教員紹介 En

リヴァーズ・ダミアン

教授
RIVERS Damian
研究分野
教育心理学・認知科学・人間とコンピュータ相互作用（HCI）・定量的社会科学
前職・前歴
大阪大学大学院言語文化研究科
担当科目（学部）
コミュニケーション III+IV
担当科目（大学院）
ｼｽﾃﾑ情報科学におけるｱｶﾃﾞﾐｯｸﾘﾃﾗｼｰII
学位
博士 応用言語学 ・ 修士 応用言語学 ・ 修士 社会心理学

研究内容

研究関心は、教育心理学・認知科学・人間・コンピュータ相互作用（HCI）の領域にあり、学習に関わる認知的・情動的・個人的要因や、テクノロジーが動機づけやウェルビーイングをどのように支えられるかを探求しています。学生や同僚の皆さんと協力しながら、教育実践や学習環境をより良くするために、少しずつ貢献していければと考えています。

科学研究費助成事業（科研費）

  • 研究期間 ：2022-04-01 – 2025-03-31・ 研究課題：23K22178
    研究種目：基盤研究(B)・ 社会学関連 ・研究代表者・6,500千円
  • 研究期間 ：2019-04-01 – 2022-03-31・ 研究課題 ：19K00765
    研究種目：基盤研究(C) ・外国語教育関連 ・研究代表者・4,420千円
  • 研究期間 ：2014-04-01 – 2018-03-31 ・ 研究課題 ：26770193
    研究種目：若手研究(B) ・外国語教育 ・研究代表者・2,600千円
  • 研究期間 ：2012-04-01 – 2015-03-31 ・ 研究課題 ：24520627
    研究種目：基盤研究(C) ・ 外国語教育 ・研究分担者・3,120千円

学術サービス（編集・査読）(2024-2025)

  • 編集委員 Discover Education (2025-2027)
  • 副編集長 Frontiers in Public Health
  • 査読者 Healthcare
  • 査読者 Scientific Reports
  • 査読者 Next Research
  • 査読者 Trends in Higher Education
  • 査読者 Discourse, Context & Media
  • 査読者 Metacognition and Learning
  • 査読者 TESOL Quarterly
  • 査読者 International Journal of Mental Health Promotion
  • 査読者 Frontiers in Education（Assessment, Testing and Applied Measurement）
  • 査読者 Frontiers in Communication（Multimodality of Communication）
  • 査読者 Frontiers in Communication（Media, Creative, and Cultural Industries）
  • 査読者 Frontiers in Psychology（Educational Psychology）
  • 査読者 Sport in Society
  • 査読者 European Journal of Investigation in Health, Psychology & Education
  • 査読者 Frontiers in Education（Mental Health and Well Being in Education）
  • 査読者 Journal of Information Technology and Politics
  • 査読者 Higher Education
  • 査読者 Education Sciences
  • 査読者 Educational Research International
  • 査読者 Studies in Higher Education
  • 査読者 Journal of Intelligence
  • 査読者 Journal of Language and Politics

主な著作・論文 (査読あり)

  • Rivers, D.J., Unser-Schutz, G. and Rudolph, N. (2024). Vaccine hesitancy and susceptibility to SARS-CoV-2 misinformation in Japanese youth: The contribution of personality traits and national identity. International Journal of Environmental Research and Public Health 21(1): 42. 
  • Rivers, D.J. (2023). The perceived value of remote access online learning: An instrument construction and validation case study. Education Sciences 13(12): 1176. 
  • Rivers, D.J. (2022). Multimodal gestalts and post-pandemic utopianism: Drum and bass on the bike. Frontiers in Communication 7: 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. 
  • Rivers, D.J. (2022). The Situation Specific Arousal Analyzer (SSAA): Innovation in the physiological assessment of foreign language education anxiety. Frontiers in Education 7: 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. 
  • 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. 
  • 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.
  • 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. 
  • Rivers, D.J. (2020). Japanese national identity and the positioning of English as opportunity or obstruction. Contemporary Japan 33(1): 41-56. 
  • Ross, A.S. and Rivers, D.J. (2020). Donald Trump, legitimisation and a new political rhetoric. World Englishes 39(4): 623-637. 
  • 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. 
  • Ross, A.S. and Rivers, D.J. (2020). Sport in the new media landscape: Community, participation and discourse. Discourse, Context and Media 35: 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. 
  • 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 24(6): 867-885. 
  • Rivers, D.J. (2019). Strava as a discursive field of practice: Technological affordances and mediated cycling motivations. Discourse, Context and Media 34: 100345. 
  • Rivers, D.J. (2019). Walking on glass: Reconciling experience and expectation in Japan. Journal of Language, Identity and Education 18(6): 377-388. 
  • 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.
  • Ross, A.S. and Rivers, D.J. (Eds.) (2019). Discourses of (de)legitimization: Participatory cultures in digital contexts. New York: Routledge. 
  • 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. 
  • 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. 
  • Rivers, D.J. and Ross, A.S. (2018). Interviewing for accountability: Ideological framing and argumentation. Language and Dialogue 8(3): 391-414. 
  • 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.
  • 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. 
  • 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. 
  • 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. 
  • 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. 
  • 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. 
  • Houghton, S.A., Rivers, D.J. and Hashimoto, K. (2018). Beyond native-speakerism: Current explorations and future visions. New York: Routledge. 
  • 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. 
  • 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. 
  • 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. 
  • 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. 
  • 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. 
  • 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. 
  • 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. 
  • 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. 
  • Ross, A.S. and Rivers, D.J. (Eds.) (2017). The sociolinguistics of hip-hop as critical conscience: dissatisfaction and dissent. Houndmills: Palgrave Macmillan. 
  • 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. 
  • 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. 
  • Rivers, D.J. and Zotzmann, K. (Eds.) (2017). Isms in language education: Oppression, intersectionality and emancipation. Berlin: Mouton De Gruyter. 
  • 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. 
  • 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. 
  • 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. 
  • Rivers, D.J. (Ed.) (2015). Resistance to the known: Counter-conduct in language education. Houndmills: Palgrave Macmillan. 
  • 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. 
  • 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. 
  • 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. 
  • 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. 
  • Rivers, D.J. (2014). Asia for the Asians: China in the lives of five Meiji Japanese by Paula Harrell. Asian Studies Review 38(4): 701-703. 
  • Rivers, D.J. (2014). Scientific discourse and the rhetoric of globalization: The impact of culture and language by Carmen Perez-Llantada. Linguist List 25.5049. 
  • Rivers, D.J. and Houghton, S.A. (Eds.) (2013). Social identities and multiple selves in foreign language education. New York: Bloomsbury. 
  • 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. 
  • 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. 
  • 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. 
  • Rivers, D.J. (2013). Labour contract law amendments: Recruitment indicative of change? The Language Teacher 37(1): 68-71. 
  • 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. 
  • Houghton, S.A. and Rivers, D.J. (Eds.) (2013). Native-speakerism in Japan: Intergroup dynamics in foreign language education. Bristol: Multilingual Matters. 
  • Rivers, D.J. (2013). Institutionalized native-speakerism: Voice 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. 
  • 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. 
  • Rivers, D.J. (2013). Rethinking narrative identity: Persona and perspective edited by Claudia Holler and Martin Klepper. Linguist List 24.2740. 
  • Rivers, D.J. (2013). English-medium instruction at universities: Global challenges (Multilingual Matters Series) edited by Aintzane Doiz, David Lasagabaster and Juan Manuel Sierra. Linguist List 24.832. 
  • 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. Language and Intercultural Communication 13(1): 113-116. 
  • 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. 
  • Rivers, D.J. (2012). The politics of English: Conflict, competition, co-existence (Worlds of English Series) edited by Ann Hewings and Caroline Tagg. Linguist List 23.4486. 
  • Rivers, D.J. (2012). Identity formation in globalizing contexts: Language learning in the new millennium (Language and Social Processes Series) edited by Christina Higgins. Linguist List 23.3196. 
  • 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. 
  • Rivers D.J. (2011). Strategies and struggles in the ELT classroom: Language policy, learner autonomy and innovative practice. Language Awareness 20(1): 31-43. 
  • Rivers, D.J. (2011). Politics without pedagogy: Questioning linguistic exclusion. ELT Journal 65(2): 103-113. 
  • Rivers, D.J. (2011). Japanese national identification and English language learning processes. International Journal of Intercultural Relations 35(1): 111-123. 
  • Rivers, D.J. (2011). Intercultural processes in accented English. World Englishes 30(3): 375-391. 
  • McMillan, B.A. and Rivers, D.J. (2011). The practice of policy: Teacher attitudes toward English-only. System 39(2): 251-263. 
  • 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. (2011). Lifting the curtain on the land of the rising sun. Australian Universities Review 53(2): 118-122. 
  • 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. 
  • 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. 
  • Rivers, D.J. (2010). National identification and intercultural relations in foreign language learning. Language and Intercultural Communication 10(4): 318-336. 
  • Rivers, D.J. (2010). An exploration of on-task language policy and student satisfaction. ELT Journal 64(3): 261-271. 
  • Rivers, D.J. (2009). Utilizing the quick response (QR) code within the Japanese EFL environment. JALT CALL Journal 5(2): 15-28. 

研究発表

  • Rivers, D.J., Tsuji, Y. and Yamada, H. (2026, January). Executive function, metacognition, and wellbeing in academic achievement. Paper presented at the 11th IAFOR International Conference on Education in Hawaii. Hawaii Convention Center, Honolulu, Hawaii, United States of America.
  • Rivers, D.J. (2025, September). Electronic shifting and mechanical nostalgia: Cycling’s digital dialectic in the media. Paper presented at the 10th International Conference on Communication & Media Studies, Université Paris 1 Panthéon-Sorbonne, Paris, France.
  • Rivers, D.J. and Vallance, M. (2025, September). Where roads converge: Cycling, ageing, and embodied health. Paper presented at the 15th International Conference on Health, Wellness & Society, University of Granada, Faculty of Medicine, Granada, Spain.
  • Rivers, D.J. (2024, November). Toward Society 5.0 and the development of STEAM problem solving competencies. Paper presented at the 16th Asian Conference on Education (ACE2024), Toshi Center Hotel, Tokyo, Japan.
  • Rivers, D.J. (2024, November). Assessing educational value in an active collaborative learning environment. Paper presented at the 17th Annual International Conference of Education, Research and Innovation. Barceló Renacimiento Hotel, Sevilla, Spain.
  • Unser-Schutz, G. and Rivers, D.J. (2024, October). The use of visual images in responses to the COVID-19 pandemic in Japanese municipal newsletters. Paper presented at the Asian Congress for Media and Communication International Conference, Vietnam National University, Ho Chi Minh City, Vietnam.
  • Rivers, D.J. (2024, October). Manufacturing meaning in ghost hunting: Exploring multimodal pragmatics through discursive psychology. Paper presented at the 9th International Conference on Communication & Media Studies. Interamerican Open University, Buenos Aires, Argentina.
  • Rivers, D.J., Unser-Schutz, G. and Nonaka, C. (2024, October). Pandemic management in Japan and the United Kingdom: The psychology of COVID-19 and the dangers of authoritarianism. Paper presented at the 14th International Conference on Health, Wellness & Society. Malmö University, Niagara, Malmö, Sweden.
  • Rivers, D.J. (2024, June). Rural cycling for sustainable development in the post-pandemic era. Paper presented at the 9th International Conference on Tourism & Leisure. Liverpool John Moores University, England.
  • Rivers, D.J. (2024, June). Systems information science and the ZWIFT virtual cycling platform: Community involvement and empowerment. Paper presented at the 15th International Conference on Sport & Society. University of Granada, School of Education, Spain.
  • Rivers, D.J. (2024, March). Missed opportunities of the COVID-19 pandemic: Validating the Online Learning Appraisal Survey (OLAS). Paper presented at the 17th International Conference on e-Learning & Innovative Pedagogies. Polytechnic University of Valencia, Valencia, Spain.
  • Rivers, D.J. (2023, November). The Online Learning Appraisal Survey (OLAS): Configuring education in the post-pandemic landscape. Paper presented at the 16th International Conference of Education, Research and Innovation (iCERi). Barceló Renacimiento Hotel, Seville, Spain.
  • Rivers, D.J. (2023, November). The perceived affordance of COVID-19 online education: Mapping the role of personality and responses to stress. Paper presented at the 16th International Conference of Education, Research and Innovation (iCERi). Barceló Renacimiento Hotel, Seville, Spain.
  • Rivers, D.J. (2023, November). The metaphorical dehumanization of political actors in cartoons. Paper presented at the 14th International Conference on the Image. San Jorge University, Zaragoza, Spain.
  • Rivers, D.J. and Vallance, M. (2023, November). Virtual reality in language learning materials design. Paper presented at the 16th Innovation in Language Learning International Conference. Grand Hotel Mediterraneo, Florence, Italy.
  • Rivers, D.J., Rudolph, N., Unser-Schutz, G. and Nonaka, C. (2023, October). SARS-CoV-2 vaccine hesitancy and susceptibility to misinformation: The role of personality and national identity in Japanese youth. Paper presented at the Annual Meeting of the Japan Sociological Society. Rissho University, Tokyo, Japan.
  • Rivers, D.J., Unser-Schutz, G., Rudolph, N. and Nonaka, C. (2023, September). A national identity approach to SARS-CoV-2 vaccine hesitancy and susceptibility to misinformation in Japanese youth. Paper presented at the 13th International Conference on Health, Wellness & Society. University of British Columbia, Robson Square, Vancouver, Canada.
  • Rivers, D.J. (2023, September). Safeguarding communication studies: Addressing the challenge of nativist belief in English as a foreign language education. Paper presented at the 8th International Conference on Communication & Media Studies. Complutense University of Madrid, Madrid, Spain.
  • 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/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, November). 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, November). 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, November). Should we listen to students who demand mative-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 ppresented 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 Hotel, 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 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 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 presented at the 7th Annual International Free Linguistics Conference. Hong Kong Polytechnic University, Hong Kong.
  • Rivers, D.J. (2013, June). 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 Japanese Association for Asian Englishes (JAFAE) 32nd National Conference. Osaka University, Osaka, Japan.
  • Rivers, D.J. (2012, December). The properties and parameters of native-speakerism in Japan. Keynote 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. Paper 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 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, July). Institutional power and nationality-based language policy. Paper presented 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 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, June). The peripheralization of foreign academics in Japanese higher education. Paper presented 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 15th 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. Workshop series presented 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. Paper 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, March). A model for TESOL in Asia: Creating an immersion environment in Japan. Paper presented at the International Conference in Continuous Foreign Language Teaching and Learning. North-East State University, Magadan, Russian Federation.
  • 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. 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.