Presentations

Keynote/ Plenary speech

Explicit grammar instruction for second language writing. TESOL Colloquium at the University of Sydney. 10 September, 2016.

Repeating Input-based Tasks with Young Beginner Learners. Improving English Skills in Japan through Use of English. The University of Kitakyushu, Japan. 14 December, 2013.

Invited talk/ workshop

Learning grammar through writing. TESOL Colloquium at the University of Sydney. Sydney, Australia. 9 September, 2016.

Examining the effects of corrective feedback: How, when and on which errors? Cornell University, NY, the US. 7 April 2016.

The complementary contributions of meta-analysis and narrative review. Joint International Methodology Research Colloquium at National Institute for International Education (NIIED), Korea. 16 May 2015.

Computer-mediated synchronous and asynchronous direct corrective feedback on writing. Research Seminar at Singapore Association of Applied Linguistics. 17 March, 2014.

Workshop on Task-Based Language Teaching in Asian Primary Schools. The 17th Conference of Pan-Pacific Association of Applied Linguistics. Beijing, China. 21-23 August, 2012.

 

 

Refereed Colloquium/ Symposium Organization

Impact of task repetition on L2 learning: Multiple perspectives. Pacific Second Language Research Forum (PacSLRF) 2016. Tokyo, Japan. September, 2016. Symposium organizer: N. Shintani

Language Aptitude: Reconceptualizing the Construct and Reorienting the Research. Refereed symposium, AILA World Congress. Brisbane, Australia. August, 2014. Symposium organizers: S. Li and N. Shintani

The contribution of meta-analysis to second language acquisition research and theory. Refereed colloquium, American Association for Applied Linguistics (AAAL) Conference. Dallas, March, 2013. Colloquium convener: S. Li, N. Shintani, R. Ellis., Presenters: L. Plonsky, S. Li, N. Shintani, J. Lee, R. Ellis., Discussants: J. Norris.

Refereed Individual Paper Presentations

Incidental acquisition of grammar and vocabulary in repeated text-reconstruction tasks. Biennial International Conference on Task-Based Language Teaching (TBLT 2017). Barcelona, Spain, 19-21 April, 2017.

Effects of isolated, integrated, and combined form-focused instruction on low-intermediate learners’ grammar acquisition. American Association for Applied Linguistics Conference (AAAL 2017). Portland, USA, 18-21 March, 2017.

The effectiveness of explicit instruction in L2 grammar learning: The roles of instruction type and feature type. American Association for Applied Linguistics Conference (AAAL2016). Orlando, USA, 9-11 April, 2016.

Effects of pre- and post-writing metalinguistic explanation on the acquisition of L2 grammar. (Co-presenters: A. Scott & M. Donnellan). Symposium of Second Language Writing. Auckland, New Zealand, 19-21 November, 2015.

Computer-mediated Synchronous (Immediate) and Asynchronous (Delayed) Direct Corrective Feedback. American Association for Applied Linguistics Conference (AAAL2015). Toronto, Canada, 21-24 March, 2015.

Computer-mediated synchronous and asynchronous direct corrective feedback on writing: A case study of two L2 writers. The 13th Symposium on Second Language Writing, AZ, USA, 13-15 November, 2014.

Language analytical ability: What role does it play in L2 learners’ use of written feedback? AILA World Congress. Brisbane, Australia. 10-15, August, 2014.

The Incidental L2 Acquisition of Dimensional Adjectives by Young Children. The 10th Asian EFL Journal International TESOL Conference. Manila, Philippines. 31 January 31 – 2 February, 2014.

The effects of written corrective feedback on L2 learners’ explicit and implicit knowledge of the English indefinite article. American Association for Applied Linguistics Conference (AAAL2014). Portland. 22-25 March, 2014.

The effect of synchronous and asynchronous written corrective feedback on grammatical accuracy in a computer-mediated environment. (with Aubrey, S.) American Association for Applied Linguistics Conference (AAAL2014). Portland. 22-25 March, 2014.

A meta-analysis of studies investigating the effects of reception- and production-based instruction on L2 vocabulary learning. American Association for Applied Linguistics Conference (AAAL2013). Dallas, Texas. 15-19 March, 2013.

Using tasks with young learners in Japan: The role of the teacher. The 17th Conference of Pan-Pacific Association of Applied Linguistics (PAAL). Beijing, China. 21-23 August, 2012.

Implementing TBLT to young beginner learners: Input-based tasks and the acquisition of vocabulary and grammar. Task-based Learning and Teaching in Asia: Challenges and Opportunities. Osaka, Japan. 19-20 May, 2012.

Input-based tasks and the acquisition of vocabulary and grammar: A process-product study. 2nd International Conference on Foreign Language Teaching and Applied Linguistics (FLTAL). Sarajevo, Bosnia and Herzegovina. 4-6 May, 2012.

The effects of focus-on-forms and focus-on-form on vocabulary acquisition by young beginner learners. The 7th International ELT Research Conference. Çanakkale, Turkey. 27-28 April, 2012.

Task-based instruction: Task design and task implementation. 2nd Combined Conference of the Applied Linguistics Association of Australia (ALAA) and Applied Linguistics Association of New Zealand (ALANZ). Canberra, Australia. 30 November – 2 December, 2011.

Effects of repeating listen-and-do tasks on children’s L2 comprehension and production. The 4th Biennial International Conference on Task-Based Language Teaching. Auckland, New Zealand. 18-20 November, 2011.

A comparative study of input-based and production-based instruction for vocabulary acquisition. The 16th World Congress of Applied Linguistics (AILA2011). Beijing, China. 23-28 August, 2011.

Incidental L2 acquisition of two English grammatical structures by young Japanese classroom learners in comprehension-based and production-based instruction. American Association for Applied Linguistics (AAAL2011). Chicago. 26-29 March, 2011.

Implementing of task-based courses for young EFL learners in Japan. The 15th English in Southeast Asia Conference. Macau, China. 9-11 December, 2010.

Comprehension-based versus production-based instruction: Using conversation analysis to distinguish them. The 16th The Applied Linguistics Association of New Zealand Symposium. Wellington, New Zealand. 1st December, 2010

Classroom interaction and acquisition – comparative study of TBLT and PPP for young EFL learners in Japan. The 1st Combined Conference the Applied Linguistics Association of NZ and Australia. Auckland, New Zealand, 2-4 December, 2009