Dr Noriko Iwashita
Director of Research
Applied Linguistics Program
Associate Professor
School of Languages and Cultures
+61 7 336 52381
Researcher biography
Noriko Iwashita joined The University of Queensland in 2005. Prior to joining UQ, she was a Research Fellow at the Language Testing Research Center (LTRC) . At the LTRC she was involved in a variety of projects ranging from language assessment to bilingual and foreign language education in ESL, Japanese and other languages (e.g., Chinese and Indonesian). She was involved with colleagues at the LTRC in three large ETS (Educational Testing Service, USA) research projects funded for the development of a new TOEFL (Test of English as a Foreign Language) speaking test. She taught Japanese at various levels in Melbourne for many years and taught Applied Linguistics courses and supervised undergraduate and graduate students' research projects at The University of Melbourne and Universities in the USA.
Dr Noriko Iwashita's research interests include the interfaces of language assessment and SLA, peer interaction in classroom based research and task-based assessment, and cross-linguistic investigation of four major language traits.
Research Interests: • Role of interaction in second language learning • Peer interaction assessment • Task-based language teaching, learning and assessment • Construct of oral proficiency in second language acquisition research and second language assessment and testing research
Publications
Book
Philp, Jenefer, Adams, Rebecca Jane and Iwashita, Noriko (2014). Peer interaction and second language learning. New York, NY, USA: Routledge. doi: 10.4324/9780203551349
Book Chapters
Dao, Phung, Iwashita, Noriko, Nguyen, Mai and Arias-Contreras, Carolina (2024). Teachers’ and learners’ beliefs about task-based language teaching: a systematic review. Individual differences and task-based language teaching. (pp. 228-260) edited by Shaofeng Li. Amsterdam, Netherlands: John Benjamins Publishing Company. doi: 10.1075/tblt.16.08dao
Iwashita, Noriko, Nguyen, Giang Hong and Nguyen, Van-Trao (2023). Interactional competence in video-mediated speaking assessment in Vietnam. Fundamental considerations in technology mediated language assessment. (pp. 275-285) edited by Karim Sadeghi and Dan Douglas. Abingdon, Oxon, United Kingdom: Routledge.
Iwashita, Noriko (2022). Speaking assessment. The Routledge handbook of second language acquisition and speaking. (pp. 130-143) edited by Tracey M. Derwing, Murray J. Munro and Ron I. Thomson. New York, NY United States: Routledge. doi: 10.4324/9781003022497-12
Iwashita, Noriko, May, Lyn and Moore, Paul J. (2021). Operationalising interactional competence in computer-mediated speaking tests. Assessing speaking in context: expanding the construct and its applications. (pp. 283-302) edited by M. Rafael Salaberry and Alfred Rue Burch. Bristol, United Kingdom: Multilingual Matters. doi: 10.21832/9781788923828-013
Iwashita, Noriko and Dao, Phung (2021). Peer feedback in second language oral interaction. The Cambridge handbook of corrective feedback in second language learning and teaching. (pp. 275-299) edited by Hossein Nassaji and Eva Kartchava. Cambridge, United Kingdom: Cambridge University Press. doi: 10.1017/9781108589789.014
Li, Huifang (Lydia) and Iwashita, Noriko (2019). Development of English question formation in the EFL context of China: recasts or prompts?. Widening contexts for processability theory. (pp. 327-348) edited by Anke Lenzing, Howard Nicholas and Jana Roos. Amsterdam, Netherlands: John Benjamins Publishing. doi: 10.1075/palart.7.14li
Iwashita, Noriko (2019). Peer interaction assessment: Overview of research and directions. Social perspectives on language testing: Papers in honour of Tim McNamara. (pp. 105-120) edited by Carsten Roever and Gillian Wigglesworth. Berlin, Germany: Peter Lang.
Pham, Nhu Luan and Iwashita, Noriko (2018). Using corrective feedback on writing to enhance Vietnamese learners' autonomy. International Perspectives on Teaching the Four Skills in ELT: Listening, Speaking, Reading, Writing. (pp. 205-218) edited by Anne Burns and Joseph Siegel. Cham, Switzerland: Springer Nature. doi: 10.1007/978-3-319-63444-9
Iwashita, Noriko (2018). Grammar and language proficiency. TESOL encyclopedia of English language teaching. (pp. 1-7) edited by John Liontas. Hoboken, NJ, United States: John Wiley & Sons. doi: 10.1002/9781118784235.eelt0069
Yucel, Megan and Iwashita, Noriko (2017). The IELTS roller coaster: stories of hope, stress, success and despair. Narrative research in practice: stories from the field. (pp. 209-223) edited by Rachael Dwyer, Ian Davis and elke emerald. Singapore: Springer. doi: 10.1007/978-981-10-1579-3_10
Choi, Hyunsik and Iwashita, Noriko (2016). Interactional behaviours of low-proficiency learners in small group work. Peer interaction and second language learning: pedagogical potential and research agenda. (pp. 113-134) edited by Masatoshi Sato and Susan Ballinger. Amsterdam, Netherlands: John Benjamins Publishing Company. doi: 10.1075/lllt.45.05cho
Iwashita, Noriko and Li, Huifang (Lydia) (2012). Patterns of corrective feedback in a task-based adult EFL classroom setting in China. Task-based language teaching in foreign language contexts: research and implementation. (pp. 137-161) edited by Ali Shehadeh and Christine A. Coombe. Amsterdam, Netherlands: John Bemjamins Publishing Company. doi: 10.1075/tblt.4.11iwa
Iwashita, N. and Harrington, M. W. (2008). Summary and discussion of studies in the acquisition of Japanese as a second language in Australia. 多様化する言語習得環境とこれからの日本語教育. (pp. 79-96) edited by Sakamoto Akira, Nagatomo Kazuhiko and Koyanagi Kaoru. Tokyo, Japan: 3A Corporation.
Elder, Catherine and Iwashita, Noriko (2005). Planning for Test Performance: Does it Make a Difference?. Planning and Task Performance in a Second Language. (pp. 219-238) edited by R. Ellis. Amsterdam, Netherlands: John Benjamin. doi: 10.1075/lllt.11.14eld
McNamara, T., Brown, A., Grove, E., Hill, K. and Iwashita, N. (2004). Part IV: Second Language Testing and Assessment. Handbook of Research in Second Language Teaching and Learning. (pp. 773-887) edited by Hinkel, E.. Hillsdale, NJ: Lawrence Erlbaum.
Iwashita, Noriko (1999). Tasks and Learners' Output in Nonnative-Nonnative Interaction. The Acquisition of Japanese as a Second Language. (pp. 31-52) edited by Kazue Kanno. Amsterdam, The Netherlands: John Benjamins Publishing Company.
Brown, Annie and Iwashita, Noriko (1998). The role of language background in the validation of a computer-adaptive test. Validation in language assessment. (pp. 195-207) edited by Antony John Kunnan. Mahwah, NJ, United States: Lawrence Erlbaum Associates.
Journal Articles
Hwang, Hyun-Bin, Coss, Matthew D., Sato, Masatoshi, Carcamo, Benjamin, Nguyen, Mai Xuan Nhat Chi, Dao, Phung, Iwashita, Noriko, Marsden, Emma, Hawkes, Rachel, Loewen, Shawn, Scheffler, Pawel, Baranowska, Karolina, Mckinley, Jim and Ortega, Lourdes (2024). (Re)Examining the research-practice interface: international perspectives, multiple methods, persistent challenges, and novel directions. Language Teaching, 1-7. doi: 10.1017/S0261444824000181
Stell, Annita and Iwashita, Noriko (2024). Enhancing collaboration: exploring regulated learning strategies in the co-regulatory processes of collaborative L2 writing. System, 125 103410, 103410. doi: 10.1016/j.system.2024.103410
Tran, Hao, Stell, Annita and Iwashita, Noriko (2023). Embracing the extend platform in postgraduate education: unveiling student perspectives on technological trends in course delivery. Trends in Higher Education, 2 (4), 689-704. doi: 10.3390/higheredu2040040
Nguyen, Mai Xuan Nhat Chi, Dao, Phung, Iwashita, Noriko and Spinelli, Franciele (2023). Teacher learners theorizing from practice: A case of the concept of learner engagement in interactive second language learning tasks. Teaching and Teacher Education, 129 104151, 1-12. doi: 10.1016/j.tate.2023.104151
Nguyen, Mai Xuan Nhat Chi, Dao, Phung and Iwashita, Noriko (2022). Nurturing teachers’ research mindset in an inquiry‐based language teacher education course. The Modern Language Journal, 106 (3), 599-616. doi: 10.1111/modl.12795
Dianati, Seb, Iwashita, Noriko and Vasquez, Claudia (2022). Flipped classroom experiences: Comparing undergraduate and postgraduate perceptions of self-regulated learning. Issues in Educational Research, 32 (2), 473-493.
Sharifian, Farzad, Zhang, Lawrence Jun, Matsuda, Paul Kei, O’Boyle, Aisling, O’Neill, Fiona, Gong, Qian, Woodhams, Jay M., Tseng, Amelia, Iwashita, Noriko and Dovchin, Sender (2022). Editorial. Australian Review of Applied Linguistics, 45 (1), 1-3. doi: 10.1075/aral.00038.edi
Dao, Phung, Nguyen, Mai XNC, Iwashita, Noriko and Spinelli, Franciele (2022). A dialogic approach to fostering TESOL teacher‐learners’ research engagement: insights from a ‘ Learning‐to‐Research ’ procedure. TESOL Quarterly, 56 (2), 775-787. doi: 10.1002/tesq.3127
Yu, Wenjing and Iwashita, Noriko (2021). Comparison of test performance on paper-based testing (PBT) and computer-based testing (CBT) by English-majored undergraduate students in China. Language Testing in Asia, 11 (1) 32. doi: 10.1186/s40468-021-00147-0
Iwashita, Noriko (2021). Review of Mackey, A. Interaction, Feedback and Task Research in Second Language Learning: Methods and Design. TESOL Quarterly, 55 (2), 655-657.
Iwashita, Noriko (2021). Understanding the Construct of Speaking Proficiency and its Implications for Classroom-Based Assessment . The European Journal of Applied Linguistics and TEFL , 10 (1), 63-78.
Dianati, Seb, Nguyen, Mai, Dao, Phung, Iwashita, Noriko and Vasquez, Claudia (2020). Student perceptions of technological tools for flipped instruction: the case of Padlet, Kahoot! and Cirrus. Journal of University Teaching & Learning Practice, 17 (5) 4, 1-16. doi: 10.53761/1.17.5.4
Dao, Phung, Mai Xuan Nhat Chi Nguyen, and Iwashita, Noriko (2019). Teachers' perceptions of learner engagement in L2 classroom task-based interaction. Language Learning Journal, 49 (6), 1-14. doi: 10.1080/09571736.2019.1666908
Li, Huifang (Lydia) and Iwashita, Noriko (2019). The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students. Language Teaching Research, 25 (2), 209-233. doi: 10.1177/1362168819839727
Iwashita, Noriko and Spence-Brown, Robyn (2018). Assessing writing ability in a foreign language at secondary school: variation in performance on a communicative writing task. Australian Review of Applied Linguistics, 41 (1), 28-60. doi: 10.1075/aral.17038.iwa
Plough, India, Banerjee, Jayanti and Iwashita, Noriko (2018). Interactional competence: genie out of the bottle. Language Testing, 35 (3), 427-445. doi: 10.1177/0265532218772325
Dao, Phung and Iwashita, Noriko (2018). Teacher mediation in L2 classroom task-based interaction. System, 74, 183-193. doi: 10.1016/j.system.2018.03.016
Iwashita, Noriko (2018). Review of Jan H. Hulstijn, Language Proficiency in Native and Non-native Speakers: Theory and Research. Amsterdam, Netherlands: John Benjamins, 2015. 195 pp. ISBN: 9789027213259. Language Testing, 35 (2), 319-322. doi: 10.1177/0265532217701468
Dao, Phung, Iwashita, Noriko and Gatbonton, Elizabeth (2016). Learner attention to form in ACCESS task-based interaction. Language Teaching Research, 21 (4), 454-479. doi: 10.1177/1362168816651462
Iwashita, Noriko (2014). Dimensions of L2 performance and proficiency: complexity, accuracy and fluency in SLA. Language Testing, 31 (3), 389-392. doi: 10.1177/0265532214524157
Philp, Jenefer and Iwashita, Noriko (2013). Talking, tuning in and noticing: Exploring the benefits of output in task-based peer interaction. Language Awareness, 22 (4), 353-370. doi: 10.1080/09658416.2012.758128
Mai Ngoc, Khoi and Iwashita, Noriko (2012). A comparison of learners' and teachers' attitudes toward communicative language teaching at two universities in Vietnam. University of Sydney Papers in TESOL, 7, 25-49.
Iwashita, Noriko (2012). Cross-linguistic influence as a factor in the written and oral production of school age learners of Japanese in Australia. Australian Review of Applied Linguistics, 35 (3), 290-311. doi: 10.1075/aral.35.3.04iwa
Iwashita, Noriko (2010). The effect of intensive recast treatments on the long-term development of less salient structures in Japanese as a foreign language. Nihongo Kyoiku, 146, 18-33.
Iwashita, Noriko and Sekiguchi, Sachiyo (2009). Effects of learner background on the development of writing skills in Japanese as a second language. Australian Review of Applied Linguistics, 32 (1), 03.1-03.20. doi: 10.2104/aral0903
Iwashita, N. (2008). Lexical profiles in EAP speaking task performance. Indonesian Journal of English Language Teaching, 4 (2), 111-121.
Iwashita, N., Brown, A., McNamara, T. and O'Hagan, S. (2008). Assessed levels of second language speaking proficiency: How distinct?. Applied Linguistics, 29 (1), 24-49. doi: 10.1093/applin/amm017
Iwashita, N. (2006). The Role of Task-Based Conversation in the Acquisition of Japanese as a Second Language: Differential Effects of Feedback. Journal of Acquisition of Japanese as a Second Language, 9, 42-61.
Iwashita, N. (2006). Does NS feedback in NS-NNS conversation facilitate SLA?. Journal of Acquisition of Japanese as a Second Language, 9, 42-62.
Iwashita, Noriko (2006). Syntactic complexity measures and their relation to oral proficiency in Japanese as a foreign language. Language Assessment Quarterly: An International Journal, 3 (2), 151-169.
Brown, A., Iwashita, N. and McNamara, T. (2005). An Examination of Rater Orientations and Test Taker Performance on English for Academic Purposes Speaking Tasks. TOEFL Monograph Series, 29, 1-157.
Iwashita, N. and Liem, I (2005). Factors affecting second language achievement in primary school. Australian Review of Applied Linguistics, 28 (1), 36-51. doi: 10.1075/aral.28.1.03iwa
Iwashita, N. (2004). The role of conversation in SLA: Review of studies on negative feedback and directions of future research. Acquisition of Japanese as a Second Language, 7, 163-185.
Iwashita, N. and Grove, E. (2003). A comparison of analytic and holistic scales in the context of a specific- purpose speaking test. Prospect, 18 (3), 25-31.
Iwashita, Noriko (2003). Negative feedback and positive evidence in task-based interaction: Differential affects on L2 development. Studies in Second Language Acquisition, 25 (1), 1-36. doi: 10.1017/S0272263103000019
Elder, C., Iwashita, N. and McNamara, T. (2002). Estimating the difficulty of oral proficiency tasks: What does the test-taker have to offer?. Language Testing, 19 (4), 347-368. doi: 10.1191/0265532202lt235oa
Iwashita, Noriko, McNamara, Tim and Elder, Catherine (2001). Can we predict task difficulty in an oral proficiency test? Exploring the potential of an information processing approach to task design. Language Learning, 51 (3), 401-436. doi: 10.1111/0023-8333.00160
Iwashita, N. (2001). The effect of learner proficiency on corrective feedback and modified output in nonnative-nonnative interaction. System, 29 (2), 267-287.
Brown, Annie and Iwashita, Noriko (1996). Language background and item difficulty: the development of a computer-adaptive test of Japanese. System, 24 (2), 199-206. doi: 10.1016/0346-251X(96)00004-8
Conference Papers
Stell, Annita, Tran, Hao and Iwashita, Noriko (2023). Practice what you teach: Increasing engagement levels with digital tools in L2 teaching methodology course. Australian Review of Applied Linguistics (ALAA), Wollongong, NSW, Australia, 19-22 November 2023.
Spinelli, Franciele, Iwashita, Noriko, Eden, Chilmeng, Jeong, Woojeong and Chen, Wanxi (2022). The impact of L2 learners’ diverse cultural and linguistic backgrounds on small group discussions.. ALANZ/ALAA/ALTAANZ Applied Linguistics Conference 2022, Wellington, New Zealand, 25-27 November 2022. doi: 10.13140/rg.2.2.24052.12163
Spinelli, Franciele, Dianati, Seb and Iwashita, Noriko (2021). How to balance student and staff expectations and experiences. National SaP Roundtable, Sydney, NSW Australia, 23-25th November 2021. Sydney, NSW Australia: University of Western Sydney. doi: 10.13140/rg.2.2.13985.79202
Spinelli, Franciele, Iwashita, Noriko, Nguyễn, Mai and Dao, Phung (2019). L2 teachers generating theories during training: a case study of learner engagement in task-based interaction. 14th University of Sydney TESOL Research Network Colloquium, The University of Sydney, Sydney, Australia, 14 September 2019.
Nguyễn, Mai, Dao, Phung, Iwashita, Noriko and Spinelli, Franciele (2019). L2 teachers generating theories during training: a case study of the concept of learner engagement in L2 task-based interaction. 11th International Language Teacher Education Conference, Minneapolis, MN, United States, 30 May-1 June 2019.
Iwashita, Noriko (2010). Features of oral proficiency in task performance by EFL and JFL learners. Second Language Research Forum, Honolulu, Hawaii, 17-19 October 2008. Somerville, MA, USA: Cascadilla Proceedings Project.
Brown, A and Iwashita, N (1998). The role of language background in the validation of a computer-adaptive test. 17th Annual Language Testing Research Colloquium (LTRC), Long Beach Ca, Mar 24-27, 1995. MAHWAH: LAWRENCE ERLBAUM ASSOC PUBL.
Research Reports
Iwashita, Noriko, Sasaki, Miyuki, Stell, Annita and Yucel, Megan (2021). Japanese stakeholders’ perceptions of IELTS writing and speaking tests and their impact on communication and achievement. IELTS Research Reports Online Series Melbourne, VIC, Australia: British Council, Cambridge English Language Assessment and IDP: IELTS Australia.
Iwashita, Noriko, May, Lyn and Moore, Paul (2017). Features of discourse and lexical richness at different performance levels in the APTIS speaking test. British Council.
Iwashita, Noriko, Rochecouste, Judith, Diaz, Adriana, Hanna, Barbara, Kennett, Belinda and Kim, Sun Hee Ok (2016). Languages literature review: Senior syllabus redevelopment. South Brisbane, Australia: Queensland Curriculum and Assessment Authority.
Iwashita, Noriko and Vasquez, Claudia (2015). An examination of discourse competence at different proficiency levels in IELTS Speaking Part 2. Melbourne, Australia: British Council, Cambridge English Language Assessment, and IDP: IELTS Australia.
Scarino, Angela, Elder, Catherine, Iwashita, Noriko, Kim, Sun Hee Ok, Kohler, Michelle and Scrimgeour, Andrew (2011). Student Achievement in Asian Languages Education - Part 1: Project Report. Canberra, ACT, Australia: Australian Government, Department of Education, Employment and Workplace Relations.