Scott Aubrey, Ph.D.



Assistant Professor: TESOL

Dr. Scott Aubrey is a TESOL Assistant Professor in the Anaheim University Graduate School of Education. Scott Aubrey received his Ph.D. in Applied Linguistics from the University of Auckland in 2016. He has taught at language schools and universities in Korea, Japan, and Hong Kong.  Scott’s research and teaching interests include L2 motivation, the role of inter-cultural contact (inside and outside the classroom) in language learning, task-based language teaching, and L2 writing instruction. His published work includes articles in leading journals such as TESOL Quarterly, Language Teaching Research, and The Modern Language Journal. Scott currently lives in Hong Kong and teaches courses in English language education at The Chinese University of Hong Kong. 

 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/