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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., 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.

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.

Frattarola, A. (2005). Listening for ‘found sound’ samples in the novels of Virginia Woolf. Woolf Studies Annual11, 133-159. 
Frattarola, A. A. (2009). Modernism and the irresponsible allusion: Joyce, Eliot and Pound. In D. Jernigan, N. Murphy, B. Quigley, & T. Wagner (Eds.), Literature and Ethics: Questions of Responsibility in Literary Studies. New York: Cambria Press.​
Frattarola, A. (2009). Developing an ear for the modernist novel: Virginia Woolf, Dorothy Richardson, and James Joyce. Journal of Modern Literature33(1), 132-153.
​Frattarola, A. (2009). The modernist “Microphone Play”: Listening in the dark to the BBC. Modern Drama52(4), 449-468.
Frattarola, A. (2010). A glimpse of Aidan Higgins through his critical work. In N. Murphy (Ed.), Aidan Higgins: The Fragility of Form. University of Illinois: Dalkey Archive Press.
Frattarola, A. (2010). The phonograph and the modernist novel. Mosaic: A Journal for the Interdisciplinary Study of Literature43.1,143-159.
Frattarola, A. (2011). Auditory narrative in the modernist novel: Prosody, music, and the subversion of vision in Dorothy Richardson's PilgrimageGenre: Forms of Discourse and Culture44(1), 5-27.
Frattarola, A. (2012). Fabricating history through folklore in Ming Cher's Spider BoysSARE: Southeast Asian Review of English50(1), 83-96.
​Frattarola, A. (2013). The limitations of vision and power of folklore in John Dos Passos’s USA. Studies in the Novel45(1), 80-101.
​Frattarola, A. (2017). Community gardens or affordable housing: A false dichotomy grows in the Lower East Side. Moving Worlds, 17.1, 69-78.
Frattarola, A. (in press). The Aura of the Phonographic Relic: Hearing the Voices of the Dead. In The Routledge Companion to Literature and Death. Rutledge.
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 Papers3, 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 situation. LACLIL, 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.
Winder, R.V.P., MacKinnon, J., Li, S. Y., Lin B.C.T.L., Heah, C.L.H., da Costa, L. M., Kuribayashi, T., & Bond, F. (2017). NTUCLE: Developing a Corpus of Learner English to provide writing support for engineering students. In Proceedings of the 4th Workshop on Natural Language Processing Techniques for Educational Applications  (NLPTEA 2017) (pp.1-11)