Dr Joshua Matthews
Lecturer - School of Education
Phone: +61 2 6773 5808
Google Scholar link: https://scholar.google.com.au/citations?user=zxmE25QAAAAJ&hl=en
PhD (University of Newcastle), DipEd (University of Newcastle), BSc (Flinders University)
Dr Josh Matthews is a lecturer in Learning and Teaching at the School of Education. His primary area of teaching expertise is teaching English to speakers of other languages, having experience in this area in a variety of contexts, including the NSW secondary school system, ELICOS and at the tertiary level. Josh also has a strong interest in teacher education, having taught early career teachers both within Australia and overseas.
Dr Matthews' research focuses on the use of technology and innovation in second language (L2) teaching, learning and assessment. Recent research outputs have addressed the use of computers to develop L2 listening skills, and the relationship between vocabulary knowledge and L2 reading and listening. Current research projects involve investigating the use of mobile technology by teachers in the L2 classroom, and the comparison of computer and human evaluations of L2 written texts. Josh also has an interest in inter-disciplinary research, especially that which relates to the use of emerging technologies. His previous work has been published in journals such as Computer Assisted Language Learning, Language Learning and Technology, ReCALL, Language Testing and System.
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.
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
Matthews. J., (2018). Vocabulary for listening: Emerging evidence for high and mid-frequency vocabulary knowledge. System, 72, 23-36.
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
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
2016 - (November) “Secondary language teachers' experiences of mobile assisted language learning” - University of Newcastle Strategic Networks and Pilot Projects scheme, AU $5,000; Dr Rachel Burke, Dr Joshua Matthews; ongoing
2016 - (May) “Human and computer analyses of written texts: how can their comparison inform approaches to assessment?” - Association for Academic Language and Learning, AU$ 3520; Dr Joshua Matthews, Dr Ingrid Wijeyewardene; ongoing.
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