• Aubrey, S., Lambert, C., & Leeming, P. (2020). The impact of first as opposed to second language pre-task planning on the content of problem-solving task performance. Language Teaching Research. Advance online publication. https://doi.org/10.1177/1362168820917844
• Nakata, T., Tamura, Y., & Aubrey, S. (2020). Examining the validity of the LexTALE test for Japanese college students. The Journal of AsiaTEFL, 17(2), 335-348. http://dx.doi.org/10.18823/asiatefl.2020.17.2.2.335
• Leeming, P., Aubrey, S., & Lambert, C. (2020). Collaborative pre-task planning processes and second-language task performance. RELC Journal. Advance online publication. https://doi.org/10.1177/0033688220953225
• Aubrey, S. (2017). Measuring flow in the EFL classroom: learners’ perceptions of inter- and intra-cultural task-based interactions. TESOL Quarterly, 51(3), 661–692.
• Aubrey, S. (2017). Inter-cultural contact and flow in a task-based Japanese EFL classroom. Language Teaching Research, 21(6), 717–734.
• Shintani, N., Aubrey, S., & Donnellan, M. (2016). The effects of pre-task and post-task metalinguistic explanations on accuracy in L2 writing. TESOL Quarterly, 50(4), 945–955.
• Shintani, N. & Aubrey, S. (2016). The Effectiveness of Synchronous and Asynchronous Written Corrective Feedback on Grammatical Accuracy in a Computer-mediated Environment. Modern Language Journal, 100 (1), 296–319.
• Aubrey, S. (2014). Development of the L2 Motivational Self System: English at a University in Japan. JALT Journal, 36(2), 153-174.
• Aubrey, S. (2011). Facilitating Interaction in East Asian EFL Classrooms: Increasing Students’ Willingness to Communicate. Language Education in Asia, 2(2), 237-245.
• Aubrey, S. (2009). Creating a Global Cultural Consciousness in a Japanese EFL classroom. English Teaching Journal. 2(2), 119-131.
• Aubrey, S. (2009). A Cross-Cultural Discussion of Japan and South Korea and How Differences Manifest in the EFL classroom. Asian Social Science Journal, 5(5), 34-39.

Articles in Journal (non-refereed)

• Aubrey, S., Nowlan, A,. & Colpitts, B. (2015). Barriers To English Communication in Confucian Culture Heritage Countries: A Focus on Japan. Kwansei Gakuin University Annual Research Review, 18, 3-10.
• Aubrey, S. (2014). Students’ Attitudes Towards the use of an online Editing Program in an EAP Course. Kwansei Gakuin Univeristy Annual Research Review, 17, 45-57.
• Nowlan, A. & Aubrey, S. (2012). Considering Japanese Student Culture when Developing Curriculum for First-Year EFL Students. Kwansei Gakuin University Annual Research Review, 15, 101-119. Co-authored.
• Aubrey, S. (2010). Influences on Influences on Japanese students’ willingness to communicate across three different sized EFL classrooms. Asian EFL Journal, Thesis section. Available online at: http://asian-efl-journal.com/2239/thesis/2010/11/influences-on-japanese-students- willingness-to-communicate-across-three-different-sized-efl-classes/