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- August 2013-August 2017 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
- cognition and learning
- language assessment
- second language teaching and learning
Introduction to linguistics, research methods for applied linguistics, methodology of teaching English as a second language
Matthew Wallace joined the University of Macau in 2017 as a Senior Instructor 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, particularly how cognitive factors influence listening performance and how pedagogical practices aid in improving listening comprehension in second language learners.
- 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. (2018). Fairness and justice in L2 classroom assessment: Perceptions from test takers. The Journal of Asia TEFL, 15, 1051-1064.
Goh, C. C. M., & Wallace, M. (2018). Lexical Segmentation in Listening. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. doi: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.
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. doi: 10.6330
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.