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Dr Noriko Iwashita
Dr

Noriko Iwashita

Email: 
Phone: 
+61 7 336 52381

Overview

Background

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

Availability

Dr Noriko Iwashita is:
Available for supervision

Fields of research

Qualifications

  • Bachelor of Arts, Kobe University
  • Bachelor of Education, La Trobe University
  • Masters (Coursework), University of Melbourne
  • Doctor of Philosophy, University of Melbourne

Works

Search Professor Noriko Iwashita’s works on UQ eSpace

68 works between 1996 and 2024

21 - 40 of 68 works

2019

Conference Publication

L2 teachers generating theories during training: a case study of learner engagement in task-based interaction

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.

L2 teachers generating theories during training: a case study of learner engagement in task-based interaction

2019

Conference Publication

L2 teachers generating theories during training: a case study of the concept of learner engagement in L2 task-based interaction

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.

L2 teachers generating theories during training: a case study of the concept of learner engagement in L2 task-based interaction

2019

Journal Article

The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students

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

The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students

2019

Book Chapter

Development of English question formation in the EFL context of China: recasts or prompts?

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

Development of English question formation in the EFL context of China: recasts or prompts?

2019

Book Chapter

Peer interaction assessment: Overview of research and directions

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.

Peer interaction assessment: Overview of research and directions

2018

Journal Article

Assessing writing ability in a foreign language at secondary school: variation in performance on a communicative writing task

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

Assessing writing ability in a foreign language at secondary school: variation in performance on a communicative writing task

2018

Journal Article

Interactional competence: genie out of the bottle

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

Interactional competence: genie out of the bottle

2018

Journal Article

Teacher mediation in L2 classroom task-based interaction

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

Teacher mediation in L2 classroom task-based interaction

2018

Journal Article

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

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

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

2018

Book Chapter

Grammar and language proficiency

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

Grammar and language proficiency

2018

Book Chapter

Using corrective feedback on writing to enhance Vietnamese learners' autonomy

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

Using corrective feedback on writing to enhance Vietnamese learners' autonomy

2017

Other Outputs

Features of discourse and lexical richness at different performance levels in the APTIS speaking test

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.

Features of discourse and lexical richness at different performance levels in the APTIS speaking test

2017

Book Chapter

The IELTS roller coaster: stories of hope, stress, success and despair

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

The IELTS roller coaster: stories of hope, stress, success and despair

2016

Journal Article

Learner attention to form in ACCESS task-based interaction

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

Learner attention to form in ACCESS task-based interaction

2016

Other Outputs

Languages literature review: Senior syllabus redevelopment

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.

Languages literature review: Senior syllabus redevelopment

2016

Book Chapter

Interactional behaviours of low-proficiency learners in small group work

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

Interactional behaviours of low-proficiency learners in small group work

2015

Other Outputs

An examination of discourse competence at different proficiency levels in IELTS Speaking Part 2

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.

An examination of discourse competence at different proficiency levels in IELTS Speaking Part 2

2014

Journal Article

Dimensions of L2 performance and proficiency: complexity, accuracy and fluency in SLA

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

Dimensions of L2 performance and proficiency: complexity, accuracy and fluency in SLA

2014

Book

Peer interaction and second language learning

Philp, Jenefer, Adams, Rebecca Jane and Iwashita, Noriko (2014). Peer interaction and second language learning. New York, NY, USA: Routledge. doi: 10.4324/9780203551349

Peer interaction and second language learning

2013

Journal Article

Talking, tuning in and noticing: Exploring the benefits of output in task-based peer interaction

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

Talking, tuning in and noticing: Exploring the benefits of output in task-based peer interaction

Funding

Current funding

  • 2024 - 2025
    Predictive validity of Interactive Listening Task of Duolingo English Language Test
    Duolingo English Test Research Grant
    Open grant

Past funding

  • 2020 - 2022
    Adapting CSE for Assessment for Learning in College EFL Writing Classroom (National Education Examinations Authority and British Council grant led by Beijing Institute of Fashion Technology)
    Beijing Institute of Fashion Technology
    Open grant
  • 2019 - 2021
    Japanese stakeholders' perceptions of IELTS writing and speaking tests and their impact on communication and achievement
    International English Language Testing System (IELTS)
    Open grant
  • 2014 - 2017
    Features of discourse and lexical richness at different performance levels in the APTIS speaking test
    British Council, The
    Open grant
  • 2013 - 2014
    An examination of candidate discourse in the IELTS speaking test: Perusing discourse competence at different IELTS levels of proficiency
    IELTS Australia Pty Ltd
    Open grant
  • 2012
    UQ Category 1 Travel Award - Elizabeth Gatbonton
    UQ Travel Awards for International Collaborative Research (Category 1)
    Open grant
  • 2008 - 2009
    Talking, fine tuning and second language learning
    University of Auckland
    Open grant
  • 2008 - 2009
    Oral language production and second language development
    University of Queensland Universitas 21 Anniversary Fellowship
    Open grant
  • 2007
    The measurement of primary traits in second language oral proficiency in second language acquisition research
    UQ Travel Grants Scheme
    Open grant
  • 2007 - 2008
    The patterns of interaction in adult EFL classroom in China: the interrelationship between noticing and types of input
    UQ Early Career Researcher
    Open grant
  • 2005 - 2006
    Investigation of syntactic complexity measures in the oral and written discourse in Japanese
    UQ New Staff Research Start-Up Fund
    Open grant
  • 2005 - 2008
    The measurement of primary traits in second language oral proficiency in second language acquisition research
    ARC Discovery Projects
    Open grant

Supervision

Availability

Dr Noriko Iwashita is:
Available for supervision

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Supervision history

Current supervision

  • Doctor Philosophy

    Factors influencing learners' willingness to communication in the English Syllabus in the Indonesian universities.

    Principal Advisor

    Other advisors: Dr Min Jung Jee

  • Doctor Philosophy

    Assessment of interactional competence at university language course in Vietnam.

    Principal Advisor

    Other advisors: Dr Kayoko Hashimoto

  • Doctor Philosophy

    Developing Asynchronous Multimedia-based instructional framework in the development of English language skills

    Principal Advisor

Completed supervision

Media

Enquiries

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