Email

mpwallace@um.edu.mo

Tel

(853) 8822 8919

Office

E21-4098

Consultation Hours

Tuesdays/Wednesdays 14:00-15:00

Matthew P. WALLACE

Introduction

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/).

Education

  • PhD, Applied Linguistics, Nanyang Technological University, Singapore
  • MA in TESOL, Teachers College, Columbia University, USA
  • BA in Business Administration, Piedmont University, USA

Research Interests

  • second language listening comprehension
  • language assessment fairness
  • learner motivation

Courses Regularly Taught

  • AHGC7308 Special Topics in Applied Linguistics
  • AHGC7396 Applied Thesis/AHGC7399 Academic Thesis
  • ENGL4001 Graduation Project
  • ENGL781 Methodology of Teaching English as a Second Language
  • ENGL891 Practice of Scholarship
  • ENGL7001 Linguistics Research Methods
  • ENGL7015 Special Topics in Linguistics
  • ENGL7533 Understanding and Interpreting Research
  • LING702 Language and Linguistics
  • LING704 Research Methods in Applied Linguistics

  • American Association for Applied Linguistics (AAAL)
  • TESOL International Association
  • International Language Testing Association (ILTA)
  • Asian Association for Language Assessment (AALA)
  • Japanese Association for Language Teachers (JALT)
  • Singapore Association for Applied Linguistics (SAAL)

2022

Liu, L., Wang, X., & Wallace, M.P. (accepted). I determine my learning path, or no? A study of learner control in online video-based learning. Frontiers in Psychology.

Liwei, N., Wang, X., Wallace, M.P., Pang, H., & Xu, Y. (2022). Digital learning of EFL among young learners: How are approaches to learning linked to digital competence and technostress. Journal of Computer Assisted Learning, Early view online. https://doi.org/10.1111/jcal.12679

Wallace, M.P. (2022). Individual differences in second language listening: Examining the role of knowledge, metacognitive awareness, memory, and attention. Language Learning, 72, 5-44. https://www.doi.org/10.1111/lang.12424

Wang, X., Pang, H., Wallace, M.P., Wang, Q., & Chen, W. (2022). Learners’ perceived AI presences in AI-supported learning: A study of AI as a humanized agent from Community of Inquiry. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2022.2056203

Zeng, Y., Lu, Q, Wallace, M.P., Guo, Y., Fan, C-W, & Chen, X. (2022). Understanding sustainable development of English vocabulary acquisition: Evidence from Chinese EFL learners. Sustainability, 14, 6532. https://doi.org/10.3390/su14116532

Zeng, Y., Wallace, M.P., Fan, C-W., & Guo, Y. (2022). University students’ attitudes towards English as a lingua franca in a multilingual sustainable society. Sustainability, 14, 4435. https://doi.org/10.3390/su14084435

2021

Wallace, M.P. (2021). Exploring the relationship between L2 listening comprehension and metacognition after controlling for vocabulary knowledge. Journal of Language and Education, 7(3), 103-116. https://doi.org/10.17323/jle.2021.12685

Wallace, M.P. (2021). Metacognitive awareness for listening. In M. Reed & T. Jones (Eds.) Listening in the classroom: Teaching students how to listen (pp. 1-12). New York, NY: TESOL Press.

Wallace, M.P., & Qin, C. Y. (2021). Language classroom assessment fairness: Perceptions from students. LEARN Journal, 14, 492-521.

Wallace, M., Chen, W., Zhou, S., & Fu, S. (2021). Self-identity changes among Chinese EFL undergraduate students. Language Related Research, 12(5), 53-78. https://doi.org/10.29252/LRR.12.5.3

Wallace, M.P., Li, V.M., Cuishi, T.H., & He, N.C. (2021). Metacognitive strategy use for EFL readers: Differences in gender and reading ability. TESL-EJ, 25(2), 1-22. https://www.tesl-ej.org/wordpress/issues/volume25/ej98/ej98a8/

Yao, D., & Wallace, M.P. (2021). Language assessment for immigration: A review of validation research over the last two decades. Frontiers in Psychology, 12, 773132. https://www.doi.org/10.3389/fpsyg.2021.773132

2020

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

2018

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

–2017

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.