Matthew P. Wallace is an Assistant Professor of Applied Linguistics in the Department of English. Previously, he has worked as a language teacher and curriculum designer in Japan, and as a graduate scholar in Singapore. His research up to this point has focused on second language listening comprehension, language assessment fairness, and language learner motivation. He currently serves as co-Director of the Language Assessment Seminar Research (LASeR) Group (https://fah.um.edu.mo/laser/).
August 2013-July 2018 National Institute of Education, Nanyang Technological University, Singapore, PhD in Applied Linguistics
August 2007-January 2012 Teachers College, Columbia University, MA in TESOL
August 1999-May 2002 Piedmont College, BA in Business Administration
second language listening
language assessment fairness
second language teaching and learning
Courses Regularly Taught
Introduction to linguistics/applied linguistics, research methods for applied linguistics, methodology of teaching English as a second language
Wallace, M.P. (2021, accepted). Metacognitive awareness for listening. In T. Jones & M. Reed (Eds.) Listening in the classroom: Before and beyond note-taking (p. 1-12). New York, NY: TESOL Press.
Wallace, M.P., & Qin, C. Y. (2021, accepted). Language classroom assessment fairness: Perceptions from students. LEARN Journal 14.
Wallace, M. P. (2020). Individual differences in second language listening: Examining the role of knowledge metacognitive awareness, memory, and attention. Language Learning, 71, 1-40. http://www.doi.org/10.1111/lang.12424
Wallace, M. P., & Lee, K. (2020). Examining second language listening, vocabulary, and executive functioning. Frontiers in Psychology, 11(1122). https://doi.org/10.3389/fpsyg.2020.01122
Wallace, M.P., & Leong, E.I.L. (2020). Exploring language learning motivation among primary EFL learners. Journal of Language Teaching and Research, 11(2), 221-230. http://www.doi.org/10.17507/jltr.1102.10
Wallace, M. P. (2018). Fairness and justice in L2 classroom assessment: Perceptions from test takers. The Journal of Asia TEFL, 15, 1051-1064. http://www.doi.org/10.18823/asiatefl.2018.15.4.11.1051
Goh, C. C. M., & Wallace, M. (2018). Lexical segmentation in listening. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. http:www.doi.org/10.1002/9781118784235.eelt0603
Wang, X., Wallace, M. P., & Wang, Q. (2017). Rewarded and unrewarded competition in a CSCL environment: A coopetition design with a social cognitive perspective using PLS-SEM analyses. Computers in Human Behavior, 72, 140-151. https://doi.org/10.1016/j.chb.2017.02.045
Shintani, N., & Wallace, M.P. (2014). The effectiveness of listening support on L2 learners’ L2 listening comprehension ability: A meta-analysis. English Teaching and Learning, 38(3), 73-103. https://doi.org/10.6330/ETL.2014.38.3.03
Underwood, P., & Wallace, M. (2012). The effects of instruction in reduced forms on the performance of low-proficiency EFL university students. Asian EFL Journal, 14(4), 1-24.
Wallace, M. (2012). Searching for a new approach to listening. Accents Asia, 5(1), 8-22.