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Journal articles

Journal articles
​​Adam, S. (2014). "I Their Map": The poetics of medieval mapmaking in John Donne's "Hymn to God my God, in my Sickness". John Donne Journal, 33, 131-164.

Ahn, H. (2013). English policy in South Korea: A role in attaining global competitiveness or a vehicle of social mobility? Journal of English as an International Language, 8(1), 1-20.

Ahn, H. (2014). Teachers' attitudes towards Korean English in South Korea. World Englishes33(2), 195-222.​
Ahn, H. (2015). Awareness of and attitudes to Asian Englishes: A study of English teachers in South Korea. Asian Englishes, 17(2), 132-151.

​​Ahn, H. (2015). Assessing proficiency in the National English Ability Test (NEAT) in South Korea. English Today, 31(1), 34-42.​
Bolton, K. (2013). World Englishes and international call centres. World Englishes, 32(4), 495–502. 

Bolton, K., & Meierkord, C. (2013). English in contemporary Sweden: Policies, perceptions, and multilingual realities. Journal of Sociolinguistics, 17(1), 93–117.
Bolton, K., & Ng, B. C. (2014). English and multilingualism in Singapore. World Englishes, 33(3), 307-318.

​​Bolton, K., & Botha, W. (2015). English in China's universities: Past and present. World Englishes, 34(2). 190-210.

​​Bolton, K., & Botha, W. (2015). Researching English for academic purposes. LCC Working Papers, 1, 34-39.

​​Bolton, K., & Botha, W. (2015). Researching English in contemporary China. World Englishes, 34(2), 169-174.

​​Bolton, K., Botha, W., & Zhang, W. (2015). English in China: A contemporary biography. World Englishes, 34(2), 283-293.

​​Bolton, K., Bacon-Shone, J., Botha, W., Heah, C., Kathpalia, S. S., Li, S. Y., See, E. K., & Winder, R. V. P. (2016). The communication needs of students at Nanyang Technological University. LCC Working Papers, 2, 1-97.

​​Bolton, K., & Botha, W. (2017). English medium instruction in Singapore higher education: Policy, realities and challenges. Journal of Multilingual and Multicultural Development38(10), 913-930. 

Botha, W. (2013). English-medium instruction at a university in Macau: Policy and realities. World Englishes, 34(2), 461-475.

​​Botha, W., & Barnes, L. A. (2013). Variation in the use of sentence final particles in Macau Cantonese. Chinese Language and Discourse, 4(2), 276-295.

Botha, W. (2014). English in China’s universities today. English Today, 30(1), 3-10.

Botha, W., & Barnes, L. A. (2015). Variation in Macau Cantonese: The case of initial and final segments. International Journal of the Sociology of Language, 236, 205-235.

​​Botha, W. (2016). English and international students in China today. English Today, 32(1), 41-47.

​​Botha, W. (2017). The use of English in the social network of a student in South China. English Today, 33(4), 19-29. 

Botha, W. (2018). A social network approach to the use of particles in Singapore English. World Englishes. In press. 

Chin, S. F., & Lee, C. C. (2016). Writing for transfer in resume writing.  LCC Working Papers3, 3-13.

De Souza, D. E. (2016). Critical realism and the Realist review: Analyzing complexity in educational restructuring and the limits of generalizing program theories across borders. American Journal of Evaluation, 37(2), 216-237.

​​De Souza, D.E. (2017). Measuring classroom pedagogical transformations when “Educating for change”? A lesson from Singapore. LCC Working Papers, 4, 3-11. 

​​De Souza, D.E. (2018). Educational change in Singapore and its ‘tinkering’ around the edges: A critical realist perspective. Journal of Educational Change, 19(1), 19-49.

Heah, C., & Kathpalia, S. S. (2013). Conventional and culture-specific metaphors in Singapore financial discourse. ESP Across Cultures, 10, 107-204.

Heah, C., & Li, S. Y. (2015). Lessons from consultancy work. LCC Working Papers, 1, 27-33.

Hill, C., & Khoo, S. (2017). An investigation into the learning transfer of English for Specific Academic Purposes (ESAP) writing skills of Engineering students. LCC Working Papers4, 13-26.

Hsieh, Y. C. (2017). A case study of the dynamics of scaffolding among ESL learners and online resources in collaborative learning. Computer Assisted Language Learning, 30(1-2), 115-132. 

Jain, R. (2017). Migration and language education: Towards a typology of complementary schools. LCC Working Papers4, 27-37.

Jain, R., & Wee, L. (2018). Cartographic mismatches and language policy: The case of Hindi in Singapore. Language Policy17(1), 99-118.

Kathpalia, S. S., & See, E. K. (2016). Designing academic writing courses for science students. LCC Working Papers, 3, 59-65.

​​Kathpalia, S. S. (2017). Review of the book Developing effective research proposals, by K. F. Punch. LCC Working Papers, 4, 81-83.

​​Kathpalia, S. S. (2017). Review of the book Critical genre analysis: Investigating interdiscursive performance in professional practice, by V. K. Bhatia. Journal of English for Academic Purposes, 28, 50-51. 

Kathpalia, S. S. (2018). Neologisms: Word creation processes in Hindi-English code-mixed words. English World-Wide, 39(1), 34-59. 

Kathpalia, S. S., & See, E. K. (2016). Improving argumentation through student blogs. System58, 25-36. 

Kathpalia, S. S., & Ong, K. K. W. (2015). The use of code-mixing in Indian billboard advertising. World Englishes, 34(4), 557-575.

Kim, G. M. L., & Pang, S. W. (2017). Measuring the presentation anxiety of NTU engineering students. LCC Working Papers4, 39-54.

Koo, S. L. (2017). Success in the workplace: Communicating persuasively. LCC Working Papers4, 73-80.

Lam, S.T.E. (2016). Exploring undergraduate Chinese students’ preferences for feedback in a second language writing class. LCC Working Papers, 3, 29-39.

Lee, C.C., & Chin, S. F. (2017). Engineering students’ perceptions of graduate attributes: Perspectives from two educational paths. IEEE Transactions on Professional Communication60(1), 42-55. 

Lee, C. P. J. (2016). A teacher’s role in conducting in-class online collaborative writing tasks using Google Docs. LCC Working Papers3, 41-57.

Lee, C. P. J. (2017). A self-reflective study of teacher’s questioning in promoting thinking and learning. LCC Working Papers4, 55-71.

Lee, H. H., Kim, G. M. L., & Chan, L. L. (2013). Good teaching: What matters to university students. Asia Pacific Journal of Education35(1), 98-110.

Lee, H. H., Leong, A. P., & Song, G. (2017). Investigating teacher perceptions of feedback. ELT Journal71(1), 60–68.

Leong, A. P. (2013). Thinking critically: A look at students’ critiques of a research article. Higher Education Research Development, 32(4), 575-589.

Leong, A. P. (2014). The passive voice in scientific writing: The current norm in science journals. Journal of Science Communication, 13(1), 1-16.

Leong, A. P. (2015). Topical themes and thematic progression: The ‘picture’ of research articles. Text & Talk, 35(3), 289-315.

Leong, A. P. (2016). Thematic density of research-article abstracts: A systemic-functional account. Word62(4), 209–227. 

Leong, A. P. (2016). The thematic structure of homepages: An exploratory systemic-functional account. Semiotica2016(210), 105–127.

Lin, B. (2015). Using SFL in an appliable stylistics: Exploring verbal artistry and its implications for poetic translation. Linguistics and the Human Sciences, 10(1), 13-27.

Lu, L. (2016). Academically elite students in Singapore: a collective moral stance toward aspirations and trajectories. AILA Review29, 141-172.

Ong, K. K. W. (2017). Textese and Singlish in multiparty chats. World Englishes, 36(4), 611-630. 

Ong, K. K. W. (2017). Raising and assessing second language vocabulary fluency. Contact, 43(3), 25-29. 

Ong, K. K. W., Ghesquière, J. F., & Serwe, S. K. (2013). Frenglish shop signs in Singapore. English Today, 29(3), 19-25.

Ong, K. K. W., & Zhang, L. J. (2018). The effects of code- switched reading tasks on late-bilingual EFL learners’ vocabulary recall, retention and retrieval. System72(1), 13-22. 

Song, G., Lee, H. H., & Leong, A. P. (2015). Looking at the finished product: What student revisions reveal. LCC Working Papers, 1, 10-15.

Song, G., Lee, H. H., & Leong, A. P. (2017). Students’ response to feedback: An exploratory study. RELC Journal48(3), 357–372.​ 
​Toh, G. (2016). Countering essentialist conceptualizations of content knowledge in a Japanese CLIL situationLACLIL, 9(1), 210-235.

​​Toh, G. (2016). Doing justice to an English as a Lingua Franca paradigm.  Journal of English as a Lingua Franca, 5(2), 355-367.

​​​​​Toh, G. (2016). Graduate school academic writing in  a Japanese situation: drawing on the design perspective towards an affirmation of English as a Lingua Franca. Englishes in Practice, 3(2), 29-54.
​Toh, G. (2017). Japanese graduate school students’ writing in English: Facilitating pathways towards ‘design’. Writing and Pedagogy8(3), 550-573.

​​Toh, G. (2017). Provocative encounters reflecting struggles with change: Power and coercion in a Japanese university situation. Policy Futures in Education,15(4), 512-525.

​​​Winder, R. V. P., Koo, S. L., & Kathpalia, S. S. (2015).Writing centre tutoring sessions: Correlation between student and peer-tutor perceptions. LCC Working Papers, 1, 16-26.

​Winder, R., Kathpalia, S. S., & Koo, S. L. (2016). Writing centre tutoring sessions: Addressing students’ concerns. Educational Studies42(4), 323-339.​