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
  • BA in Business Administration, Piedmont University,

Research Interests

  • second language listening
  • 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)

Wallace, M.P. (2021, accepted). An examination of metacognition and second language listening comprehension. Journal of Language and Education.

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.

Yao, D., & Wallace, M.P. (2021, accepted). Language assessment for immigration: A review of validation research over the last two decades. Frontiers in Psychology.

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.

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

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.