Dr Paul Moore
Applied Linguistics Program
Lecturer
School of Languages and Cultures
+61 7 336 56661
Researcher biography
Paul Moore is a lecturer in the postgraduate Applied Linguistics program in The School of Languages and Cultures. Paul's main research interest involves the dynamic influence of learners, tasks and sociocultural context on task-based interaction, performance and development. Recent projects have included sociocognitive interpretations of language test performance, language policy in higher education, and the intersection between language and intercultural communication.
| Featured projects | Duration |
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Revitalising Language Assessment: Sustainable change through international benchmarking and knowledge transfer UQ Teaching Innovation Grant |
Book Chapters
Moore, Paul J. (2022). Task-Based Language Teaching (TBLT) in Japanese EFL Contexts. International Handbook on Education Development in Asia-Pacific. (pp. 1-15) Singapore: Springer Nature Singapore. doi: 10.1007/978-981-16-2327-1_151-1
Iwashita, Noriko, May, Lyn and Moore, Paul J. (2021). Operationalising Interactional Competence in Computer-mediated Speaking Tests. Assessing Speaking in Context. (pp. 283-302) Bristol, United Kingdom: Multilingual Matters. doi: 10.21832/9781788923828-013
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: Channel View Publications.
Moore, Paul (2018). Task-based language teaching. The TESOL Encyclopedia of English Language Teaching. (pp. 1-7) edited by John I. Liontas. Hoboken, NJ, United States: John Wiley & Sons. doi: 10.1002/9781118784235.eelt0175
Levy, Mike and Moore, Paul J. (2017). Language and technology: theory and practice, options and issues in computer-assisted language learning. Language teacher education and technology: approaches and practices. (pp. 19-34) edited by Jeong-Bae Son and Scott Windeatt. London, United Kingdom: Bloomsbury Academic.
Moore, Paul J. (2017). Unwritten rules: code choice in task-based EFL learner discourse in an EMI context in Japan. English medium of instruction in higher education in Asia-Pacific: from policy to pedagogy. (pp. 299-320) edited by Ben Fenton-Smith, Pamela Humphreys and Ian Walkinshaw. Cham, Switzerland: Springer. doi: 10.1007/978-3-319-51976-0_16
Moore, Paul J. and Hampton, Greg (2016). Teacher cognition and action in the design and implementation of intercultural group assessment in higher education. Multi-dimensional transitions of international students to higher education. (pp. 181-199) edited by Jindal-Snape, Divya and Rienties, Bart. Abingdon, Oxon United Kingdom: Routledge. doi: 10.4324/9781315680200
Moore, Paul (2012). Incidental learner-generated focus on form in a task-based EFL classroom. Task-based language teaching in foreign language contexts: research and implementation. (pp. 163-185) edited by Ali Shehadeh and Christine A. Coombe. Amsterdam, The Netherlands: John Bemjamins Publishing Company.
Journal Articles
Arias-Contreras, Carolina and Moore, Paul J. (2022). The role of English language in the field of agriculture: A needs analysis. English for Specific Purposes, 65, 95-106. doi: 10.1016/j.esp.2021.09.002
Moore, Paul J. and Díaz, Adriana (2019). Conceptualizing language, culture and intercultural communication in higher education languages programs. Australian Review of Applied Linguistics, 42 (2), 192-213. doi: 10.1075/aral.00024.moo
Díaz, Adriana and Moore, Paul J. (2019). Introduction: reconceptualizing the intercultural dimension of languages and intercultural communication courses. Australian Review of Applied Linguistics, 42 (2), 121-124. doi: 10.1075/aral.00020.edi
Diaz, Adriana Raquel and Moore, Paul J. (2018). (Re)imagining a course in language and intercultural communication for the 21st century. Intercultural Communication Education, 1 (3), 84-99. doi: 10.29140/ice.v1n3.87
Lu, Shanshan and Moore, Paul (2018). Western-trained Chinese EFL teachers' reflections on Communicative Language Teaching. Asian EFL Journal, 20 (6), 10-32.
Moore, Paul J. and Harrington, Michael (2016). Fractionating English language proficiency: Policy and practice in Australian higher education. Current Issues in Language Planning, 17 (3-4), 385-404. doi: 10.1080/14664208.2016.1212649
Tran, Thi Hao and Moore, Paul (2015). Vietnamese English teachers' perceptions on incorporating world Englishes into their teaching. Language Education in Asia, 6 (2), 107-121. doi: 10.5746/leia/15/v6/i2/a3/tran_moore
Moore, Paul and Hampton, Greg (2014). 'It's a bit of a generalisation, but...': participant perspectives on intercultural group assessment in higher education. Assessment and Evaluation in Higher Education, 40 (3), 390-406. doi: 10.1080/02602938.2014.919437
Moore, Paul J. (2013). An emergent perspective on the use of the first language in the English-as-a-foreign-language classroom. Modern Language Journal, 97 (1), 239-253. doi: 10.1111/j.1540-4781.2013.01429.x
Moore, Paul J. (2012). Supporting the language and learning development of EAL students in Australian higher education. SiSAL Journal, 3 (2), 182-195.
Moore, Paul (2009). Case study research in applied linguistics. Prospect Journal of Applied Linguistics, 24 (3), 61-62.
Shaw, Julie, Moore, Paul and Gandhidasan, Senthilkumar (2007). Educational acculturation and academic integrity: outcomes of an intervention subject for international post-graduate public health students. Journal of Academic Language and Learning, 1 (1), 55-67.
Moore, Paul (1995). Learning and teaching in virtual worlds: implications of virtual reality for education. Australasian Journal of Educational Technology, 11 (2), 91-102. doi: 10.14742/ajet.2078
Conference Papers
Moore, Paul J. (2022). Interaction, technology and speaking assessment. University English Centres Australia Assessment Symposium, Gold Coast, QLD, Australia, 18-22 October 2022.
Moore, P. J., Nguyen, G. and Nguyen, V. (2021). Technology standards in foreign language teacher education in Asia. Technology Standards in Foreign Language Teacher Education in Asia Symposium, University of Queensland, QLD Australia/University of Hanoi, Vietnam, 10 December, 2021.
Moore, P. J. (2019). Languaging across languages in Japanese EFL. Applied Linguistics Association of Australia Conference, Perth, WA Australia, 25-27 November 2019.
Moore, P. J. and Harrington, M. (2019). Learning outcomes in the shared language classroom. Applied Linguistics Association of Australia Conference, Perth, WA Australia, 25-27 November 2019.
Moore, P. J. (2019). A task-based evaluation of Google Translate: Japanese EFL students' perspectives. Translation Technology in Education Conference, Nottingham, United Kingdom, 5 July 2019.
Moore, P. J. (2018). Intercultural teaching. Applied Linguistics Association of Australia Conference , Wollongong, NSW Australia, 26-28 November 2018.
Moore, P. J. (2018). Translanguaging in task-based EFL in Japanese university contexts. TBLT in Asia, Kyoto, Japan, 28 June 2018.
Moore, P. J. (2018). Framing interaction. Research Institute for Learner Autonomy Education, Kanda University, Chiba, Japan, 28 June 2018.
Moore, P. J. (2017). Framing interaction, performance and development in an oral presentation course. Applied Linguistics in the New Millennium: Multiple Theories, Pathways, and Practices: Combined ALAA-ALANZ-ALTAANZ Conference, Auckland, New Zealand, 27-29 November 2017.
Moore, P. J. (2017). Explicating and evaluating learner autonomy and interdependence in face-to-face and technology-mediated contexts. Research Institute for Learner Autonomy Education, Kanda University, Chiba, Japan, 16 November 2017.
Iwashita, N. , May, L. and Moore, P. J. (2017). Features of discourse competence at different performance levels in online speaking test tasks. The Seventh International Conference on Task-Based Language Teaching, Barcelona, Spain, 19-21 April 2017.
Moore, P. J. (2016). Learners’ perspectives on the use of their linguistic resources in task-based interaction. Applied Linguistics Association of Australia (ALAA) Conference , Melbourne, VIC Australia, 5-7 December 2016.
Moore, P. J. (2016). Cohesion in oral language test performance. In the classroom and beyond: Assessing language ability in different contexts, 3rd ALTAANZ conference, Auckland, New Zealand, 17-19 November 2016.
Moore, P. J. (2016). Sociocognition in second language learning. Institute for Advanced Studies in the Humanities, Brisbane, QLD Australia, 28 October 2016.
Moore, P. J. and Díaz, A. R. (2015). Conceptualising intercultural communication in languages programs: stakeholder perspectives. Fourth Combined Conference of the Applied Linguistics Associations of Australia and New Zealand,, Adelaide, SA Australia, 30 November-2 December 2015.
Iwashita, N. , May, L. and Moore, P. J. (2015). Features of discourse competence at different performance levels in the APTIS speaking test. Fourth Combined Conference of the Applied Linguistics Associations of Australia and New Zealand, Adelaide, SA Australia, 30 November-2 December 2015.
Moore, P. J. (2015). A sociocognitive perspective on task-based interaction and performance. 10th University of Sydney TESOL Research Network Colloquium, Sydney, NSW Australia, 4-5 September 2015.
Díaz, A. R. and Moore, P. J. (2015). Can the beast [truly] be tamed? Designing a course in language and intercultural communication in the 21st century. Language and Linguistics Research Seminar Series, Brisbane, QLD Australia, 3 June.
Moore, P. J. and Harrington, M. (2014). Tripartite conceptualizations of English language proficiency in Australian higher education and the role of post-entry language assessment. Assessing second languages: Linking theory, research, policy and practice, 2nd ALTAANZ conference, Brisbane, QLD Australia, 27-29 November.
Moore, P. J. (2014). Unwritten rules: code-switching in task-based EFL learner discourse. The use of English as a medium of instruction in the Asia-Pacific Symposium, Brisbane, QLD Australia, 28-29 March 2014.
Shimada, Noriko and Moore, Paul (2014). Japanese heritage language learners and the NSW high school curriculum: eligibility and other hurdles. 1st National Symposium of Japanese Language Education, Melbourne, Australia, 1-2 November 2012. Chippendale, NSW, Australia: The Japan Foundation, Sydney.
Moore, P. J. and Hampton, G. (2013). Perceptions and experience of intercultural group assessment in higher education. 13th International Diversity in Organizations, Communities and Nations Conference, Casuarina, NT Australia, 26-28 June 2013.
Chatterjee, Meeta and Moore, Paul (2009). Issues of inclusivity for online distance learners: An academic learning support perspective. 4th Asia Pacific Conference on Educational Integrity (4APCEI), University of Wollongong, NSW, 28-30 September 2009. NSW Australia: University of Wollongong.
Research Report
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.