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IntroductionScott received his Ph.D. in Applied Linguistics from the University of Auckland. Since 2019, he has been serving as the Deputy Programme Coordinator of the Bachelor of Arts (English Studies) and Bachelor of Education (English Language Education) Double Degree Programme. At CUHK, he has taught or is currently teaching the courses Language Assessment and Evaluation, Spoken and Written Discourse for English Language Teaching, Special Topics in English Language Teaching (Second Language Pragmatics), Studying Second Language Learners and Classrooms, and English Language Teaching Project Report.
Research AreasScott’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, and ELT Journal. He is currently co-editing a book entitled The Affective Dimension in Task-Based Language Teaching: The Role of the Learner (Routledge, Second Language Acquisition Research Series) with Craig Lambert and Gavin Bui, which is expected to be published in late 2022. For an up-to-date research profile, see Google Scholar: https://scholar.google.com/citations?user=mbQZsNEAAAAJ&hl=en
Selected PublicationsAubrey, S. (accepted). Dynamic engagement in second language computer-mediated collaborative writing tasks. Does communication mode matter? Studies in Second Language Learning and Teaching. doi: forthcoming.
Aubrey, S., & Philpott, A. (accepted). Use of the L1 and L2 in strategic planning and rehearsal for task performances in an online classroom. Language Teaching Research. doi: forthcoming.
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.
Aubrey, S. (2021). Enhancing long-term learner engagement through project-based learning. ELT Journal. Advanced online publication. https://doi.org/10.1093/elt/ccab032
Aubrey, S., & Shintani, N. (2021). L2 Writing and Language Learning in Electronic Environments. In Rosa M. Mancho?n & Charlene Polio (Eds.), Handbook of Second Language Acquisition and Writing (pp. 282-296). Routledge.
Lambert, C., Aubrey, S., & Leeming, P. (2021). Task preparation and second language speech production. TESOL Quarterly, 55(2), 331-365.
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. Advanced online publication. https://doi.org/10.1177/45783
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.
Chan, P. H. & Aubrey, S. (2021). Strengthening Teacher–Student Rapport Through the Practice of Guided Dialogue Journaling. RELC Journal. Advanced online publication. https://doi.org/10.1177/45783
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
Aubrey, S., King, J., & Almkiled, H. A. A. (2020). Language learner engagement during speaking tasks: A longitudinal study. RELC Journal. https://doi.org/10.1177/5418
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
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. (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. (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.
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.
