Prof. Scott AUBREY

Assistant Professor
Prof. Scott AUBREY

Prof. Scott AUBREY

Assistant Professor

HTB Rm. 313
3943 1068


Introduction
Scott received his Ph.D. in Applied Linguistics from the University of Auckland in 2016. He is currently the Programme Coordinator of the Bachelor of Arts (English Studies) and Bachelor of Education (English Language Education) Double Degree Programme, having previously served as Deputy Programme Coordinator since 2019. At CUHK, Scott has taught or is currently teaching Language Assessment and Evaluation, Special Topics in English Language Teaching, English Language Teaching Techniques I, Studying Second Language Learners and Classrooms, and English Language Teaching Project Report at the undergraduate level, and Spoken and Written Discourse for English Language Teaching and Research Methods in TESOL at the postgraduate level.
Research Areas
Scott’s main research areas include second language motivation, learner engagement, and task-based language teaching. He is particularly interested in the intersection of learner psychology and instructed second language acquisition, with much of his research involving attempts to capture how learners feel, think, and behave during second language task performances. Scott’s publications have appeared in such journals as TESOL Quarterly, Language Teaching Research, Modern Language Journal, System, ELT Journal, Studies in Second Language Learning and Teaching, Innovation in Language Learning and Teaching, and RELC Journal. Scott has recently co-edited a book entitled The Role of the Learner in Task-Based Language Teaching: Theory and Research Methods (2023, Routledge) and is co-editing the 2025 Special Issue of TESOL Quarterly on the topic The Role of the Learner in Task Performance and Acquisition: Evidence from New and Emerging Perspectives. For an up-to-date research profile, see Google Scholar: https://scholar.google.com/citations?user=mbQZsNEAAAAJ&hl=en
Selected Publications
  1. Aubrey, S. , & Philpott, A. (2023). Second language task engagement in face-to-face and synchronous video-based computer-mediated modes: Performances and perceptions. System, 115(103069), 1–12. https://doi.org/10.1016/j.system.2023.103069.
  2. Aubrey, S., & Chung, V. (2023). Establishing an online community of practice for undergraduate English language education student researchers. Innovation in Language Learning and Teaching. Advance online publication. https://doi.org/10.1080/17501229.2023.2288951
  3. Aubrey, S., & Tsang, A. (2023). Capitalizing on international students to promote cross-cultural learning in an English language education program. Journal of Education for Teaching, 49(2), 341–344. https://doi.org/10.1080/02607476.2022.2150539
  4. Aubrey, S., & Yashima, T. (2023). Willingness to Communicate in TBLT. In C. Lambert, S. Aubrey & G. Bui (Eds.), The Role of the Learner in Task-Based Language Teaching: Theory and Research (pp. 41–57). Routledge. https://doi.org/10.4324/9781003227267-5
  5. Aubrey, S., Lambert, C., Bui, G. (2023). Future directions for researching the role of the learner in task-based language teaching. In C. Lambert, S. Aubrey & G. Bui (Eds.), The Role of the Learner in Task-Based Language Teaching: Theory and Research (pp. 190–197). Routledge. https://doi.org/10.4324/9781003227267-14
  6. Soongpankhao, W., Aubrey, S., & Lambert, C. (2023). Impact of goal-tracking on engagement in language use in an online TBLT module for Thai university students. System, 119(103185), 1–17.
  7. Tsoi, S. C., & Aubrey, S. (2023). Impact of student-selected pairing on collaborative task engagement. ELT Journal. Advance online publication. https://doi.org/10.1093/elt/ccad024
  8. Humphries, S., Aubrey, S., & King, J. (2023). Fluctuations in Japanese English majors’ capacity to speak before, during and after studying abroad. System, 113(103001), 1–13, https://doi.org/10.1016/j.system.2023.103001
  9. Tsang, A., Aubrey, S., & Yuan, R. (2023). Multiculturalism and multilingualism in higher education: intercultural activity participation and opportunities for language learning. International Journal of Multilingualism. Advance online publication. https://doi.org/10.1080/14790718.2022.2164769
  10. Shintani, N. & Aubrey, S. (2023). Methodological considerations in the analysis of synchronous and asynchronous written corrective feedback appropriation in digital environments: The affordances of online technologies. In R.M. Manchón & J. Roca de Larios (Eds.), Research methods in the study of writing processes (pp. 316–337). John Benjamins. https://benjamins.com/catalog/rmal.5.15shi
  11. Lambert, C., Aubrey, S., & Bui, G. (Eds.). (2023). The Role of the Learner in Task-Based Language Teaching: Theory and Research Methods (1st ed.). Routledge. https://doi.org/10.4324/9781003227267
  12. Lambert, C., & Aubrey, S. (2023). Discourse Analytic Methods. In C. Lambert, S. Aubrey & G. Bui (Eds.), The Role of the Learner in Task-Based Language Teaching: Theory and Research (pp. 113–124). Routledge. https://doi.org/10.4324/9781003227267-9
  13. Lambert, C., Aubrey, S. & Bui, G. (2023). The role of the learner in task-based language teaching. In C. Lambert, S. Aubrey & G. Bui (Eds.), The Role of the Learner in Task-Based Language Teaching: Theory and Research (pp. 1–16). Routledge. https://doi.org/10.4324/9781003227267-1
  14. 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. http://dx.doi.org/10.14746/ssllt.2022.12.1.4
  15. 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
  16. Aubrey, S., Lambert, C., & Leeming, P. (2022). The impact of first as opposed to second language pre-task planning on the content of problem-solving task performance. Language Teaching Research, 26(5), 867–892. https://doi.org/10.1177/1362168820917844
  17. Aubrey, S. (2022). Enhancing long-term learner engagement through project-based learning. ELT Journal, 76(4), 441–451. https://doi.org/10.1093/elt/ccab032
  18. Aubrey, S., King, J., & Almukhaild, H. (2022). Language learner engagement during speaking tasks: A longitudinal study. RELC Journal, 53(3), 519–533. https://doi.org/10.1177/0033688220945418
  19. Aubrey, S., (2022). The relationship between anxiety, enjoyment, and breakdown fluency during second language speaking tasks: An idiodynamic investigation. Frontiers in Psychology, 13, 1–17 https://doi.org/10.3389/fpsyg.2022.968946
  20. Aubrey, S. (2022). Intercultural interaction and English language learning in EFL contexts. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching. https://doi.org/10.1002/9781118784235.eelt1032
  21. Leeming, P., Aubrey, S., & Lambert, C. (2022). Collaborative pre-task planning processes and second-language task performance. RELC Journal, 53(3), 534–550. https://doi.org/10.1177/0033688220953225
  22. Aubrey, S., & Shintani, N. (2021). L2 Writing and Language Learning in Electronic Environments. In R. M. Manchón & C. Polio (Eds.), Handbook of Second Language Acquisition and Writing (pp. 282–296). Routledge. https://doi.org/10.4324/9780429199691
  23. 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. https://doi.org/10.1177/0033688219865409
  24. Lambert, C., Aubrey, S., & Leeming, P. (2021). Task preparation and second language speech production. TESOL Quarterly, 55(2), 331–365. https://doi.org/10.1002/tesq.598
  25. 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. Advance online publication. https://doi.org/10.1177/00336882211045783
  26. 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. https://doi.org/10.37546/JALTJJ43.2-3
  27. Chan, P. H., & Aubrey, S. (2021). Strengthening Teacher–Student Rapport Through the Practice of Guided Dialogue Journaling. RELC Journal. Advance online publication. https://doi.org/10.1177/00336882211044
  28. Aubrey, S. (2020). The role of task-based interaction in perceived language learning in a Japanese EFL classroom. In C. Lambert & R. Oliver (Eds.), Using Tasks in Second Language Teaching (pp. 282–306). Multilingual Matters.
  29. 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 J. King & S. Harumi (Eds.), East Asian Perspectives on Silence in English Language Education (pp. 60-79). Multilingual Matters. https://doi.org/10.21832/9781788926775-009
  30. 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
  31. Aubrey, S. (2018). The impact of intra-cultural and inter-cultural task repetition on interaction. In M. Bygate, Language Learning through Task Repetition (pp. 117–142). John Benjamins Publishing Company. https://doi.org/10.1075/tblt.11.05aub
  32. 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. https://doi.org/10.1002/tesq.387
  33. Aubrey, S. (2017). Inter-cultural contact and flow in a task-based Japanese EFL classroom. Language Teaching Research, 21(6), 717–734. https://doi.org/10.1177/1362168816683563
  34. 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. https://doi.org/10.1111/modl.12317
  35. 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. https://doi.org/10.1002/tesq.323
  36. Aubrey, S. (2014). Development of the L2 Motivational Self System: English at a University in Japan. JALT Journal, 36(2), 153–174. https://doi.org/10.37546/JALTJJ43.2-3.
  37. 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. https://doi.org/10.21832/9781783090518-010. [SCOPUS-indexed]