Dr Paul Moore
Dr

Paul Moore

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Phone: 
+61 7 336 56661

Background

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.

Availability

Dr Paul Moore is:
Available for supervision

Qualifications

  • Bachelor of Arts, University of Wollongong
  • Masters (Coursework) of Education, University of Wollongong
  • Doctor of Philosophy, Macquarie University

Search Professor Paul Moore’s works on UQ eSpace

52 works between 1995 and 2024
All (52) Journal Article (15) Book Chapter (10) Conference Publication (26) Other Outputs (1)

41 - 52 of 52 works

2014

Conference Publication

Tripartite conceptualizations of English language proficiency in Australian higher education and the role of post-entry language assessment

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.

Tripartite conceptualizations of English language proficiency in Australian higher education and the role of post-entry language assessment

2014

Journal Article

'It's a bit of a generalisation, but...': participant perspectives on intercultural group assessment in higher education

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

'It's a bit of a generalisation, but...': participant perspectives on intercultural group assessment in higher education

2014

Conference Publication

Unwritten rules: code-switching in task-based EFL learner discourse

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.

Unwritten rules: code-switching in task-based EFL learner discourse

2014

Conference Publication

Japanese heritage language learners and the NSW high school curriculum: eligibility and other hurdles

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.

Japanese heritage language learners and the NSW high school curriculum: eligibility and other hurdles

2013

Conference Publication

Perceptions and experience of intercultural group assessment in higher education

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.

Perceptions and experience of intercultural group assessment in higher education

2013

Journal Article

An emergent perspective on the use of the first language in the English-as-a-foreign-language classroom

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

An emergent perspective on the use of the first language in the English-as-a-foreign-language classroom

2012

Journal Article

Supporting the language and learning development of EAL students in Australian higher education

Moore, Paul J. (2012). Supporting the language and learning development of EAL students in Australian higher education. SiSAL Journal, 3 (2), 182-195.

Supporting the language and learning development of EAL students in Australian higher education

2012

Book Chapter

Incidental learner-generated focus on form in a task-based EFL classroom

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. doi: 10.1075/tblt.4.12moo

Incidental learner-generated focus on form in a task-based EFL classroom

2009

Journal Article

Case study research in applied linguistics

Moore, Paul (2009). Case study research in applied linguistics. Prospect Journal of Applied Linguistics, 24 (3), 61-62.

Case study research in applied linguistics

2009

Conference Publication

Issues of inclusivity for online distance learners: An academic learning support perspective

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.

Issues of inclusivity for online distance learners: An academic learning support perspective

2007

Journal Article

Educational acculturation and academic integrity: outcomes of an intervention subject for international post-graduate public health students

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.

Educational acculturation and academic integrity: outcomes of an intervention subject for international post-graduate public health students

1995

Journal Article

Learning and teaching in virtual worlds: implications of virtual reality for education

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

Learning and teaching in virtual worlds: implications of virtual reality for education

Past funding

  • 2016 - 2018
    Revitalizing language assessment: Sustainable change through international benchmarking and knowledge transfer
    UQ Teaching Innovation Grants
    Open grant
  • 2014 - 2017
    Features of discourse and lexical richness at different performance levels in the APTIS speaking test
    British Council, The
    Open grant

Availability

Dr Paul Moore is:
Available for supervision

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Supervision history

Current supervision

  • Doctor Philosophy

    Making Covert Learning Processes Overt with Student-Led Assessments and Assessment-Literate Teachers within an Assessment as Learning Framework

    Associate Advisor

    Other advisors: Dr Noriko Iwashita

  • Doctor Philosophy

    The influence of mediated mobile-based dynamic assessment on EFL students' writing

    Associate Advisor

    Other advisors: Dr Barbara Hanna

Completed supervision

Enquiries

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