Research Interests

FUN Graduation Study –> https://www.damianrivers.com/fun

I research various areas connected to applied linguistics, educational psychology, computer-assisted collaboration, meta-cognition and structural equation modeling. I am interested in quantitative research that explains differences in academic achievement. I am also interested in teacher education and professional development.

Achievements

Situation Specific Arousal Analyzer (SSAA)

Human emotion is inclusive of experiential, behavioural and physiological components. Research methodologies within the humanities have tended to over-emphasize the experiential component through assessments derived from self-report measures and interviews. With advances in unobtrusive wearable technologies the acquisition of moment-to-moment physiological data is now available to a wider audience than ever before. Using data collected with the Empatica E4 wristband, the the Situation Specific Arousal Analyzer (SSAA) application, available for both OS X and Windows, has been designed to support non-clinical research and analysis into the physiological measurement and tracking of autonomic nervous system arousal with a focus on state specific anxiety within the context of foreign language education.

• https://doi.org/10.3389/feduc.2022.802639

Political Twitter Discourse Corpus (PTDC)

The Political Twitter Discourse Corpus (PTDC) was created for use as a discourse reference corpus tool in the focused analysis of political discourse occurring on Twitter – particularly for comparative keyword analyses. It is comprised of the most recent original tweets (i.e., not inclusive of retweets, up to a maximum of 3000 per user) of all current US state governors, members of congress and senators. The PTDC consists of 205,303 individual tweets and 4,659,381 words.

• https://doi.org/10.1177/2056305118776010
• https://doi.org/10.1111/weng.12501

Research Funding

• 2022-2025: [¥6,500,000] (No: 22H00907) Principal Investigator. SARS-CoV-2 Attitudes and Behaviours in Japanese Youth: The Contribution of Personality, National Identity and the Communication of Public Health Discourse. Japan Society for the Promotion of Science Kakenhi Grant-in-Aid for Scientific Research (B).
• 2020-2021: [¥632,000] Principal Investigator. An Extended 300-Item Five-Factor Measure of Personality in Predicting Academic Achievement. Future University Hakodate, Special Research Funding.
• 2020-2021: [¥557,000] Co-Investigator. Computational Thinking Efficacy. Future University Hakodate, Special Research Funding.
• 2019-2022: [¥4,420,000] (No: 19K00765) Principal Investigator. Measuring L2 Communication Anxiety and L2 Task Performance: A Physiological Approach. Japan Society for the Promotion of Science Kakenhi Grant-in-Aid for Scientific Research (C).
• 2019-2020: [¥300,000] Principal Investigator. Expectancy-Value and Meta-Learning: Predicting Virtual English Program (VEP) Achievement. Future University Hakodate, Special Research Funding.
• 2018-2019: [¥472,000] Principal Investigator. Cognitive and Social Antecedents of Academic Success. Future University Hakodate, Special Research Funding.
• 2014-2018: [¥2,600,000] (No: 26770193) Principal Investigator. Representational Parameters of the Native Speaker in Japanese Higher Education. Japan Society for the Promotion of Science Kakenhi Grant-in-Aid for Scientific Research Young Scientists (B).
• 2012-2015: [¥3,120,000] (No: 24520627) Co-Investigator. Native-Speakerism and Beyond: The Vision of the Post-Native-Speakerist Language Teacher. Japan Society for the Promotion of Science Kakenhi Grant-in-Aid for Scientific Research (C).

Research Publications

Journal Articles, Books and Book Chapters

• Rivers, D. J. (2022). Multimodal Gestalts and Post-Pandemic Utopianism: Drum and Bass on the Bike. Frontiers in Communication – Multimodality of Communication, 7: 817332. (https://doi.org/10.3389/fcomm.2022.817332)

• Rivers, D. J. (2022). Stress Mediates the Relationship Between Personality and the Affordance of Socially Distanced Online Education. Human Behavior and Emerging Technologies, 9719729. (https://doi.org/10.1155/2021/9719729)

• Rivers, D. J. (2022). The Situation Specific Arousal Analyzer (SSAA): Innovation in the Physiological Assessment of Foreign Language Education Anxiety. Frontiers in Education – Digital Learning Innovations, 7: 802639. (https://doi.org/10.3389/feduc.2022.802639)

• Rivers, D.J., Nakamura, M. and Vallance, M. (2021). Online Self-Regulated Learning and Achievement in the Era of Change. Journal of Educational Computing Research, 60(1): 104-131. (https://doi.org/10.1177/07356331211025108)
• Rivers, D.J., Vallance, M. and Nakamura, M. (2021). Metacognitive Knowledge and the Self as Socially Distanced Online Learner: A Virtual Reality Assisted Analysis of Academic Self Concept. Journal of Educational Technology Systems, 50(1): 87-111. (https://doi.org/10.1177/0047239521999779)
• Rivers, D.J. (2021). The Role of Personality Traits and Online Academic Self-Efficacy in Acceptance, Actual Use and Achievement in Moodle. Education and Information Technologies, 26(4): 4353-4378. (https://doi.org/10.1007/s10639-021-10478-3)
• Rivers, D.J. (2021). A Serial Mediation Approach to Goal Orientations, Learning Strategies and Achievement Outcomes on a Computer-Mediated English Program. Journal of Educational Computing Research, 59(7): 1343-1369. (https://doi.org/10.1177/0735633121995903)
• Rivers, D.J. (2020). Japanese National Identity and the Positioning of English as Opportunity or Obstruction. Contemporary Japan, 33(1): 41-56. (https://doi.org/10.1080/18692729.2020.1792188)
• Ross, A.S. and Rivers, D.J. (2020). Donald Trump, Legitimisation and a New Political Rhetoric. World Englishes, 39(4): 623-637. (https://doi.org/10.1111/weng.12501)
• Rivers, D.J. and Ross, A.S. (2020). Authority (De)Legitimation in the Border Wall Twitter Discourse of President Trump. Journal of Language and Politics, 19(5): 831-856. (https://doi.org/10.1075/jlp.19105.riv)
• Ross, A.S. and Rivers, D.J. (2020). Sport in the New Media Landscape: Community, Participation and Discourse. Discourse, Context and Media, 35: 100378. (https://doi.org/10.1016/j.dcm.2020.100378)
• Rivers, D.J. (2020). Contributions of National Identity and Personality to Foreign Language Communication and Contact Attitudes in Japan. Journal of Language, Identity and Education, 19(6): 379-394. (https://doi.org/10.1080/15348458.2019.1696684)
• Rivers, D.J. (2020). Banter and the Fan Channel Phenomenon in the Era of Participatory Culture. The Digital Football Network. (https://digifootballnet.wordpress.com/2020/01/24/banter-and-the-fan-channel-phenomenon-in-the-era-of-participatory-culture)
• Rivers, D.J. and Ross, A.S. (2019). “This channel has more subs from rival fans than Arsenal fans”: Arsenal Fan TV, Football Fandom and Banter in the New Media Era. Sport in Society: Culture, Commerce, Media, Politics, 24(6): 867-885. (https://doi.org/10.1080/17430437.2019.1706492)
• Rivers, D.J. (2019). Strava as a Discursive Field of Practice: Technological Affordances and Mediated Cycling Motivations. Discourse, Context and Media, 34: 100345. (https://doi.org/10.1016/j.dcm.2019.100345)
• Rivers, D.J. (2019). Walking on Glass: Reconciling Experience and Expectation in Japan. Journal of Language, Identity and Education, 18(6): 377-388. (https://doi.org/10.1080/15348458.2019.1674149)
• Ross, A.S. and Rivers, D.J. (2019). Internet Memes, Media Frames, and the Conflicting Logics of Climate Change Discourse. Environmental Communication, 13(7): 975-994. (https://doi.org/10.1080/17524032.2018.1560347)
• Ross, A.S. and Rivers, D.J. (Eds.) (2019). Discourses of (De)Legitimization: Participatory Cultures in Digital Contexts. New York: Routledge. (https://www.routledge.com/Discourses-of-DeLegitimization-Participatory-Culture-in-Digital-Contexts/Ross-Rivers/p/book/9780367584146)
• Rivers, D.J. (2019). Political Cartoons as Creative Insurgency: Delegitimization in the Culture of Convergence. In A.S. Ross and D.J. Rivers (Eds.), Discourses of (De)Legitimization: Participatory Cultures in Digital Contexts (pp. 248-281). New York: Routledge.
  (https://www.taylorfrancis.com/chapters/political-cartoons-creative-insurgency-damian-rivers/e/10.4324/9781351263887-13)
• Ross, A.S. and Rivers, D.J. (2019). (De)Legitimization and Participation in the Digitalized Public Sphere. In A.S. Ross and D.J. Rivers (Eds.), Discourses of (De)Legitimization: Participatory Cultures in Digital Contexts (pp. 1-14). New York: Routledge.
  (https://www.taylorfrancis.com/chapters/introduction-andrew-ross-damian-rivers/e/10.4324/9781351263887-1)
• Rivers, D.J. and Ross, A.S. (2018). Interviewing for Accountability: Ideological Framing and Argumentation. Language and Dialogue, 8(3): 391-414. (https://doi.org/10.1075/ld.00023.riv)
• Rivers, D.J. and Ross, A.S. (2018). An Integrated Approach to Non-Verbal Performance in the Hybrid Political Interview. Journal of Pragmatics, 132: 59-75. (https://doi.org/10.1016/j.pragma.2018.05.012)
• Rivers, D.J. and Ross, A.S. (2018). L1/L2 Communication Self-Efficacy Beliefs and the Contribution of Personality. Language Learning Journal, 48(6): 700-714. (https://doi.org/10.1080/09571736.2018.1441895)
• Ross, A.S. and Rivers, D.J. (2018). Discursive Deflection: Accusation of “Fake News” and the Spread of Mis- and Dis-information in the Tweets of President Trump. Social Media + Society, 4(2): 1-12. (https://doi.org/10.1177/2056305118776010)
• Ross, A.S. and Rivers, D.J. (2018). “Froome with his SKY Bodyguards, Layers of Armour” – The ‘Sport is War’ Conceptual Metaphor in Grand Tour Cycling Commentary. Communication & Sport, 7(2): 176-197. (https://doi.org/10.1177/2167479517752431)
• Ross, A.S. and Rivers, D.J. (2018). Emotions Beyond the Classroom: Interactions with the Social World. Studies in Second Language Learning and Teaching, 8(1): 103-126. (https://doi.org/10.14746/ssllt.2018.8.1.5)
• Rivers, D.J. and Ross, A.S. (2018). Communicative Interactions in Foreign Language Education: Contact Anxiety, Appraisal and Distance. Learning, Culture and Social Interaction, 16(1): 20-30. (https://doi.org/10.1016/j.lcsi.2017.09.001)
• Houghton, S.A., Rivers, D.J. and Hashimoto, K. (2018). Beyond Native-Speakerism: Current Explorations and Future Visions. New York: Routledge. (https://www.routledge.com/Beyond-Native-Speakerism-Current-Explorations-and-Future-Visions/Houghton-Rivers-Hashimoto/p/book/9780367589356)
• Rivers, D.J. (2018). Speakerhood as Segregation: The Construction and Consequence of Divisive Discourse in TESOL. In B. Yazan and N. Rudolph (Eds.), Criticality, Teacher Identity, and (In)equity in English Language Teaching (pp. 195-215). Dordrecht: Springer (https://doi.org/10.1007/978-3-319-72920-6)
• Rivers, D.J. (2018). The Idea of the Native Speaker. In S.A. Houghton, D.J. Rivers and K. Hashimoto. Beyond Native-Speakerism: Current Explorations and Future Visions (pp. 15-35). New York: Routledge. (https://www.taylorfrancis.com/chapters/idea-native-speaker-damian-rivers/e/10.4324/9781315643601-2)
• Rivers, D.J. (2018). The Sociohistorical Foundations of Japan’s Relationship with the Native Speaker of Foreign Languages. In S.A. Houghton, D.J. Rivers and K. Hashimoto. Beyond Native-Speakerism: Current Explorations and Future Visions (pp. 36-58). New York: Routledge. (https://www.taylorfrancis.com/chapters/sociohistorical-foundations-japan-relationship-native-speaker-foreign-languages-damian-rivers/e/10.4324/9781315643601-3)
• Rivers, D.J. (2018). “Introverted Psychosis” and the Psychology of Native-Speaker Interaction: Social Representation, Status and Threat Perception. In S.A. Houghton, D.J. Rivers and K. Hashimoto. Beyond Native-Speakerism: Current Explorations and Future Visions (pp. 59-81). New York: Routledge. (https://www.taylorfrancis.com/chapters/introverted-psychosis-psychology-native-speaker-interaction-damian-rivers/e/10.4324/9781315643601-4)
• Rivers, D.J. (2018). Contemporary English Language Teachers’ Views on Native-Speakerism-in-Context. In S.A. Houghton, D.J. Rivers and K. Hashimoto. Beyond Native-Speakerism: Current Explorations and Future Visions (pp. 82-96). New York: Routledge. (https://www.taylorfrancis.com/chapters/contemporary-english-language-teachers-views-native-speakerism-context-damian-rivers/e/10.4324/9781315643601-5)
• Rivers, D.J. (2018). Foreword: Probing for a Post-Native-Speakerist Future. In S.A. Houghton and K. Hashimoto (Eds.), Towards Post-Native Speakerism: Dynamics and Shifts (pp. v-xv). Dordrecht: Springer. (https://doi.org/10.1007/978-981-10-7162-1)
• Ross, A.S. and Rivers, D.J. (2017). Internet Memes as Polyvocal Political Participation. In D. Schill and J.A. Hendricks (Eds.), The Presidency and Social Media: Discourse, Disruption, and Digital Democracy in the 2016 Presidential Election (pp. 285-308). New York: Routledge. (https://www.taylorfrancis.com/chapters/internet-memes-polyvocal-political-participation-andrew-ross-damian-rivers/e/10.4324/9781315112824-15)
• Ross, A.S. and Rivers, D.J. (2017). Digital Cultures of Political Participation: Internet Memes and the Discursive Delegitimization of the 2016 U.S. Presidential Candidates. Discourse, Context and Media, 16(1): 1-11. (https://doi.org/10.1016/j.dcm.2017.01.001)
• Ross, A.S. and Rivers, D.J. (Eds.) (2017). The Sociolinguistics of Hip-Hop as Critical Conscience: Dissatisfaction and Dissent. Houndmills: Palgrave Macmillan. (https://www.palgrave.com/gp/book/9783319592435)
• Ross, A.S. and Rivers D.J. (2017). Hip-Hop as Critical Conscience: Framing Dissatisfaction and Dissent. In A.S. Ross and D.J. Rivers (Eds.), The Sociolinguistics of Hip-Hop as Critical Conscience: Dissatisfaction and Dissent (pp. 1-11). Houndmills: Palgrave Macmillan. (https://link.springer.com/book/10.1007/978-3-319-59244-2)
• Rivers, D.J. (2017). Where is the Love? White Nationalist Discourse on Hip-Hop. In A.S. Ross and D.J. Rivers (Eds.), The Sociolinguistics of Hip-Hop as Critical Conscience: Dissatisfaction and Dissent (pp. 101-129). Houndmills: Palgrave Macmillan. (https://link.springer.com/chapter/10.1007/978-3-319-59244-2_5)
• Rivers, D.J. and Zotzmann, K. (Eds.) (2017). Isms in Language Education: Oppression, Intersectionality and Emancipation. Berlin: Mouton De Gruyter. (https://doi.org/10.1515/9781501503085)
• Zotzmann, K. and Rivers, D.J. (2017). Bringing the Isms into Focus. In D.J. Rivers and K. Zotzmann (Eds.), Isms in Language Education: Oppression, Intersectionality and Emancipation (pp. 1-14). Berlin: Mouton De Gruyter. (https://doi.org/10.1515/9781501503085-001)
• Rivers, D.J. (2017). Native-Speakerism and the Betrayal of the Native Speaker Teaching Professional. In D.J. Rivers and K. Zotzmann (Eds.), Isms in Language Education: Oppression, Intersectionality and Emancipation (pp. 74-97). Berlin: Mouton De Gruyter. (https://doi.org/10.1515/9781501503085-005)
• Rivers, D.J. (2016). Employment Advertisements and Native-Speakerism in Japanese Higher Education. In F. Copland, S. Garton and S. Mann (Eds.), LETs and NESTs: Voices, Views and Vignettes (pp. 79-100). London: British Council. (https://www.teachingenglish.org.uk/article/lets-nests-voices-views-vignettes)
• Rivers, D.J. (Ed.) (2015). Resistance to the Known: Counter-Conduct in Language Education. Houndmills: Palgrave Macmillan. (https://www.palgrave.com/gp/book/9781137345189)
• Rivers, D.J. (2015). Introduction: Conceptualizing the Known and the Relational Dynamics of Power and Resistance. In D.J. Rivers (Ed.), Resistance to the Known: Counter-Conduct in Language Education (pp. 1-20). Houndmills: Palgrave Macmillan. (https://link.springer.com/chapter/10.1057/9781137345196_1)
• Rivers, D.J. (2015). The Authorities of Autonomy and English-Only: Serving Whose Interests? In D.J. Rivers (Ed.), Resistance to the Known: Counter-Conduct in Language Education (pp. 94-118). Houndmills: Palgrave Macmillan. (https://link.springer.com/chapter/10.1057/9781137345196_5)
• Rivers, D.J. (2015). Cultural Essentialism and Foreigner-as-Criminal Discourse. In F. Dervin and R. Machart (Eds.), Cultural Essentialism in Intercultural Relations (pp. 15-41). Houndmills: Palgrave Macmillan. (https://link.springer.com/chapter/10.1057%2F9781137498601_2)
• Rivers, D.J. (2015). The Self-Other Positioning of International Students in the Japanese University English Language Classroom. In A.H. Fabricius and B. Preisler (Eds.), Transcultural Interaction and Linguistic Diversity in Higher Education: The Student Experience (pp. 188-214). Houndmills: Palgrave Macmillan. (https://link.springer.com/chapter/10.1057/9781137397478_9)
• Rivers, D.J. and Houghton, S.A. (Eds.) (2013). Social Identities and Multiple Selves in Foreign Language Education. New York: Bloomsbury. (https://www.bloomsbury.com/us/social-identities-and-multiple-selves-in-foreign-language-education-9781441160645/)
• Rivers, D.J. (2013). Implications for Identity: Inhabiting the Native-Speaker English Teacher Location in the Japanese Sociocultural Context. In D.J. Rivers and S.A. Houghton (Eds.), Social Identities and Multiple Selves in Foreign Language Education (pp. 33-55). New York: Bloomsbury. (https://www.bloomsbury.com/us/social-identities-and-multiple-selves-in-foreign-language-education-9781441160645/)
• Rivers, D.J. and Houghton, S.A. (2013). Identities in Foreign Language Education. In D.J. Rivers and S.A. Houghton (Eds.), Social Identities and Multiple Selves in Foreign Language Education (pp. 1-12). New York: Bloomsbury. (https://www.bloomsbury.com/us/social-identities-and-multiple-selves-in-foreign-language-education-9781441160645/)
• Rivers, D.J. and Ross, A.S. (2013). Idealized English Teachers: The Implicit Influence of Race in Japan. Journal of Language, Identity and Education, 12(5): 321-339. (https://doi.org/10.1080/15348458.2013.835575)
• Rivers, D.J. (2013). Labour Contract Law Amendments: Recruitment Indicative of Change? The Language Teacher, 37(1): 68-71. (https://www.jalt-publications.org/tlt/departments/job-info-centre/articles/2018-labour-contract-law-amendments-recruitment-indicative-)
• Rivers, D.J. and Ross, A.S. (2013). Uncovering Stereotypes: Intersections of Race and English Native-Speakerhood. In S.A. Houghton, Y. Furumura, M. Lebedko and L. Song (Eds.), Critical Cultural Awareness: Managing Stereotypes through Intercultural (Language) Education (pp. 42-61). Newcastle-upon-Tyne: Cambridge Scholars Publishing. (https://books.google.co.jp/books/about/Critical_Cultural_Awareness.html?id=sjzzlgEACAAJ&redir_esc=y)
• Houghton, S.A. and Rivers, D.J. (Eds.) (2013). Native-Speakerism in Japan: Intergroup Dynamics in Foreign Language Education. Bristol: Multilingual Matters. (https://www.multilingual-matters.com/page/detail/?k=9781847698681)
• Rivers, D.J. (2013). Institutionalized Native-Speakerism: Voices of Dissent and Acts of Resistance. In S.A. Houghton and D.J. Rivers (Eds.), Native-Speakerism in Japan: Intergroup Dynamics in Foreign Language Education (pp. 75-91). Bristol: Multilingual Matters. (http://www.multilingual-matters.com/display.asp?K=9781847698681)
• Houghton, S.A. and Rivers, D.J. (2013). Redefining Native-Speakerism. In S.A. Houghton and D.J. Rivers (Eds.), Native-Speakerism in Japan: Intergroup Dynamics in Foreign Language Education (pp. 1-14). Bristol: Multilingual Matters. (http://www.multilingual-matters.com/display.asp?K=9781847698681)
• Rivers, D.J. (2012). Modelling the Perceived Value of Compulsory English Language Education in Undergraduate Non-Language Majors of Japanese Nationality. Journal of Multilingual and Multicultural Development, 33(3): 251-267. (https://doi.org/10.1080/01434632.2012.661737)
• Rivers, D.J. (2011). Evaluating the Self and the Other: Imagined Intercultural Contact within a Native-Speaker Dependent Foreign Language Context. International Journal of Intercultural Relations, 35(6): 842-852. (https://doi.org/10.1016/j.ijintrel.2011.08.003)
• Rivers D.J. (2011). Strategies and Struggles in the ELT Classroom: Language Policy, Learner Autonomy and Innovative Practice. Language Awareness, 20(1): 31-43. (https://doi.org/10.1080/09658416.2010.537343)
• Rivers, D.J. (2011). Politics without Pedagogy: Questioning Linguistic Exclusion. ELT Journal, 65(2): 103-113. (https://doi.org/10.1093/elt/ccq044)
• Rivers, D.J. (2011). Japanese National Identification and English Language Learning Processes. International Journal of Intercultural Relations, 35(1): 111-123. (https://doi.org/10.1016/j.ijintrel.2010.09.006)
• Rivers, D.J. (2011). Intercultural Processes in Accented English. World Englishes, 30(3): 375-391. (https://doi.org/10.1111/j.1467-971X.2011.01707.x)
• McMillan, B.A. and Rivers, D.J. (2011). The Practice of Policy: Teacher Attitudes Toward “English-Only”. System, 39(2): 251-263. (https://doi.org/10.1016/j.system.2011.04.011)
• Rivers, D.J. (2011). The Internationalization of Japanese Higher Education Institutions: Implications for 2012 and Beyond. In C. Ward (Ed.), Language Education: An Essential for a Global Economy: Anthology Series 52 (pp. 237-257). Singapore: SEAMEO.
• Rivers, D.J. (2010). Implicating the Role of Japanese National Identification: National Vitality, Community Appeal and Attitudes Toward English Language Learning in Context. Studies in Linguistics and Language Teaching, 21: 101-122. (http://id.nii.ac.jp/1092/00000500)
• Rivers, D.J. (2010). Ideologies of Internationalization and the Treatment of Diversity within Japanese Higher Education. Journal of Higher Education Policy and Management, 32(5): 441-454. (https://doi.org/10.1080/1360080X.2010.511117)
• Rivers, D.J. (2010). National Identification and Intercultural Relations in Foreign Language Learning. Language and Intercultural Communication, 10(4): 318-336. (https://doi.org/10.1080/14708477.2010.502234)
• Rivers, D.J. (2010). An Exploration of On-Task Language Policy and Student Satisfaction. ELT Journal, 64(3): 261-271. (https://doi.org/10.1093/elt/ccp058)
• Rivers, D.J. (2009). Utilizing the Quick Response (QR) Code within the Japanese EFL Environment. JALT CALL Journal, 5(2): 15-28. (https://doi.org/10.29140/jaltcall.v5n2.77)

Professional Service

Editing and Reviewing

• External PhD Examiner: University of Auckland, New Zealand (2019)
• External PhD Examiner: Queensland University of Technology, Australia (2017)
• External PhD Examiner: University of Technology Sydney, Australia (2017)
• Guest Editor: Discourse, Context and Media (2019)
• Consulting Editor: Educational Psychology (2018 – 2020)
• Invited Reviewer: Mass Communication and Society (2022)
• Invited Reviewer: Education and Information Technologies (2022)
• Invited Reviewer: Psychological Reports (2022)
• Invited Reviewer: Innovation in Language Learning and Teaching (2022)
• Invited Reviewer: Learning and Individual Differences (2022)
• Invited Reviewer: African Journalism Studies (2022)
• Invited Reviewer: Bloomsbury Academic, Education and Research Methods (2021)
• Invited Reviewer: Democracy and Security (2021)
• Invited Reviewer: Communication and Sport (2021)
• Invited Reviewer: Linguistics and Education (2021)
• Invited Reviewer: Policy Studies (2021)
• Invited Reviewer: Metacognition and Learning (2020)
• Invited Reviewer: Language and Communication (2020)
• Invited Reviewer: Palgrave Communications (2020)
• Invited Reviewer: Big Data and Society (2020)
• Invited Reviewer: Social Media and Society (2019)
• Invited Reviewer: Journal of Applied Research in Higher Education (2019)
• Invited Reviewer: New Media and Society (2019)
• Invited Reviewer: Political Behavior (2019)
• Invited Reviewer: Australia and New Zealand Communication Association (2019)
• Invited Reviewer: TESOL Journal (2019)
• Invited Reviewer Palgrave Macmillan, Language and Linguistics (2018 – )
• Invited Reviewer: Applied Linguistics Review (2018)
• Invited Reviewer: Routledge Education, Behavioural Sciences and Linguistics (2018)
• Invited Reviewer: TESOL Quarterly (2017 – )
• Invited Reviewer: British Journal of Educational Studies (2017 – )
• Invited Reviewer: Critical Studies in Education (2017 – )
• Invited Reviewer: Globalisation, Societies and Education (2017 – )
• Invited Reviewer: TESL Canada Journal (2017 – )
• Invited Reviewer: Teaching and Teacher Education (2017 – )
• Invited Reviewer: Journal of Language, Culture and Curriculum (2016 – )
• Invited Reviewer: European Assoc. for Research on Learning and Instruction (EARLI) (2016)
• Invited Reviewer: Journal of Language, Identity and Education (2016 – )
• Invited Reviewer: Howard Journal of Communications (2015 – )
• Invited Reviewer: Journal of Asian Pacific Communication (2015 – )
• Invited Reviewer: Springer, Education & Language (2015 – )
• Invited Reviewer: Routledge Handbook of English Language Teaching (2014 – )
• Invited Reviewer: Journal of Multilingual and Multicultural Development (2014 – )
• Invited Reviewer: International Journal of Qualitative Studies in Education (2014 – )
• Invited Reviewer: Journal of Applied Linguistics and Professional Practice (2013 – )
• Invited Reviewer: International Journal of Education for Diversities (2012-2015)
• Invited Reviewer: System (2012 – )
• Invited Reviewer: Language and Intercultural Communication (2010 – )
• Invited Reviewer: Language Awareness (2010 – )
• Invited Reviewer: Applied Linguistics (2010 – )

Book Reviews

• Rivers, D.J. (2014). Asia for the Asians: China in the Lives of Five Meiji Japanese by Paula Harrell [University of Hawai’i Press, 2012]. Asian Studies Review, 38(4): 701-703. (https://doi.org/10.1080/10357823.2014.963917)
• Rivers, D.J. (2014). Scientific Discourse and the Rhetoric of Globalization: The Impact of Culture and Language by Carmen Perez-Llantada [Bloomsbury, 2013]. (https://linguistlist.org/issues/25/25-5049.html)
• Rivers, D.J. (2013). Rethinking Narrative Identity: Persona and Perspective edited by Claudia Holler and Martin Klepper [John Benjamins Publishing Company, 2013]. (https://linguistlist.org/issues/24/24-2740.html)
• Rivers, D.J. (2013). English-Medium Instruction at Universities: Global Challenges (Multilingual Matters Series) edited by Aintzane Doiz, David Lasagabaster and Juan Manuel Sierra [Multilingual Matters, 2013]. (https://linguistlist.org/issues/24/24-832.html)
• Rivers, D.J. (2013). Developing Criticality in Practice Through Foreign Language Education (Intercultural Studies and Foreign Language Learning Series) by Stephanie Houghton and Etsuko Yamada [Peter Lang, 2012]. Language and Intercultural Communication, 13(1): 113-116. (https://doi.org/10.1080/14708477.2012.761328)
• Rivers, D.J. (2012). The Politics of English: Conflict, Competition, Co-Existence (Worlds of English Series) edited by Ann Hewings and Caroline Tagg [Routledge, 2012]. (https://linguistlist.org/issues/23/23-4486.html)
• Rivers, D.J. (2012). Identity Formation in Globalizing Contexts: Language Learning in the New Millennium (Language and Social Processes Series) edited by Christina Higgins [De Gruyter Mouton, 2011]. (https://linguistlist.org/issues/23/23-3196.html)
• Rivers, D.J. (2011). Reimagining Japanese Education: Borders, Transfers, Circulations, and the Comparative (Oxford Studies in Comparative Education Series) edited by David Blake Willis and Jeremy Rappleye [Symposium Books, 2011]. Australian Universities Review, 53(2): 118-122. (https://issuu.com/nteu/docs/aur_53-02)

Conference Presentations

• Rivers, D.J. (2022, April). Innovation in the physiological analysis of foreign language education anxiety: The Situation Specific Arousal Analyzer (SSAA). Paper presented at the 15th International Conference on e-Learning & Innovative Pedagogies, National Changhua University of Education, Changhua, Taiwan.
• Rivers, D.J. (2022, March). The physiological assessment of situation specific anxiety in education. Paper presented at the 16th annual International Technology, Education and Development Conference (INTED). Hotel Melia Valencia, Valencia, Spain.
• Rivers, D.J. and Vallance, M. (2022, March). Unconscious incompetence and resistance to professional development in Japanese higher education. Paper presented at the 16th annual International Technology, Education and Development Conference (INTED). Hotel Melia Valencia, Valencia, Spain.
• Rivers, D.J. and Ross, A.S. (2019, July). Deflection as a communication strategy: A corpus analysis of President Trump’s Twitter behaviour. Paper presented at the Australian and New Zealand Communication Association (ANZCA) Conference. Museum of Australian Democracy: Old Parliament House, Canberra, Australia.
• Ross, A.S. and Rivers, D.J. (2019, July). The conflicting logics of climate change discourse: The interplay of internet memes and media frames. Paper presented at the Australian and New Zealand Communication Association (ANZCA) Conference. Museum of Australian Democracy: Old Parliament House, Canberra, Australia.
• Rivers, D.J. (2019, June). Motivational affordances and ICT design in an online social fitness network. Paper presented at the 10th International Conference on Sport & Society, Ryerson University, Toronto, Canada.
• Rivers, D.J. and Ross, A.S. (2018, September). Personality and its role in L1 and L2 self-efficacy beliefs. Paper presented at the 13th University of Sydney TESOL Research Network Colloquium, University of Sydney, Australia.
• Rivers, D.J. (2018, June). Discursive deflection: Accusation of fake news and the spread of mis- and dis-information in the tweets of President Trump. Paper presented at the Sociolinguistics Symposium 22, University of Auckland, New Zealand.
• Rivers, D.J. (2017, December). The sociointeractional function and visiolinguistic form of the internet meme: A case study in multimodal political participation. Paper presented at the 48th Australian Linguistics Society Conference, University of Sydney, Australia.
• Rivers, D.J. (2017, March). Categorizations of speakerhood: Reconciling the damage and searching for solutions. Paper presented at the American Association for Applied Linguistics (AAAL) Conference, Marriott Downtown Waterfront, Portland (OR), USA.
• Yazan, B., Aneja, G., Park, G., Rivers, D.J. and Kubota, R. (2017, March). Privilege and marginalization in English language teaching: Beyond essentialization and idealization. Colloquium presented at the American Association for Applied Linguistics (AAAL) Conference, Marriott Downtown Waterfront, Portland (OR), USA.
• Rivers, D.J. (2016, December). The omnipresent other: National identity in English language learning. Paper presented at the 7th Centre for Language Studies International Conference (CLaSIC), National University of Singapore, Singapore.
• Rivers, D.J. (2016, August). Intergroup encounters in English language learning: Modeling the impact of national identification. Paper presented at the Psychology of Language Learning 2 (PLL2) International Conference, University of Jyvaskyla, Jyvaskyla, Finland.
• Rivers, D.J. (2016, August). Native-speakerism and the construction of ideological opposition to the native-speaker English teacher. Paper presented at the 26th European Second Language Association (EUROSLA) International Conference, University of Jyvaskyla, Jyvaskyla, Finland.
• Rivers, D.J. (2016, July). White nationalist discourse on hip-hop: A sociolinguistic analysis of otherness construction. Paper presented at the 3rd ISA Forum on Sociology, University of Vienna, Vienna, Austria.
• Rivers, D.J. (2015, December). Student storytellers: Hip-hop pedagogy and the reconfiguration of English as communication. Paper presented at the International Conference on the Development of English Across the Curriculum (EAC2015), Hong Kong Polytechnic University, Hong Kong.
• Ross, A.S. and Rivers, D.J. (2015, December). Shared territory: Making room for emotion and cognition in applied linguistics. Paper presented at the 4th combined conference of the Applied Linguistics Association of Australia (ALAA), the Applied Linguistics Association of New Zealand (ALANZ) and the Association for Language Testing and Assessment of Australia and New Zealand (ALTAANZ), University of South Australia, Adelaide, Australia.
• Rivers, D.J. and Ross, A.S. (2015, December). Should we listen to students who demand native-speaker teachers? Paper presented at the 4th combined conference of the Applied Linguistics Association of Australia (ALAA), the Applied Linguistics Association of New Zealand (ALANZ) and the Association for Language Testing and Assessment of Australia and New Zealand (ALTAANZ), University of South Australia, Adelaide, Australia.
• Rivers, D.J., Rajagopalan, K. and Liang, S. (2015, June). Beyond bifurcation: Language speakers as complex individuals. Panel session presented at the Sociolinguistics of Globalization: (De)centering and (De)standardization International Conference, University of Hong Kong, Hong Kong.
• Ross, A.S. and Rivers, D.J. (2015, June). Australian hip-hop: Maintaining voice and representing place. Paper presented at the Sociolinguistics of Globalization: (De)centering and (De)standardization International Conference, University of Hong Kong, Hong Kong.
• Rivers, D.J. (2015, June). The validity of victimhood in native and non-native discourse. Paper presented at the Sociolinguistics of Globalization: (De)centering and (De)standardization International Conference, University of Hong Kong, Hong Kong.
• Rivers, D.J. (2015, March). Discursive representations of the native speaker as qualification for employment. Paper presented at the American Association for Applied Linguistics (AAAL) Conference, Fairmont Royal York, Toronto, Canada.
• Rivers, D.J. (2015, March). Speakerhood status, institutional discourse and voices from the inside: An exploration of the native-speaker criterion and native-speakerism in Japanese higher education. Plenary talk presented at the Center for English as a Lingua Franca Forum: Language Teaching in the Asian Context, Tamagawa University, Tokyo, Japan.
• Rivers, D.J. (2014, December). The discourse of desire and sought after skills in language teacher recruitment. Paper presented at the 6th Centre for Language Studies International Conference (CLaSIC), National University of Singapore, Singapore.
• Rivers, D.J. (2014, September). Trainee teacher narratives: Native-speakerism in the Japanese context. Paper presented at the 2nd International Symposium on Native-Speakerism, Saga University, Saga, Japan.
• Houghton, S.A., Rivers, D.J., Hashimoto, K. and Kirkpatrick, A. (2014, August). Native-speakerism and beyond: Constructing the vision of the post-native-speakerist language teacher. Panel session presented at the AILA World Congress 2014, Brisbane Convention & Exhibition Centre, Brisbane, Australia.
• Rivers, D.J. (2014, August). Narrative explorations of the burden of speakerhood. Paper presented at the AILA World Congress 2014, Brisbane Convention & Exhibition Centre, Brisbane, Australia.
• Rivers, D.J. and Ross, A.S. (2014, March). Teaching English in Japan: Cognitive appraisals of race and native-speakerhood. Paper presented at the American Association for Applied Linguistics (AAAL) 2014 Conference, Marriott Downtown Waterfront, Portland (OR), USA.
• Rajagopalan, K. and Rivers, D.J. (2013, September). Language as a political construct. Colloquium session presented at the 7th Annual International Free Linguistics Conference, Hong Kong Polytechnic University, Hong Kong.
• Rivers, D.J. (2013, September). Native-speaker necessity in TESOL: Enslavement, indoctrination or legitimate choice? Paper presented at the 7th Annual International Free Linguistics Conference, Hong Kong Polytechnic University, Hong Kong.
• Rivers, D.J. (2013, June). Native-speaker dependency: The validity of student preference. Paper presented at the JAFAE (Japanese Association for Asian Englishes) 32nd National Conference, Osaka University, Osaka, Japan.
• Rivers, D.J. (2012, December). The properties and parameters of native-speakerism in Japan. Invited keynote lecture presented at the Japanese Association for Asian Englishes (JAFAE) 31st National Conference, Bunkyo Gakuin University, Tokyo, Japan.
• Rivers, D.J. (2012, December). The cultural complexities of native-English speaker teacher identities. Paper presented at the 5th Centre for Language Studies International Conference (CLaSIC), National University of Singapore, Singapore.
• Rivers, D.J. and Ross, A.S. (2012, December). Racialized dimensions of desirable English language teachers in Japan. Poster presented at the 5th Centre for Language Studies International Conference (CLaSIC), National University of Singapore, Singapore.
• Rivers, D.J., Houghton, S.A. and Petrie, D. (2012, April). Explorations of native-speakerism in foreign language teaching. Panel session presented at the International Conference on Cultural and Linguistic Practices in the International University (CALPIU 12), Roskilde University, Denmark.
• Rivers, D.J. (2012, April). Voices of the voiceless: A quest for liberation and transformation in context. Paper presented at the International Conference on Cultural and Linguistic Practices in the International University (CALPIU 12), Roskilde University, Denmark.
• Rivers, D.J. (2011, August). Sharing professional concerns in language education. Workshop presented at the Osaka University Extension Course for English Teachers. Osaka University Nakanoshima Center, Osaka, Japan.
• Rivers, D.J. and McMillan, B.A. (2011, August). Exercising academic freedom: Pursuing research in contentious areas of ELT. Paper presented at the Japan Association of College English Teachers (JACET) 15th Commemorative International Convention, Seinan Gakuin University, Fukuoka, Japan.
• Rivers, D.J. and McMillan, B.A. (2011, July). Censorship and academic freedom in ELT research: Implications for practitioner motivation. Paper presented at the College and University Educators (CUE) 2011 Annual Conference, Toyo Gakuen University, Tokyo, Japan.
• Rivers, D.J. (2011, July). National selves and national others: Motivational processes in intercultural contexts. Paper presented at the College and University Educators (CUE) 2011 Annual Conference, Toyo Gakuen University, Tokyo, Japan.
• Rivers, D.J. (2010, December). The role of intercultural contact in foreign language learner motivation. Paper presented at the 4th Centre for Language Studies International Conference (CLaSIC), National University of Singapore, Singapore.
• Rivers, D.J. (2010, November). Implicating the role of Japanese national identification: National vitality, community appeal, and attitudes toward English language learning in context. Paper presented at the 6th Seminar Session of the Research Institute of Language Studies and Language Education, Kanda University of International Studies, Chiba, Japan.
• Rivers, D.J. (2010, July). Institutional power and nationality-based language policy. Paper presented virtually at the 10th International Conference on Knowledge, Culture and Change in Organisations, HEC, School of Commercial Studies, Montréal, Canada.
• Rivers, D.J. (2010, July). An analysis of the Global 30 project: Internationalism in Japanese higher education. Paper presented virtually at the 10th International Conference on Diversity in Organisations, Communities and Nations, Queen’s University Belfast, Northern Ireland.
• Rivers, D.J. and Houghton, S.A. (2010, July). The peripheralization of foreign academics in Japanese higher education. Paper presented virtually at the 10th International Conference on Diversity in Organisations, Communities and Nations, Queen’s University Belfast, Northern Ireland.
• Rivers, D.J. (2010, June). Examining institutional language policy through learner empowerment and awareness. Paper presented at the 16th International Conference of the International Association for Intercultural Communication Studies, South China University of Technology, Guangzhou, China.
• Rivers, D.J. and Houghton, S.A. (2010, June). Defending against English linguistic imperialism in the international university: Contradictions between theory and practice. Paper presented at the 16th International Conference of the International Association for Intercultural Communication Studies, South China University of Technology, Guangzhou, China.
• Rivers, D.J. (2010, April). The internationalization of Japanese higher education: Implications for 2012 and beyond. Paper presented at the Inaugural APEC-RELC International Seminar, SEAMEO Regional Language Centre, Singapore.
• Rivers, D.J. (2009, November). Towards optimum target language and first language use through reflection. Paper presented at the 35th JALT Annual International Conference on Language Teaching and Learning & Educational Materials Expo, Granship Shizuoka, Shizuoka, Japan.
• Rivers, D.J. (2009, November). Engaging students with first language supported materials. Paper presented at the 35th JALT Annual International Conference on Language Teaching and Learning & Educational Materials Expo, Granship Shizuoka, Shizuoka, Japan.
• Rivers, D.J. (2009, October). Japanese evaluations of accented English speech. Paper presented at the Fifteenth International Association of World Englishes Conference. Park Lane International Hotel, Cebu, Philippines.
• Rivers, D.J. (2009, September). The motivational factors which shape intended foreign language learning efforts. Paper presented at the 15th International Association for Intercultural Communication Studies Conference, Kumamoto Gakuen University, Kumamoto, Japan.
• Rivers, D.J. and McMillan, B.A. (2009, September). English-mainly: Language choice in learner-to-learner discourse. Paper presented at the 15th International Association for Intercultural Communication Studies Conference, Kumamoto Gakuen University, Kumamoto, Japan.
• Rivers, D.J. (2009, August). The provision of first language supported classroom materials: Help or hindrance? Paper presented at the 7th Asia TEFL International Conference at the 29th Thai TESOL Conference, Imperial Queen’s Park Hotel, Bangkok, Thailand.
• Rivers, D.J. (2009, August). MEXT 2013: Preparing for the English-only language classroom. Six-part workshop series given at the Summer English Education Seminar, Kanda Institute of Foreign Languages, Tokyo, Japan.
• Rivers, D.J. and McMillan, B.A. (2009, July). First language use and embodied completion in the achievement and maintenance of intersubjectivity. Poster presented at the 11th Annual International Conference of the Japanese Society for Language Sciences, Tokyo Denki University, Saitama, Japan.
• Rivers, D.J. (2009, June). From knowing and remembering to analyzing and researching: The challenges and changes facing Japanese university freshmen. Paper presented at the Independent Learning Association Conference, Hong Kong Polytechnic University, Hong Kong.
• Rivers, D.J. (2009, June). The future of quick response codes in language education. Paper presented at the JALTCALL International Conference, Toyo Gakuen University, Chiba, Japan.
• Rivers, D.J. (2009, June). The borderless classroom: Quick response codes and mobile tagging. Paper presented at the Independent Learning Association Conference, Hong Kong Polytechnic University, Hong Kong.
• Rivers, D.J. (2009, January). Student perceptions of EFL activities utilizing quick response codes. Paper presented at the 3rd International Wireless Ready Symposium for Digital Technologies in Language Education, Nagoya University of Commerce and Business, Nagoya, Japan.
• Rivers, D.J. (2009, January). Productive first language use in the classroom: Negotiating the slippery slope. Workshop presented at the Kanda University of International Studies Professional Development Seminar, Chiba, Japan.
• Rivers, D.J. (2008, December). TBLT from an experiential perspective: Student satisfaction assessed through the completion of a campus video project. Paper presented at the 3rd Centre for Language Studies International Conference (CLaSIC), National University of Singapore, Singapore.
• Rivers, D.J. and McMillan, B.A. (2008, December). The function of the first language in the EFL classroom. Paper presented at the 3rd Centre for Language Studies International Conference (CLaSIC), National University of Singapore, Singapore.
• Rivers, D.J. and McMillan, B.A. (2008, November). University teacher perceptions of the communicative approach to language teaching. Paper presented at the 34th JALT Annual International Conference, National Olympics Memorial Youth Center, Tokyo, Japan.
• Rivers, D.J. (2008, November). Student motivation and interactive classroom technologies. Workshop presented at the Kanda University of International Studies English Education Seminar, Chiba, Japan.
• Rivers, D.J. and McMillan, B.A. (2008, October). Target language use: Helping students to help themselves. Paper presented at the JALT Hokkaido International Language Teaching Conference, Hokusei Gakuen University, Sapporo, Japan.