Scott Aubrey
Biographic Data
| ID | 4621489 |
|---|---|
| NAME | Scott Aubrey |
| GIVEN NAMES | Scott |
| FAMILY NAME | Aubrey |
| SIGNATURE | AUBREY S |
| AFFILIATIONS | Chinese University of Hong Kong |
| ORCID | 0000-0003-4365-0516 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
The effect of synchronous video-based communication on engagement in collaborative pre-task planning and L2 semantic content used in subsequent task performance
This study examined the impact of video-based synchronous computer-mediated communication (SvCMC) on engagement in collaborative pre-task planning and L2 content used in task performance. One hundred twenty-eight Hong Kong learners of English were assigned to either a face-to-face (FTF) group (n = 64) or an SvCMC group (n = 64), where they completed planning for a monologic task. Based on Philp and Duchesne’s multidimensional model, planning was …
How L2 Learners Negotiate Meaning in GenAI‐Supported Creative Writing
This qualitative study explores how second language (L2) learners negotiate meaning and co‐construct knowledge with generative AI (GenAI) in a 12‐week multimodal creative writing project. Chinese middle school students ( N = 75) created English picture books using a conversational GenAI agent supporting textual and text‐to‐image generation. By extreme‐case sampling, 28 focal participants (14 high‐ and 14 low‐performing) were selected based on cre…
L2 pragmatic development of Chinese EFL learners at an EMI transnational university
English-medium instruction (EMI), an immersive setting designed to increase English exposure, provides a favourable environment for second language (L2) pragmatic learning by affording opportunities to develop learners' ability to use English in appropriate ways (Martí & Guzmán-Alcón, 2024). However, as much existing research focuses on pragmatic development in study abroad (SA) contexts, empirical evidence on whether pragmatic gains can be expec…
The Role of the Learner in Task Performance and Acquisition
Research on the role of the learner in TBLT focuses on learners' affective and conative states during tasks, addressing questions such as how these states come about, how they relate to other variables of interest, and how they impact learners' language use, acquisition, and experience on tasks. This special issue of TESOL Quarterly brings together recent empirical studies, which draw on new and emerging theories and methods to advance the agenda…
The role of individual differences in second language pragmatics
The current systematic review aims to understand the role of individual differences (IDs) in second language (L2) pragmatics and offer recommendations for further research in this domain. To achieve this, 86 empirical studies in L2 pragmatics published in SSCI (Social Science Citation Index) journals from 2000 to 2023 were systematically selected and coded for IDs, pragmatic features and modalities investigated, methodological orientation, and re…
Error logs in the second language classroom
Capitalizing on international students to promote cross-cultural learning in an English language education program
The present study investigated 69 local Hong Kong English language education students' cross-cultural learning as a result of an Internationalization at Home (IaH) initiative that made use of international students' knowledge of English language education in contexts outside of Hong Kong. An analysis of written responses to open-ended questionnaire items revealed that most students reported acquiring superficial cultural facts related to teaching…
Multiculturalism and multilingualism in higher education
Against the backdrop of internationalisation and growing attention to intercultural experiences in tertiary education, this mixed-methods study examined, in part I, language learning benefits reaped by active participants in intercultural activities. As English is widely used for communication among multilinguals, part II of the study focused specifically on English. We set out to investigate the relationship between individuals’ language backgro…
Second language task engagement in face-to-face and synchronous video-based computer-mediated communication modes
Impact of goal-tracking on engagement in language use in an online TBLT module for Thai university students
Fluctuations in Japanese English majors’ capacity to speak before, during and after studying abroad
Task Preparation and Second Language Speech Production
This study investigated the relative effects of four forms of task preparation on L2 speech production. One hundred forty‐four Japanese speakers of English completed an oral opinion task after 10 minutes of preparation. The same task repetition condition involved four iterations of the same pedagogic task (same procedures, same content), the parallel task repetition condition involved four iterations of the same type of task (same procedures, dif…
Measuring Flow in the EFL Classroom
This article reports on a study that investigates the effects of inter‐cultural contact on flow experiences during the performance of five oral tasks in an English as a foreign language ( EFL ) classroom. Using a quasi‐experimental design, Japanese EFL learners in the inter‐cultural group ( n = 21) and the intra‐cultural group ( n = 21) reported on their perceptions of task experiences for each performance. Under the intra‐cultural condition, lea…
The Effects of Pre‐Task and Post‐Task Metalinguistic Explanations on Accuracy in Second Language Writing
Appendix A. Explicit instruction (EI) sheet. Appendix B. Text reconstruction (TR) test. Appendix C. Criteria for scoring the past counterfactual conditional. Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article
A Cross-Cultural Discussion of Japan and South Korea and How Differences Are Manifested in the ESL/EFL Classroom
Despite geographical closeness and historical intertwining, Japan and South Korea are culturally very different; in some cases, polar opposites. For instance, Japanese art and aesthetics favor simplicity and straight lines while Koreans prefer bold, colorful and cluttered designs. Other characteristics show us their different ways of thinking. Japanese suppress their emotions in social situations, and Koreans are known for quickly changing their …
Task Preparation and Second Language Speech Production
This study investigated the relative effects of four forms of task preparation on L2 speech production. One hundred forty‐four Japanese speakers of English completed an oral opinion task after 10 minutes of preparation. The same task repetition condition involved four iterations of the same pedagogic task (same procedures, same content), the parallel task repetition condition involved four iterations of the same type of task (same procedures, dif…
Impact of goal-tracking on engagement in language use in an online TBLT module for Thai university students
Measuring Flow in the EFL Classroom
This article reports on a study that investigates the effects of inter‐cultural contact on flow experiences during the performance of five oral tasks in an English as a foreign language ( EFL ) classroom. Using a quasi‐experimental design, Japanese EFL learners in the inter‐cultural group ( n = 21) and the intra‐cultural group ( n = 21) reported on their perceptions of task experiences for each performance. Under the intra‐cultural condition, lea…
Second language task engagement in face-to-face and synchronous video-based computer-mediated communication modes
Multiculturalism and multilingualism in higher education
Against the backdrop of internationalisation and growing attention to intercultural experiences in tertiary education, this mixed-methods study examined, in part I, language learning benefits reaped by active participants in intercultural activities. As English is widely used for communication among multilinguals, part II of the study focused specifically on English. We set out to investigate the relationship between individuals’ language backgro…
Fluctuations in Japanese English majors’ capacity to speak before, during and after studying abroad
A Cross-Cultural Discussion of Japan and South Korea and How Differences Are Manifested in the ESL/EFL Classroom
Despite geographical closeness and historical intertwining, Japan and South Korea are culturally very different; in some cases, polar opposites. For instance, Japanese art and aesthetics favor simplicity and straight lines while Koreans prefer bold, colorful and cluttered designs. Other characteristics show us their different ways of thinking. Japanese suppress their emotions in social situations, and Koreans are known for quickly changing their …
The Effects of Pre‐Task and Post‐Task Metalinguistic Explanations on Accuracy in Second Language Writing
Appendix A. Explicit instruction (EI) sheet. Appendix B. Text reconstruction (TR) test. Appendix C. Criteria for scoring the past counterfactual conditional. Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article
Measuring Flow in the EFL Classroom
This article reports on a study that investigates the effects of inter‐cultural contact on flow experiences during the performance of five oral tasks in an English as a foreign language ( EFL ) classroom. Using a quasi‐experimental design, Japanese EFL learners in the inter‐cultural group ( n = 21) and the intra‐cultural group ( n = 21) reported on their perceptions of task experiences for each performance. Under the intra‐cultural condition, lea…
Task Preparation and Second Language Speech Production
This study investigated the relative effects of four forms of task preparation on L2 speech production. One hundred forty‐four Japanese speakers of English completed an oral opinion task after 10 minutes of preparation. The same task repetition condition involved four iterations of the same pedagogic task (same procedures, same content), the parallel task repetition condition involved four iterations of the same type of task (same procedures, dif…
Capitalizing on international students to promote cross-cultural learning in an English language education program
The present study investigated 69 local Hong Kong English language education students' cross-cultural learning as a result of an Internationalization at Home (IaH) initiative that made use of international students' knowledge of English language education in contexts outside of Hong Kong. An analysis of written responses to open-ended questionnaire items revealed that most students reported acquiring superficial cultural facts related to teaching…
Multiculturalism and multilingualism in higher education
Against the backdrop of internationalisation and growing attention to intercultural experiences in tertiary education, this mixed-methods study examined, in part I, language learning benefits reaped by active participants in intercultural activities. As English is widely used for communication among multilinguals, part II of the study focused specifically on English. We set out to investigate the relationship between individuals’ language backgro…
Second language task engagement in face-to-face and synchronous video-based computer-mediated communication modes
Impact of goal-tracking on engagement in language use in an online TBLT module for Thai university students
Fluctuations in Japanese English majors’ capacity to speak before, during and after studying abroad
The role of individual differences in second language pragmatics
The current systematic review aims to understand the role of individual differences (IDs) in second language (L2) pragmatics and offer recommendations for further research in this domain. To achieve this, 86 empirical studies in L2 pragmatics published in SSCI (Social Science Citation Index) journals from 2000 to 2023 were systematically selected and coded for IDs, pragmatic features and modalities investigated, methodological orientation, and re…
Error logs in the second language classroom
The Role of the Learner in Task Performance and Acquisition
Research on the role of the learner in TBLT focuses on learners' affective and conative states during tasks, addressing questions such as how these states come about, how they relate to other variables of interest, and how they impact learners' language use, acquisition, and experience on tasks. This special issue of TESOL Quarterly brings together recent empirical studies, which draw on new and emerging theories and methods to advance the agenda…
The effect of synchronous video-based communication on engagement in collaborative pre-task planning and L2 semantic content used in subsequent task performance
This study examined the impact of video-based synchronous computer-mediated communication (SvCMC) on engagement in collaborative pre-task planning and L2 content used in task performance. One hundred twenty-eight Hong Kong learners of English were assigned to either a face-to-face (FTF) group (n = 64) or an SvCMC group (n = 64), where they completed planning for a monologic task. Based on Philp and Duchesne’s multidimensional model, planning was …
How L2 Learners Negotiate Meaning in GenAI‐Supported Creative Writing
This qualitative study explores how second language (L2) learners negotiate meaning and co‐construct knowledge with generative AI (GenAI) in a 12‐week multimodal creative writing project. Chinese middle school students ( N = 75) created English picture books using a conversational GenAI agent supporting textual and text‐to‐image generation. By extreme‐case sampling, 28 focal participants (14 high‐ and 14 low‐performing) were selected based on cre…
L2 pragmatic development of Chinese EFL learners at an EMI transnational university
English-medium instruction (EMI), an immersive setting designed to increase English exposure, provides a favourable environment for second language (L2) pragmatic learning by affording opportunities to develop learners' ability to use English in appropriate ways (Martí & Guzmán-Alcón, 2024). However, as much existing research focuses on pragmatic development in study abroad (SA) contexts, empirical evidence on whether pragmatic gains can be expec…
EFL/ESL Teaching and Learning (10 works) · Psychology (10 works) · Mathematics education (7 works) · Second Language Learning and Teaching (7 works) · Computer Science (6 works) · Social Psychology (6 works) · Pedagogy (5 works) · Sociology (5 works) · Linguistics (4 works) · Cultural diversity (3 works)