Scott Aubrey had taught at universities and language schools in Japan and South Korea before coming to Hong Kong. Most recently, he worked at Kansai University in the Faculty of Foreign Language Studies (Osaka, Japan) where he taught both English language (skills-based) courses at the undergraduate level and courses targeting in-service language teachers in the graduate school. Some courses Scott has taught include academic writing, academic listening and speaking, ELT methodology (writing), intercultural communication, interlanguage pragmatics, and research methods in language learning. Scott received his Ph.D. in Applied Linguistics from the University of Auckland.
His research interests include L2 motivation, learner engagement, task-based language teaching, intercultural interaction in the classroom, and written corrective feedback. Scott’s recent publications have appeared in such journals as TESOL Quarterly, Language Teaching Research,
and Modern Language Journal
- Aubrey, S., King, J., & Almkiled, H. A. A. (forthcoming). Language learner engagement during speaking tasks: A longitudinal study. RELC Journal.
- 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. https://doi.org/10.1177/1362168820917844
- Lambert, C., Aubrey, S., & Leeming, P. (2020). Task preparation and second language speech production. TESOL Quarterly. https://doi.org/10.1002/tesq.598
- 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.
- 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.
- Aubrey, S. & Philpott, A. (2019). Inter-cultural and Intra-cultural Contact and the L2 Motivational Self System: An EFL Classroom Intervention Study. RELC Journal. Online first advanced publication.
- 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. (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.