• 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)

2023

Chen, S., Wallace, M.P., Ho, S.I., Chen, Y., Wong, K.L., & de Oliveira, S.C. (2023). Foreign language listening comprehension and listening anxiety. TESL-EJ, 27(2). https://doi.org/10.55593/ej.27106a9

Wallace, M.P., & Ke, H. (2023). Examining the content alignment between language curriculum and a language test in China. TEFLIN, 34, 116-135. http://dx.doi.org/10.15639/teflinjournal.v34i1/116-135

Wang, X., Liu, Q., Pang, H., Tan, S.C., Lei, J., Wallace, M.P., & Li, L. (2023). What matters in AI-supported learning: A study of human interactions using cluster analysis and epistemic network analysis. Computers & Education, 194, 104703. https://doi.org/10.1016/j.compedu.2022.104703

2022

In’nami, Y., Koizumi, R., Cheung, M.W.-L., & Wallace, M.P. (2022). Examining second language listening and metacognitive awareness: A meta-analytic structural equation modeling approach. Language Learning. Early view online. https://doi.org/10.1111/lang.12548

Li, L., Wang, X., & Wallace, M.P. (2022). I determine my learning path, or no? A study of learner control in online video-based learning. Frontiers in Psychology, 13, 973758. https://www.doi.org/10.3389/fpsyg.2022.973758

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

Wallace, M.P. & Ng, J.S.W. (2022). Fairness of classroom assessment approach: Perceptions from EFL students and teachers. English Teaching and Learning. https://doi.org/10.1007/s42321-022-00127-4

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.