Dr Josh Matthews

Chair of School Education Committee, Senior Lecturer and Course Coordinator - MTeach (Primary and Secondary) - School of Education

Josh Matthews

Phone: +61 6773 5808

Email: @une.edu.au

Biography

Dr Joshua Matthews is a senior lecturer in Learning and Teaching at the School of Education, at the University of New England, Australia. Josh’s main research areas are second language (L2) teaching and testing, with a special focus on the use of technology in the development of second language capabilities. He has undertaken collaborative research projects in China, Japan, Thailand, Azerbaijan, Saudi Arabia and Australia and his previous research has been published in outlets such as TESOL Quarterly, Language Testing, Language Learning and Technology and Computer Assisted Language Learning, among others.

Qualifications

PhD (University of Newcastle), DipEd (University of Newcastle), BSc (Flinders University)

Research Interests

Dr Matthews' recent research outputs have addressed the measurement of L2 aural vocabulary knowledge, decoding errors in Japanese L2 learners, and the use of mobile technology in developing L2 listening. Current research projects involve measuring knowledge of derivational word knowledge in L2 learners, the relationship between L2 vocabulary knowledge and listening and speaking, and the role of noticing in second language acquisition.

Publications

Matthews, J., & Yilmaz, D. (2024). What type of noticing occurs in the first 6 months of learning a foreign language? A case of an absolute beginner of Turkish. Foreign Language Annals. https://doi.org/10.1111/flan.12745

Matthews, J., Milliner, B., & McLean, S. (2023). Can Learners Understand Words with Derivational Affixes and Does Presence of Context Make a Difference?. RELC Journal, https://doi.org/10.1177/00336882231222034

Matthews, J., & Volpe, C. R. (2023). Academics' perceptions of ChatGPT-generated written outputs: A practical application of Turing’s Imitation Game. Australasian Journal of Educational Technology, 39(5), 82-100. https://ajet.org.au/index.php/AJET/article/view/8896/2053

Matthews, J., Lange, K., & Wiest, G. M. (2023). Spoken Word Form Recognition with a Mobile Application: Comparing Azerbaijani and Japanese Learners. In Vocabulary Learning in the Wild (pp. 335-356). Singapore: Springer Nature Singapore. https://link.springer.com/chapter/10.1007/978-981-99-1490-6_13

Matthews, J., Masrai, A., Lange, K., McLean, S., Alghamdi, E. A., Kim, Y. A.,  & Tada, S. (2023). Exploring Links Between Aural Lexical Knowledge and L2 Listening in Arabic and Japanese Speakers: A Close Replication of Cheng, Matthews, Lange and McLean (2022). TESOL Quarterly http://doi.org/10.1002/tesq.3212

Cheng, J., Matthews, J., Lange, K., & McLean, S. (2022). Aural single‐word and aural phrasal verb knowledge and their relationships to L2 listening comprehension. TESOL Quarterly. https://doi.org/10.1002/tesq.3137

Lange, K., & Matthews, J. (2021). Analyzing trends in the aural decoding errors of Japanese EFL learners. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2020-0050

Matthews, J. (2021). Aural Vocabulary Knowledge. In Research Questions in Language Education and Applied Linguistics (pp. 439-443). Springer. https://doi.org/10.1007/978-3-030-79143-8_78

Matthews, J. (2021). Using Inter-Rater Discourse to Trace the Origins of Disagreement: Towards Collective Reflective Practice in L2 Assessment. RELC Journal. https://doi.org/10.1177/0033688220977373

Lange, K., & Matthews, J. (2020). Exploring the relationships between L2 vocabulary knowledge, lexical segmentation, and L2 listening comprehension. Studies in Second Language Learning and Teaching, 10(4), 723-749. doi: 10.14746/ssllt.2020.10.4.4

Matthews. J., & Burke, R. (2019). Listening to teachers’ voices: Evaluating language learning apps with a task-based language teaching framework. Language Teaching Research Quarterly, 12, 16-36. doi: 10.32038/ltrq.2019.12.02

Matthews. J., & Wijeyewardene, I. (2018). Exploring relationships between automated and human evaluations of L2 texts. Language Learning & Technology, 22(3), 143-158 https://doi.org/10125/44661

Matthews. J., (2018). Vocabulary for listening: Emerging evidence for high and mid-frequency vocabulary knowledge. System, 72, 23-36. https://doi.org/10.1016/j.system.2017.10.005

Matthews, J., O’Toole, J. M, & Chen, S. (2017). The impact of word recognition from speech (WRS) proficiency level on interaction, task success and word learning: design implications for CALL to develop L2 word recognition from speech. Computer Assisted Language Learning, 30(1-2). doi:10.1080/09588221.2015.1129348

Cheng, J., & Matthews, J. (2016). The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading. Language Testing. doi: 10.1177/0265532216676851

Matthews, J., Cheng, J., & O’Toole, J. M., (2015). Computer-mediated input, output and feedback in the development of L2 word recognition from speech. ReCALL, 27(3), 1-19. doi:10.1017/S0958344014000421.00

Matthews, J. & Cheng, J., (2015). Recognition of high frequency words from speech as a predictor of L2 listening comprehension. System, 52, 1-13. doi:10.1016/j.system.2015.04.015

Matthews, J., & O’Toole, J. M. (2015). Investigating an innovative computer application to improve L2 word recognition from speech. Computer Assisted Language Learning, 28(4), 364-382. doi: 10.1080/09588221.2013.864315

Conferences

Matthews, J. (2023). Can Learners Understand Words with Derivational Affixes and Does Presence of Context Make a Difference? Keynote at International TESOL Conference UKI 70, English Scholars Beyond Borders, 15-17, November, Jakarta, Indonesia.

Lange, K. & Matthews, J. (2019). Why is Segmenting L2 Words From Speech Difficult? JALT - The Japan Association for Language Teaching Conference. 2-4 November, Nagoya, Japan.

Matthews, J. & Lange, K. (2019). Links Between Word Knowledge and L2 Listening. JALT - The Japan Association for Language Teaching Conference. 2-4 November, Nagoya, Japan.

Matthews, N. & Matthews, J. (2017). Talking about “hearables”: analyzing the convergence of smartphones and hearing devices through online tech reviews on consumer forums. At Home with Digital Media - A symposium hosted by Queensland University of Technology Digital Media Research Centre, 2-3 November, Brisbane, Australia.

Matthews, J. (2017). Towards an automated approach to testing and enhancing L2 word recognition from speech. The 15th Asia Teaching English as a Foreign Language (TEFL) International Conference, 13-15 July, Yogyakarta, Indonesia.

Matthews, N. & Matthews, J. (2017). Hearing stories online: tech reviews of hearing aids as autobiographical narrative. The International Auto/Biography Association Europe Chapter conference "Life Writing, Europe and New Media", June 7-9, London, UK.

Cheng, J., Matthews, J. & O’Toole, J. M. (2014). Fluency: a critically important yet undervalued dimension of L2 vocabulary knowledge. In Q. Zhang and H. Yang (eds), Pacific Rim Objective Measurement Symposium (PROMS) 2014 Conference Proceedings (pp. 99-114). Berlin, Germany:  Springer. doi: 10.1007/978-3-662-47490-7

Funded research projects

2022  -  (November)  ""An investigation into the relationship between knowledge-based vocabulary lists and PTE writing essay test", AU $23,011;  Dr Emad Alghamdi, Dr Joshua Matthews; ongoing

2016 - (November) “Secondary language teachers' experiences of mobile assisted language learning” - University of Newcastle Strategic Networks and Pilot Projects scheme, AU $5,000; Dr Rachel Burke, Dr Joshua Matthews; complete

2016 - (May) “Human and computer analyses of written texts: how can their comparison inform approaches to assessment?” - Association for Academic Language and Learning, AU$ 3520; Dr Joshua Matthews, Dr Ingrid Wijeyewardene; complete.

2014 - (May) “The contribution of phonological and orthographic vocabulary knowledge on L2 listening and reading” - British Council East Asia Assessment Research Grant AU$ 10,000; Dr Junyu Cheng, Dr Joshua Matthews; complete

Research Supervision Experience

Dr Matthews is happy to receive inquiries from potential research students seeking supervision in the general areas of TESOL, second language learning, vocabulary studies, language testing and the use of technology in language teaching and learning. Inquiries will be promptly addressed.