Articles and book chapters

Reinders, H. (author), Ryan, S. (consultant), Thomas, N. (consultant), Phung, L. (consultant) (2023). The key to self-regulated learning: A systematic approach to maximising its potential. Oxford University Press. You can download the position paper here.

Reinders, H. Supporting refugees. A primer for language teachers. Oxford University Press. .

Reinders, H.(2023). Willingness to lead. A framework for language teacher leadership development. In Reinders, H. (Ed.), Language teacher leadership. Insights from theory and practice, (pp. 1-18). Palgrave Macmillan.

Reinders, H., Lee, B. & Bonner, E. (2023). Tracking learner engagement in the L2 classroom with experience sampling. Research Methods in Applied Linguistics, 2(2). You can download the article here.

Reinders, H., Chong, S. W., & Qi, L. (2023). A protocol for a scoping review on conceptualisations of and research on language teacher leadership. Database of Education Systematic Reviews. You can download the article here

Hays, J., & Reinders, H. (2023). Discontinuity, Sustainability, and Critical Learnership: Development, Dynamics, and Demand. In Handbook of research on implications of sustainable development in higher education (pp. 115-143). IGI Global.

Gregersen, T. & Reinders, H. (2023). Teacher leadership for teacher wellbeing. In Reinders, H. (Ed.), Language teacher leadership. Insights from theory and practice. (forthcoming). Palgrave Macmillan.

Foster, H., & Reinders, H. (2023). Of Horses and water: Giving learners free Rein in developing their autonomy. REFLections, 30(2), 363–382. You can download the article here

Tweed, A. & Reinders, H. (2023). Agency and affordances in study abroad. Education Sciences, 13(4):327. https://doi.org/10.3390/educsci13040327

Chong, S.W., Reinders, H. (2023). Learning-oriented language assessment. Insights for evidence-based practices. In: S.W. Chong & H. Reinders (Eds.), Innovation in learning-oriented language assessment (pp. 1-11). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-18950-0_1

Reinders, H. & Chong, S-W. (2023). Computer-assisted language learning. . In C. A. Chapelle & M. Sato (Eds.), The Encyclopedia of applied linguistics, second edition: Instructed second language acquisition. Wiley-Blackwell.

Lin, L. & Reinders, H. (2023). Development and content validation of an e-portfolio to assess and promote learner autonomy. In: S.W. Chong & H. Reinders (Eds.), Innovation in learning-oriented language assessment (pp. 311-330). Palgrave Macmillan.

Stewart, G. & Reinders, H. (2023). Metacognition and self-awareness: The impact of one language teacher’s reflection about his instructional delivery and his personality on his self-awareness and his metacognition. Studies in Language Teacher Education, 2(1) (67-93).

Mideros, D., Roberts, N., Carter, B-A. & Reinders, H. (2023). Foreign language learning and teaching in the Southern Caribbean: Future directions. In: D. Mideros, N. Roberts, B-A. Carter & H. Reinders (Eds.), Innovation in language learning and teaching: The case of the Southern Caribbean (pp. 1-23) (forthcoming). Palgrave Macmillan.

Reinders, H. & Chong, S.W. (2023). Computer-assisted-language learning (CALL) as a pedagogical framework. In: C. Chappelle (Ed.), Enyclopaedia of applied linguistics. Wiley (forthcoming).

Clark, K. & Reinders, H. (2023). Learning (far) beyond the classroom. An exploratory study of self-Directed Learning Activities and strategies of adult L2 Learners in Japan. Relay Journal. You can read the article here.

Zou B, Reinders H, Thomas M and Barr D (2023). Editorial: Using artificial intelligence technology for language learning. Front. Psychol. 14:1287667. doi: 10.3389/fpsyg.2023.1287667

Mideros, D., Roberts, N., Carter, B-A. & Reinders, H. (2023). Foreign language education in the Southern Caribbean: An overview. In: D. Mideros, N. Roberts, B-A. Carter & H.Reinders (Eds.), Innovation in language learning and teaching: The case of the Southern Caribbean (pp. 210-227) (forthcoming). Palgrave Macmillan.

Reinders, H. (2022). Making sense of big (and not so big) data with language learning analytics. In: P. Watkins (Ed.), Better learning research review, (pp. 91-102). Cambridge University Press.

Reinders, H., Dudeney, G., & Lamb, M. (2022). Using technology to motivate learnersem>. Oxford University Press. You can read the position paper here.

Reinders, H. (2022). Teacher leadership. In: L. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Wiley.

Nakamura, S., Reinders, H. & Darasawang, P. (2022). A classroom-based study on the antecedents of epistemic curiosity in L2 learning. Journal of Psycholinguistic Research, 51(2), 293-308. You can read the article here.

Chong, S.W. & Reinders, H. (2022). Autonomy of English language learners: A scoping review of research and practice. Language Teaching Research. You can read the article here.

Reinders, H. & Nakamura, S. (2022). Engagement in language learning and teaching. In: S. Mercer & T. Gregersen (Eds.), The Routledge handbook of psychology of language learning (pp. 137-148). Routledge.

Jitpaisarnwattana, N., Darasawang, P. & Reinders, H. (2022). Understanding Affordances and Limitations in a Language MOOC from an Activity Theory Perspective. Research and Practice in Technology Enhanced Learning, 17(9). You can read the article here.

Reinders, H., Lai, C. & Sundqvist, P. (2022). Language learning and teaching beyond the classroom. In: H. Reinders, C. Lai & P. Sundqvist (Eds.), The Routledge handbook of language teaching and learning beyond the classroom (pp. 1-6). Routledge.

Chong, S.W., Khan, A. & Reinders, H. (2022). A Critical Review of Design Features of LMOOCs. Computer-assisted Language Learning. DOI: 10.1080/09588221.2022.2038632. You can read the article here.

Bonner, E., Garvey, K., Miner, M., Godin, S. & Reinders, H. (2022). Measuring real-time learner engagement in the Japanese EFL classroom. Innovation in Language Learning & Teaching. DOI: 10.1080/17501229.2021.2025379 You can read the article here.

Nakao, N. & Reinders, H. (2022). “This is the end.” A longitudinal case study of a Japanese learner’s experience and regulation of anxiety. Education Sciences, 12(1), 25. You can read the article here.

Jitpaisarnwattana, N. & Reinders, H. (2022). Language MOOCs. In: L. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Wiley.

Jitpaisarnwattana, N., Darasawang, P. & Reinders, H. (2022). Delving into personalisation behaviours in a language MOOC. International Journal of Learning, 21(1): 92-109. You can read the article here.

Stewart, G. & Reinders, H. (2022). Teacher Cognition and Change: Implementing Active Learning in a Japanese English Language Course. Explorations in Teacher Development, 28(3), 3-20. You can read the article here

Allahyar, N., Zarrinabadi, N. & Reinders, H. (2022). How teachers’ perceptions of learners’ willingness to communicate affect frequency and method of turn allocation, Language Teaching Research Quaterly, 30: 56-68. You can read the article here.

Nakamura, S., Phung, L. & Reinders, H. (2021). The effect of learner choice on L2 task engagement. Studies in Second Language Acquisition, 43(2), 428-441.

Nakamura, S., Darasawang, P. & Reinders, H. (2021). The antecedents of boredom in L2 classroom learning. System, (98), 1-15.

Reinders, H. & Lan, Y. (2021). Big data in language education. Foreword to the special issue. Language Learning & Technology, 25(1), 1-3. You can read the article here.

Chong, S. & Reinders, H. (2021). Re(de)fining “quality”: A methodological review of qualitative research syntheses in CALL. System, 103. You can read the article here.

Jitpaisarnwattana, N., Reinders, H., & Darasawang, P. (2021). Learners’ Perspectives on Interaction in a Language MOOC. Jaltcall Journal, 17(2), 158-182. You can read the article here.

Jitpaisarnwattana, N., Darasawang, P. & Reinders, H. (2021). Understanding the effects of personalization and social interaction. Online Learning Journal, 25(4), 324-343.

Nakamura, S., Darasawang, P. & Reinders, H. (2021). A practitioner study on the implementation of strategy instruction for boredom regulation. Language Teaching Research. You can read the article here.

Reinders, H. & Bailey, K. (2021). Assessing and evaluating language learning beyond the classroom. In: P. Winke & T. Brunfaut (Eds.), The Routledge Handbook of Second Language Acquisition and Language Testing (pp. 371-381). Routledge.

al-Busaidi, S., Yusuf, T. & Reinders, H. (2021). A Model for Implementing Problem-Based Language Learning. Experiences from a seven-year journey. International Journal of Learning, Teaching and Educational Research, 20(1), 1-22. You can read the article here.

Jitpaisarnwattana, N., Darasawang, P. & Reinders, H. (2021). Defining Success in a Language MOOC from Learners’ Perspectives. International Journal of Computer-Assisted Language Learning and Teaching, 12(1). You can read the article here

Saeed, H. & Reinders, H. (2021). The differential impact of the timing of form-focused instruction on the acquisition of the past counterfactual conditional and framing expressions for English questions. Journal of Second Language Studies, 4(1), 19-47.

Hays, J. & Reinders, H. (2021). Viability of the sustainable development ecosystem. In: M. Khosrow-Pour (Ed.), Encyclopedia of organizational knowledge, administration, and technologies, 812-830. IGI.

Reinders, H. (2021). Teaching research ethics. In: C. Coombe, L. Hiasat, D. Johnson & W. Dastakeer (Eds.), Activities for the teaching of research skills.. Abu Dhabi: TESOL Arabia Publications (forthcoming).

Reinders, H., & Benson, P. (2021). Learning beyond the classroom. In: H. Mohebbi & C. Coombe (Eds.), Research questions in language education: A reference guide for teachers, (pp. 227-230). Springer.You can read (part of) the article here.

Darasawang, P. & Reinders, H. (2021). Willingness to communicate and second language proficiency: A correlational study. Education Sciences, 11(9), 518-230. You can read the article here.

Reddy, L., Baghaei, N., Reinders, H., Ahmed, A., & Sardareh, S. A. (2021). Persuasion via gamification: Supporting positive behaviour for learning (PB4L) school-wide pedagogy. Set: Research Information for Teachers, (2), 20-25.

Reinders, H. & Hays, J. (2020). Creativity and criticality in presencing. In: Gunnlausson, O. & W. Brendel (Eds.), Advances in Presencing: Volume 2 (pp. 393-420). Triofoss Press.

Reinders, H. (2020). A framework for learning beyond the classroom. In: Raya, M. & F. Vieira (Eds.), Autonomy in Language Education: Theory, Research, and Practice (pp. 63-73). Routledge.

Chong, S. W. & Reinders, H. (2020). Technology-mediated task-based language teaching: A qualitative research synthesis, Language Learning & Technology, 24(3), 70-86. You can read the article here.

Hays, J. & Reinders, H. (2020). Sustainable learning and education: A curriculum for the future, UNESCO International Review of Education - Journal of Lifelong Learning, 66(1), 29-52.

Reinders H. (2020). Fostering Autonomy: Helping Learners Take Control. English Teaching, 75(2), 135-147. You can read the article here.

Phung, L., Nakamura, S. & Reinders H. (2020).The effect of choice on affective engagement: Implications for task design. In: P. Hiver, S. Mercer & A. Al-Hoorie (Eds.), Student engagement in the language classroom (pp. 163-181). Multilingual Matters.

Insaboom, C., Darasawang, P., & Reinders, H. (2020). Teachers' Practices in fostering learner autonomy in a Thai university context. Journal of Language Teaching and Research, 11(2), 194-203. You can read the article here.

Reinders, H., & Lewis, M. (2020). Preparing for retirement. In: C. Coombe, N. Anderson, & L. Stephenson (Eds.), Professionalizing your English language teaching. New York: Springer (429-435).

Littlejohn, A. & Reinders, H. (2020). The world needs you: Sharing your work and getting published. In: C. Coombe, N. Anderson, & L. Stephenson (Eds.), Professionalizing your English language teaching (pp. 361-372). Springer.

Stockwell, G. & Reinders, H. (2019). Technology, Motivation and Autonomy, and Teacher Psychology in Language Learning: Exploring the Myths and Possibilities. Annual Review of Applied Linguistics, 39, 40–51.

Jitpaisarnwattana, N., Reinders, H., & Darasawang, P. (2019). Language MOOCs: An expanding field. Technology in Language Teaching & Learning, 1(1), 21-32. You can read the article here

Lin, L., & Reinders, H. (2019). Students’ and teachers’ readiness for autonomy: Beliefs and practices in developing autonomy in the Chinese context. Asia Pacific Education Review, 20(1), 69-89.

Chong, S. W. I., Mynard, J., & Reinders, H. (2019). Learner autonomy search engine & repository (LASER). Relay Journal, 2(1), 212-217.

Ryan, S., Nakamura, S., & Reinders, H. (2019). Innovation in Japan: Looking to the Future. In: H. Reinders, S. Ryan & S. Nakamura (Eds.), Innovation in language teaching: The case of Japan (pp. 1-8). Palgrave.

Reinders, H., Nakamura, S. & Ryan, S. (2019). The Scope of Innovation in Japanese Language Education. In: H. Reinders, S. Ryan & S. Nakamura (Eds.), Innovation in language teaching: The case of Japan (pp. 283-289). Palgrave.

Phung, L., Nakamura, S., & Reinders, H. (2019). Learner engagement and subjective responses to tasks in an EFL context. Applied Linguistics Forum, TESOL International, March 2019.

Reinders, H. (2018). Learning analytics for language learning and teaching. JALT CALL Journal, 14(1), 35-44. You can read the article here.

Alroe, M., & Reinders, H. (2018). Is L2 vocabulary better learned via context or via translation? Journal of Instructed Second Language Acquisition, 2(1), 39-60. You can read the paper here.

Chotipaktanasook, N., & Reinders, H. (2018). A massively multiplayer online role-playing game and its effects on interaction in the second language: Play, interact, and learn. In B. Zou, & M. Thomas (Eds.), Handbook of research on integrating technology into contemporary language learning and teaching (pp. 367-389). IGI Global.

Reinders, H. (2018). Autonomy and technology. In: L. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-6). Wiley. You can read the article here.

Reinders, H. (2018). Teacher resistance and resilience. In: L. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Wiley.

Hays, J., & Reinders, H. (2018). Critical Learnership: A new perspective on learning. International Journal of Learning, Teaching and Educational Research 17(1), 1-25. You can read the article here.

Bonner, E., & Reinders, H. (2018). Augmented and virtual reality in the classroom: Practical ideas. Teaching English With Technology, 18(3), 33-53. You can read the article here.

Jitpaisarnwattana, N., & Reinders, H. (2018). Language MOOCs. What teachers should know. Modern English Teacher, 27(2), 46-49.

Reinders, H., & Mohebbi, H. (2018). Written corrective feedback: The road ahead. Language Teaching Research Quarterly, 6(1), 1-6. You can read the article here.

Reinders, H., & Benson, P. (2017). Language learning beyond the classroom: A research agenda. Language Teaching, 50(4), 561-578. You can read the article here. You can also watch a short video here.

Reinders, H. (2017). Digital games and second language learning. In: S. May & S. Thorne (Eds.), Encyclopedia of language and education (volume 9: Language, education, and technology) (pp. 1-15). Springer. You can read the article here.

Reinders, H., & Stockwell, G. (2017). Computer-assisted second language acquisition. In: S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 361-365). Routledge. You can read the article here.

Reinders, H., & White, C. (2017). Re-imagining the margins: Exploring the transformative potential of technology and out-of-class learning. In: C. Nicolaides & W. Magno (Eds.), Innovations and challenges in applied linguistics and learner autonomy (pp. 167-182). Pontes Editores.

Reinders, H., (2017). An introduction to language teaching with technology. In: M. Thomas, M. Peterson, H. Reinders & J. Sykes (Eds.), Digital language learning and teaching: Critical and primary sources. Volumes I – IV (pp. 1-6). Bloomsbury.

Reinders, H. (2017). A positive approach to dealing with teacher resistance. Modern English Teacher, 26(3), 20-22.

Reinders, H. (2017). Moving from teacher resistance teacher-leadership. Modern English Teacher, 26(2), 74-76.

Thomas, M., Reinders, H., & Gelan, A. (2017). Learning analytics in online language learning: Challenges and future directions. In: L. Wong & K. Hyland (Eds.), Faces of English (pp. 197-212). Routledge. You can read the chapter here.

Nunan, D., Reinders, H., & Zou, B. (2017). Foundations for change: Innovation in language teaching in China. In H. Reinders, D. Nunan, & B. Zou (Eds.), Innovation in language education: The case of China (pp. 3-16). Palgrave Macmillan.

Zou, B., & Reinders, H. (2017). Using corpora to investigate Chinese university EFL learners. In H. Reinders, D. Nunan, & B. Zou (Eds.), Innovation in language education: The case of China (pp. 245-260). Palgrave Macmillan.

Lin, L., & Reinders, H. (2017). Assessing learner autonomy: Development and validation of a localised scale. In H. Reinders, D. Nunan, & B. Zou (Eds.), Innovation in language education: The case of China (pp. 307-328). Palgrave Macmillan. You can download the chapter here.

Reinders, H., & Pegrum, M. (2016). Supporting language learning on the move. An evaluative framework for mobile language learning resources. In: B. Tomlinson (Ed.), Second language acquisition research and materials development for language learning (pp. 221-233). Taylor & Francis. You can download the chapter here.

Reinders, H., & White, C. (2016). Twenty years of learner autonomy and technology: How far have we come and where to next? Language Learning & Technology, 20(2),143-154, special 20 year anniversary issue. You can read the article here.

Chotipaktanasook, N., & Reinders, H. (2016). Willingness to communicate in social media: An investigation of the long-term effects. Asian EFL Journal, 18(4), 5-24.

Vongsila, V., & Reinders, H. (2016). Making Asian learners talk: Encouraging willingness to communicate. RELC Journal, 47(3), 331-347. You can download the article here.

Reinders, H., & Wattana, S. (2015). The effects of digital game play on second language interaction. International Journal of Computer-Assisted Language Learning and Teaching, 5(1), 1-21. You can read the article here.

Reinders, H., & Wattana, S. (2015). Affect and willingness to communicate in digital game-based learning. ReCALL, 27(1), 38-57. You can read the article here.

Darasawang, P., Reinders, H., & Waters, A. (2015). Innovation in practice: Lessons from Thailand. In: P. Darasawang, & H. Reinders (Eds.), Innovation in language education: The case of Thailand (pp. 1-14). Palgrave Macmillan.

Watson Todd, R., Darasawang, P., & Reinders, H. (2015). Innovation in Language Teaching: Lessons Learned. In: P. Darasawang, & H. Reinders (Eds.), Innovation in language education: The case of Thailand (pp. 160-168). Palgrave Macmillan.

Reinders, H., Lakarnchua, O., & Pegrum, M. (2015). A trade-off in learning: Mobile augmented reality for language learning. In: M. Thomas, & H. Reinders (Eds.), Task-based language teaching in Asia, (pp. 244-256). Bloomsbury.

Cheep-Aranai, R., & Reinders, H. (2015). Implementing play-based language learning with children: From potential to practice. In: P. Darasawang & H. Reinders (Eds.), Innovation in language education: The case of Thailand (pp. 141-159). Palgrave Macmillan.

Cheep-Aranai, R., & Reinders, H. (2015). The Facebook novel. Digital storytelling for oral communication. In M. Lewis & H. Reinders (Eds.), New ways in teaching adults (pp. 23-25). TESOL.

Viriya, C., & Reinders, H. (2015). Taking the classroom to the streets. Creating an augmented reality campus tour. In M. Lewis, & H. Reinders (Eds.), New ways in teaching adults (pp. 178-180). TESOL.

Alroe, M., & Reinders, H. (2015). The role of translation in vocabulary acquisition: a replication study. The Eurasian Journal of Applied Linguistics, 1(1), 39-58.

Wichayathian, N., & Reinders, H. (2015). A Teacher’s perspective on autonomy and self-access: From theory to perception to practice. Innovation in Language Learning and Teaching, 12(2): 89-104. You can read the article here.

Reinders, H. (2014). Personal learning environments for supporting out-of-class language learning. ELT Forum, 52(4), 14-19. You can read the article here.

Reinders, H. (2014). Backchannelling in the language classroom: improving student attention and retention with feedback technologies. The Journal of Language Teaching and Learning, 4(2), 84-91. You can read the article here.

Reinders, H., & Wattana, S. (2014). Can I say something? The effects of digital game play on willingness to communicate. Language Learning & Technology, 18(2), 101-123. You can read the article here.

Reinders, H. (2014). Touch and gesture-based language learning: some possible avenues for research and classroom practice. Teaching English with Technology Journal, 14(1), 3-8. You can read the article here.

Lakarnchua, O., & Reinders, H. (2014). Implementing mobile language learning with an augmented reality activity. Modern English Teacher, 23(2), 42-50. You can read the article here.

Reinders, H. (2013). Self-access and independent learning centres. In Chapelle, C. (Ed.), The encyclopaedia of applied linguistics. Wiley-Blackwell.

Cho, M., & Reinders, H. (2013). The effects of aural input enhancement on L2 acquisition. In J. Bergsleithner, S.Frota, & J. Yoshioka (Eds.), Noticing and second language acquisition: Studies in honor of Richard Schmidt (pp. 123-138). University of Hawai‘i, National Foreign Language Resource Center. You can read the chapter here.

Reinders, H., Cho, M., & Lewis, M. (2013). Managing affect in online supervision. New Zealand Studies in Applied Linguistics, 19(1), 21-34. You can read the article here.

Reinders, H., & Loewen, S. (2013). Autonomy and language learning behaviour: The role of student initiation and participation in L2 classrooms. Study in English Language Teaching, 1(1), 1-7.

Reinders, H., Cho, M., & Lewis, M. (2013). What happens in PhD supervision? Types and frequency of written feedback. rEFLections, 15, 30-42.

Reinders, H. (2013). From coursebook to sourcebook. Maintaining teacher autonomy. ELTWO Journal, 5(1).

Khojasteh, L., & Reinders, H. (2013). How textbooks (and learners) get it wrong. A corpus study of modal auxiliary verbs. Journal of Applied Research in English, 1(3), 33-44.

Reinders, H. (2013). Language learning on the go. The potential of location data for language learning and teaching. Modern English Teacher, 22(2), 33-37. You can read the article here.

Reinders, H., & Hubbard, P. (2013). CALL and autonomy. Affordances and constraints. In M. Thomas, H. Reinders, & M. Warschauer, M. (Eds.), Contemporary CALL (pp. 359-376). Continuum. You can read the article here.

Thomas, M., Reinders, H., & Warschauer, M. (2013). The role of digital media and incremental change. In M. Thomas, H. Reinders, & M. Warschauer, M. (Eds.), Contemporary CALL (pp. 1-12). Bloomsbury.

Reinders, H. (2012). Blended and online instruction. In A. Burns, & J. Richards (Eds.), Guide to second language pedagogy (pp. 287-294). Cambridge University Press. You can read the article here.

Reinders, H. (2012). Towards a definition of intake in second language acquisition. Journal of Applied Research in English, 1(2), 15-36. You can read the article here.

Reinders, H., & Wattana, S. (2012). Talk to me! Games and students’ willingness to communicate. In H. Reinders (Ed.), Digital games in language learning and teaching (pp. 156-188). Palgrave Macmillan.

Reinders, H. (2012). The end of self-access? From walled garden to public park. ELTWO Journal, 4. You can read the article here.

Reinders, H. (2012). Advising in context: towards pedagogical and institutional integration. In J. Mynard, & L. Carson (Eds.), Advising in language learning: Dialogue, tools and context. (pp. 170-184). Longman. You can download the article here.

Reinders, H., & Darasawang, P. (2012). Diversity in Language Support. In G. Stockwell (Ed.), Computer-assisted language learning: Diversity in research and practice (pp. 49-70). Cambridge University Press.

Reinders, H., & Wattana, S. (2011). Learn English or die: The effects of digital games on interaction and willingness to communicate in a foreign language. Digital Culture and Education, 3(1), 4-28.

Reinders, H. & Cho, M. (2011). Encouraging informal language learning with mobile technology: does it work?. Journal of Second Language Teaching and Research, 1(1), 3-29. You can read the article here.

Reinders, H. (2011). Digital storytelling in the language classroom. ELTWO Journal, 3. You can read it here.

Reinders, H., & Lazaro, N. (2011). Beliefs, identity and motivation in implementing autonomy. The teacher’s perspective’. In G. Murray, A. Gao, & T. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp. 125-144). Multilingual Matters. You can read the article here.

Reinders, H., & Balcikanli, C. (2011). Do classroom textbooks encourage learner autonomy? Novitas, 5(2), 265-272. You can read the article here.

Reinders, H. (2011). Towards an operationalisation of autonomy. In A. Ahmed, G. Cane, & M. Hanzala (Eds.), Teaching English in multilingual contexts: Current challenges, future directions (pp. 37-52). Cambridge Scholars Publishing. You can download the article as a pdf here.

Reinders, H. & Balcikanli, C. (2011). Learning to foster autonomy: the role of teacher education materials. Studies in Self-Access Learning, 2(1), 15-25. You can read or download the article here.

Reinders, H., & Cho, M. (2010). Extensive Listening Practice and Input Enhancement Using Mobile Phones: Encouraging Out-of-Class Learning with Mobile Phones. Tesl-EJ, 14(2). You can read the article here.

Reinders, H., & White, C. (2010). ‘The theory and practice of technology in materials development and task design’. In N. Harwood (Ed.), Materials in ELT: Theory and practice (pp. 58-80). Cambridge University Press. You can download the chapter here.

Reinders, H. (2010). Towards a classroom pedagogy for learner autonomy: A framework of independent language learning skills. Australian Journal of Teacher Education, 35(5), 40-55. You can read the article here.

Darasawang, P., & Reinders, H. (2010). Encouraging autonomy with an online language support system. CALL-EJ, 11(2). You can read the article here.

Thomas, M., & Reinders, H. (2010). Deconstructing tasks and technology. In M. Thomas, & H. Reinders (Eds.), Task-based language teaching and technology (pp. 1-16). Continuum.

Reinders, H. (2010). 20 Ideas for Using Mobile Phones in the Language Classroom. ELT Forum, 46(3), 20-25 and 33. You can read the article here.

Reinders, H. (2010). Proofreading and revising your work. An activity for fostering autonomy. ELTWO Journal, 2.

Reinders, H., Sakui, K., & Akakura, M. (2010). Roles in language advising and fostering autonomy: a journal study. Hasald / HKUST.

Reinders, H. (2009). Learner uptake and acquisition in three grammar-oriented production activities. In Language Teaching Research, 13(2), 201-222. Direct link here.

Reinders, H., & Ellis, R. (2009). The effects of two types of positive enhanced input on intake and L2 acquisition. In R. Ellis, S. Loewen, R. Erlam, J. Philp, C. Elder, & H. Reinders (Eds.), Implicit and explicit knowledge in a second language (pp. 281-302). Clevedon: Multilingual Matters.

Reinders, H. (2009). Technology and second language teacher education. In A. Burns, & J. Richards (Eds.), Cambridge guide to second language teacher education (pp. 230-238). Cambridge University Press.

Reinders, H., & Lewis, M. (2009). Podquests: Language games on the go. In M. Andreade (Ed.), Language games (pp. 71-78). ESOL. Available online here.

Reinders, H. (2009). Teaching (with) technology. The scope and practice of teacher education for technology. Prospect, 24(3), 15-23. You can read the article here.

Reinders, H. (2009). Using computer games to teach writing. English Teaching Professional, 63(July), 56-58. You can read the article here.

Reinders, H. (2008). The what, why, and how of language advising. MexTESOL, 32(2), 13-22. You can read the article here or download it here.

Reinders, H. (2008). The effects of implicit and explicit instructions on acquisition of two English grammatical structures. Korean Journal of Applied Linguistics, 24(1), 1-18. You can read the article here.

Reinders, H. (2008). Do advisory sessions encourage independent learning? Reflections, 11, 1-7. You can read the article here or listen to it here.

Reinders, H., & Lázaro, N. (2008). The assessment of self-access language learning: Practical challenges. Language Learning Journal, 36(1), 55-64.

Reinders, H., & Lazaro, N. (2008). Current approaches to assessment in self-access. TESL-EJ Journal, 11(3), 1-13. You can read the article here or listen to it here.

Reinders, H., & Lázaro, N. (2008). Technology in support of pedagogy: The case of self-access. In F. Zhang, & B. Barber (Eds.), The handbook of research on computer enhanced language acquisition and learning (pp. 469-482). IGI. For more information see here.

Reinders, H., & Lewis, M. (2008). Materials evaluation and teacher autonomy. In T. Lamb, & H. Reinders (Eds.), Learner and teacher autonomy: Realities and responses (pp. 205-216). Benjamins (AILA Applied Linguistics series).

Reinders, H. (2007). Big brother is helping you: Supporting self-access language learning with a student monitoring system. System 35(1), 93-111. You can read the article here.

Reinders, H., & Lázaro, N. (2007). Innovation in language support: The provision of technology in self-access. CALL Journal, 20(2), 117-130. You can read the article here or listen to it here.

Reinders, H. (2007). University language advising: Is it useful? Reflections in English Language Teaching, 5(1), 79-92. The article can be read online here or listen to it here.

Lázaro, N., & Reinders, H. (2007). The state-of-the-art of self-access in New Zealand: Results of a SWOT analysis. TESOLANZ Journal, 15(1), 42-58.

Lázaro, N., & Reinders, H. (2007). Innovation in self-access: Three case studies. CALL-EJ, 8(2). Available online.

Reinders, H. (2007). Podquests: Language learning on the move. ESL Magazine, 58(July/August), 27-30. You can read the article here here. You can listen to the article here.

Reinders, H., & Lewis, M. (2006). An evaluative checklist for self-access materials. ELT Journal, 60(2), 272-278. You can read the article here.

Reinders, H. (2006). Supporting self-directed learning through an electronic learning environment. In T. Lamb, & H. Reinders (Eds.), Supporting independent learning: Issues and interventions (pp. 219-238). Peter Lang. You can read the chapter here or listen to it here.

Lázaro, N., & Reinders, H. (2006). Technology in self-access: An evaluative framework. PacCALL Journal, 1(2), 21-30. This article can be read online here.

Reinders, H. (2006). Portable language learning: Creating materials for the iPod. English Teaching Professional, 46(September): 66-69. You can read the article here.

Reinders, H. (2005). Non-participation in a university language programme. JALT Journal, 27(2), 209-226. You can read the article here.

Reinders, H., & Lewis, M. (2005). How well do self-access CALL materials support self-directed learning? JALTCALL Journal, 1(2), 41-49. The article can be read online here or listen to it here.

Lamb, T., & Reinders, H. (2005). Learner independence in language teaching: A concept of change. In D. Cunningham, & A. Hatoss (Eds.), An international perspective on language policies, practices and proficiencies (pp. 225-239). Belgrave: FIPLV. You can read the chapter here.

< class="mb-2"p>Reinders, H., & Lewis, M. (2005). Examining the ‘self’ in self-access materials. rEFLections, 7, 46-53. You can read the article here.

Reinders, H., Hacker, P., & Lewis, M. (2004). The language advisor’s role: Identifying and responding to needs. Language Learning Journal, 30(Winter), 30-35. You can read the article here or listen to it here.

Reinders, H. (2004). Learner strategies in the language classroom: Which strategies, when and how? RELC Guidelines, 26(1), 31-35. You can read the article here or listen to it here.

Reinders, H., Anderson, H., Hobbs, M., & Jones- Parry, J. (Eds.), (2004).Supporting independent learning in the 21st century. Proceedings of the inaugural conference of the Independent Learning Association, Melbourne September 13-14 2003. Independent Learning Association Oceania.

Anderson, H., Reinders, H., & Jones -Parry, J. (2004). Self-access: Positioning, pedagogy and direction. Prospect 19(3), 15-26.

Reinders, H. (2004). Self-access centres: Teaching language and teaching learning. The Language Teacher, 28(6).

Reinders, H., Lewis, M., & Tsang, R. (2003). Group discussions: The teacher’s role? Asian Journal of English Language Teaching, 13, 61-73. You can read the article here.

Reinders, H. (2005). A cost-benefit analysis for using the internet in the language classroom. New Zealand Language Teacher, 29(November),33-36.

Reinders, H., Anderson, H., & Jones- Parry, J. (2003). Self-access language learning in tertiary studies in Australia and New Zealand: A preliminary report. New Zealand Studies in Applied Linguistics, 9(1), 109-114.

Moore, N., & Reinders, H. (2003). Teaching for self-study. Modern English Teacher, 12(2), 48-50.

Cotterall, S., & Reinders, H. (2001). Fortress or bridge? Learners’ perceptions and practice in self access language learning. Tesolanz, 8(1), 23-47. You can read the article here or listen to it here.

Reinders, H., & Cotterall, S. (2000). Language learners learning independently: How autonomous are they? Toegepaste Taalwetenschappen in Artikelen, 65(1), 85-97.

Guest Edited Journal Issues

2020 – Guest editor (with Yuyu Lan) of Language Learning & Technology. Special issue on ‘Big Data and Learning Analytics in Language Education’.

2020 – Guest editor (with Hassan Mohebbi) of the Asia, Pacific Journal of Second and Foreign Language Education/em>. Special issue on ‘Technology in the teaching and asssessment of writing’.

2020 – Guest editor (with Christine Coombe and Hassan Mohebbi) of the journal Language Testing in Asia. Special issue on New Technologies in Language Testing and Assessment: Translation of Theory and Research into Practice.

2016 – Guest editor (with Alice Chik) of the International Journal of Computer-Assisted Language Learning and Teaching. Special issue on “Digital Games” 6:4. You can read it here.

2015 – Guest editor (with Pornapit Darasawang) of rEFLections. Special issue on “Innovation in Thailand”, volume 19. You can read it here.

2011 – Guest editor (with Cynthia White) of Language Learning & Technology. Special issue on “CALL and Learner Autonomy”. You can read it here.

2010 – Guest editor of JALTCALL Journal. Special issue on “CALL and the Learner”.

2009 – Guest editor (with Cynthia White) of a Innovation in Language Learning & Teaching. Special issue on “Teacher Education and CALL”, 3:1. You can read it here.

Other publications

Reinders, H. 2019. Entries on language research for: Coombe, C., Hiasat, L., Johnston, D. & Dastakeer, W. (2019). An A to Z of Research Literacy. Abu Dhabi,UAE: TESOL Arabia Publications.

Reinders, H. 2018. Entries on language testing written for: C. Coombe (Ed.), An A to Z of second language assessment: How language teachers understand assessment concepts. London, UK: British Council. Available online at here

Intraboonsom, C., Darasawang, P., & Reinders, H. (2017). Thai teachers talk teacher autonomy. Proceedings from IC-HUSO 2017: The
13th International Conference on Humanities & Social Sciences “People, Culture, Digital Connectivity and Social Changes” (pp. 702-715). Khon Kaen, Thailand. link

Reinders, H. 2017. Foreword. In: Tafazoli, D. (Ed.). Multiculturalism and Technology-Enhanced Language Learning. London: IGI.

Reinders, H. 2016. The Future of Language Learning. An interview by Teflology.

Reinders, H. 2016. Beyond the Language Classroom. An interview by Ana Ines Salvi. ELT REsearch SIG, issue 31.

Reinders, H. 2014. Innovation in Language Teaching: What does it look like in practice? Video presentation for Cambridge University Press/Discovery. http://vimeo.com/87283489

Innovation in Language Teaching: What Does it Look Like in Practice? from Cambridge University Press on Vimeo.

Reinders, H. 2014. Engaging language learners through video.Video presentation for Cambridge University Press/Discovery. http://vimeo.com/87288720

Engaging Language Learners through Video from Cambridge University Press on Vimeo.

Reinders, H. 2014. Understanding and encouraging willingness to communicate in the language classroom. Video presentation for Cambridge University Press/Discovery. http://vimeo.com/87285909

Understanding and Encouraging Willingness to Communicate in the Language Classroom from Cambridge University Press on Vimeo.

Reinders, H. & Cho, M. 2014. Enhancing Informal Language Learning with Mobile Technology – Does It work? In H. Widodo & N. Zacharias (Eds.), Recent issues in English language education: Challenges and directions (pp. 191-219). Surakarta, UNS Press.

Reinders, H. 2013. Book review of ‘Curriculum Design’, Innovation in Language Learning and Teaching.

Reinders, H. and White, C. 2011. Editors of the special issue on ‘Learner Autonomy and New Learning Environments’ of Language Learning & Technology, 15(3).

Reinders, H. 2010. ‘Book review of Learner autonomy and CALL environments’, by Klaus Schwienhorst. In: Innovation in Language Learning and Teaching, 4:1, 89-91.

Reinders, H. 2008. An interview with Hayo Reinders. IATEFL, CALL SIG newsletter. You can listen to the interview here.

Reinders, H. 2007 An interview with Hayo Reinders. PASAA Journal, 40:1, 1-10.

Reinders, H. 2007 The English Language Self-Access Centre at the University of Auckland, New Zealand. IATEFL Autonomy SIG Newsletter.

Reinders, H. 2007 Review of ‘Teacher Education in CALL’ edited by Phil Hubbard and Mike Levy (Benjamins 2007), in: Innovation in Language Learning and Teaching, issue 2.

Reinders, H. 2006 The effects of different task types on l2 learners’ intake and acquisition of two grammatical structures Doctoral Thesis. You can download the thesis from the ‘Second Language Acquisition’ page or you can purchase a printed version here.

Reinders, H. 2006 Gee…it does so much more than mail…Short article in The Language Teacher 30(30): p. 33.

Reinders, H. 2006 Learning to Learn. International Exchange Programme publication series. Tokyo: Meiji University.

Reinders, H. 2006 Book review of ‘Learner autonomy across cultures’ by Palfreyman, D. & Smith, R. Thaitesol bulletin.

Lewis, M. & Reinders, H. 2005 ‘Teaching international students’. The Times newspaper UK.

Reinders, H. 2004 Book review of ‘Attitudes, orientations, and motivations in language learning’ by Dornyei, Z. Tesolanz, 13:2.

Kirkness, A. , Akakura, M., Reinders, H., & Sakui, K. (2004) Final report on the English language self-access centre literacy initiative. Ministry of Education/Tertiary Education Committee. 2003

Reinders, H. 2003 Critical reader response. In A. Barfield & M. Nix (eds.) Everything you wanted to know about autonomy but you were too busy teaching to ask. JALT Learner Development SIG, 100.

Reinders, H. 2003 Listening to New Zealand Sydney: Ames. Revisions to original publication Listening to Australia only. With J. Jones-Parry.

Reinders, H. 2004 Book review of ‘Programming for linguists. Perl for language researchers’ by Michael Hammond New Zealand Studies in Applied Linguistics 9,2: 134-136.

Reinders, H. 2003 Book review of ‘Portraits of the L2 User’ by Vivian Cook. Australian Language Matters 11:3.

Reinders, H. 2002 ‘Report on the English Language Self Access Centre Literacy Initiative’ Auckland: University of Auckland. With A. Kirkness.

Reinders, H. 2001 Book review of ‘Learner Autonomy, Teacher Autonomy: Future Directions’ by Sinclair, B,. I.McGrath, and T.Lamb. Newsletter of the Scientific Commission on Learner Autonomy of AILA.

Bienfait, N. , H. Hacquebord, E. Halewijn & H. Reinders 2000 ‘Vaktaalvaardig in de Verzorging. Verslag van de Proefinvoering’ Groningen, Amsterdam : Rijks Universiteit Groningen.

Reinders, H. 2000 MA thesis ‘Do it yourself? A learners’ perspective on learner autonomy and self-access language learning’. Groningen: Unpublished MA thesis. This thesis is available from the ‘Autonomy’ page for download and if you would like a hard copy you can order one from here.

Reinders, H. (book review) Morrison, B. (ed.) 1999. Experiments and Evaluation in Self-Access Language Learning. Newsletter of the Scientific Commission on Learner Autonomy of AILA.