Rate My Professor Joshua Matthews

Dr. Joshua Matthews serves as Associate Professor in Learning and Teaching at the School of Education, University of New England, Australia, where he also holds the position of Head of Department (Curriculum). He earned his PhD and Diploma of Education (DipEd) from the University of Newcastle and a Bachelor of Science (BSc) from Flinders University. Prior to his current role, Matthews was a Lecturer in the School of Education at the University of Newcastle from 2007 to 2012, advancing to Senior Lecturer and then Associate Professor at UNE. His career emphasizes teacher education and applied linguistics, with extensive involvement in curriculum development and departmental leadership.

Matthews' research centers on second language (L2) teaching and testing, particularly the role of technology in enhancing L2 capabilities such as aural vocabulary knowledge, listening comprehension, and word recognition from speech. Key interests include measuring L2 aural vocabulary knowledge, decoding errors among Japanese L2 learners, mobile-assisted language learning for L2 listening, derivational word knowledge, links between vocabulary and L2 listening/speaking, and noticing in second language acquisition. He has led collaborative projects across China, Japan, Thailand, Azerbaijan, Saudi Arabia, and Australia. Funded initiatives include a 2022 grant of AU$23,011 for investigating vocabulary lists and PTE writing essays, a 2016 University of Newcastle project on secondary teachers' mobile-assisted language learning experiences (AU$5,000), a 2016 Association for Academic Language and Learning grant (AU$3,520), and a 2014 British Council grant (AU$10,000) on phonological and orthographic vocabulary contributions to L2 skills. His influential publications, featured in journals like TESOL Quarterly, Language Testing, System, and Computer Assisted Language Learning, include 'The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading' (Language Testing, 2018; 257 citations), 'Recognition of high frequency words from speech as a predictor of L2 listening comprehension' (System, 2015; 209 citations), 'Vocabulary for listening: Emerging evidence for high and mid-frequency vocabulary knowledge' (System, 2018; 146 citations), 'Academics' perceptions of ChatGPT-generated written outputs: A practical application of Turing’s Imitation Game' (Australasian Journal of Educational Technology, 2023), 'Exploring the relationships between L2 vocabulary knowledge, lexical segmentation, and L2 listening comprehension' (Studies in Second Language Learning and Teaching, 2020), and 'Exploring Links Between Aural Lexical Knowledge and L2 Listening in Arabic and Japanese Speakers' (TESOL Quarterly, 2024). These works have advanced understanding of L2 lexical processes and technology integration in language education.