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Visiting Professor for Fall 2021 Professor Willy A Renandya

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Visiting Professor for Fall 2021 Professor Willy A Renandya

Dr Willy A Renandya is a language teacher educator with extensive teaching experience in Asia. He currently teaches applied linguistics courses at the National Institute of Education, Nanyang Technological University, Singapore. He is a frequent plenary speaker at ELT international conferences and has published extensively in the area of second language education. His publications include Language Teaching Methodology: An anthology of current practice (2002, Cambridge University Press), Student-centred cooperative learning (2019, Springer International), and a recently published book chapter Growing Our Research Impact (2020, Springer International).

Professor Willy A Renandya
Publications
Books
  • Jacobs, G.M., & Renandya, W.A. (2019). Cooperative learning in language education. Malang, Indonesia: TEFLIN Publication.
  • Jacobs, G.M., & Renandya, W.A. (2019). Student-centred cooperative learning. Heidelberg, Germany: Springer Nature.
  • Liontas, J. I. (Series Ed.), Renandya, W., Hu, G., Christison, M., & Broady, C. (Vol. Eds.). (2018). The TESOL encyclopedia of English language teaching: Vol. Teaching listening & Teaching speaking and pronunciation. Malden, MA: Wiley-Blackwell.
  • Jacobs, G. M., Renandya, W. A., & Power, M. (2016). Simple, powerful strategies for Student Centered Learning. Basel, Switzerland: Springer International Publishing AG.
  • Renandya, W.A., & Widodo, H.P. (2016). (Eds.). English Language Teaching Today: Linking theory and practice. Basel, Switzerland: Springer International Publishing AG.
  • Renandya, W.A. (2014). Motivation in the language classroom. Alexandria, Virginia: TESOL International Association.
  • Alsagoff, L., Hu, Guangwei, & Mckay, S. L., Renandya, W.A. (2012). (Eds.). Principles and Practices for Teaching English as an International Language. New York: Routledge.
  • Renandya, W.A. & Ward, C. (2007). Focus on Fluency: Conversation Skills for Intermediate Students of English. (2nd and revised edition). Singapore: SEAMEO Regional Language Centre.
  • Renandya, W.A. (ed.). (2003). Methodology and materials design in language teaching: Current perceptions and practices and their implications. RELC Anthology Series No. 44. Singapore: SEAMEO RELC.
  • Richards, J.C. & Renandya, W.A. (eds.). (2002, 2008). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press.
  • Renandya, W.A. & Sunga, N. (eds.). (2001). Language and instruction in multicultural societies. Anthology Series 42. Singapore: SEAMEO Regional Language Centre.
  • Renandya, W.A., & Jacobs, G.M. (Eds.). (1998). Learners and Language Learning. Anthology Series 39. Singapore: SEAMEO Regional Language Centre.
  • Ward, C. & Renandya, W.A. (Eds.). (1998). Computers and Language Learning. Singapore: SEAMEO Regional Language Centre.
  • Jacobs, G. M., Davis, C., & Renandya, W. A. (Eds.). (1997). Successful strategies for extensive reading. Singapore: SEAMEO Regional Language Centre.
  • Ward, C. & Renandya, W.A. (Eds.). (1999). Language Teaching: New Insights for the Language Teacher. Singapore: SEAMEO Regional Language Centre.
Book Chapters
  • Ivone, F. M., & Renandya, W.A. (Forthcoming). Bringing Extensive Listening into the L2 Classroom. In M. Reed & T. Jones (Eds), Listening in the Classroom: Before and Beyond Note Taking. TESOL Press.
  • Renandya, W.A., & Day, R. (2020). The primacy of extensive reading and listening: Putting theory into practice. In D. S. Anshori, P. Purnawarnan, W. Gunawan & Y. Wirza (Eds), Language, Education, and Policy for the Changing Society: Contemporary Research and Practices: A Festschrift for Professor Fuad Abdul Hamied (pp 90-104). Bandung: UPI Press.
  • Renandya, W.A., Tangkiengsirisin, S., & Floris, F.D. (2021). Bridging the reading-writing gap in second language learning. In N. Hayati, U. P., Astuti, S. Andreani, & Suharyadi (Eds.), The changing face of ELT: A festschrift for Prof. Ali Saukah and Prof. M. Adnan Latief (pp. 1-13). Malang, Indonesia: Universitas Negeri Malang Press.
  • Renandya, W.A., & Iswandari, Y. (Forthcoming). Extensive Reading. In H. Mohebbi & Coombe, C. (Eds), Research Questions in Language Education: A Reference Guide for Teachers. Springer.
  • Nguyen M.T.T., Renandya W.A. (2020) Growing Our Research Impact. In: Coombe C., Anderson N.J., Stephenson L. (eds) Professionalizing Your English Language Teaching. Second Language Learning and Teaching (pp. 337-348). Springer, Cham. https://doi.org/10.1007/978-3-030-34762-8_28
  • Tupas, R., & Renandya, W.A. (2021). Unequal Englishes: Re-envisioning the teaching of English in linguistically diverse classrooms. In B. Spolsky & H. Lee (Eds), Localizing Global English: Asian Perspectives and Practices (pp. 47-62). New York: Routledge.
  • Floris, F.D., Renandya, W.A., & Bao, D. (2018). Mining online resources for L2 learning. In B. Dat (ed.), Creativity and innovations in ELT materials development: Looking beyond the current design (pp. 154-180). Bristol, UK: Multilingual Matters.
  • Renandya, W. A., & Hu, G. (2018). L2 Listening in China: An Examination of Current Practice. In A. Burns & J. Siegel (eds.), International Perspectives on Teaching the Four Skills in ELT (pp. 37-50). Cham, Switzerland: Palgrave Macmillan.
  • Renandya, W.A. (2017). Should You Be Teaching Reading Intensively or Extensively?. In D. Shaffer & M. Pinto (Eds.), KOTESOL Proceedings 2016: Shaping the Future: With 21st Century Skills (pp 31-39). Seoul: KOTESOL.
  • Lim, D., Hanington, L.H., & Renandya, W.A. (2017). Empowering beginning EL teachers in literacy pedagogical practices. In D. L. Banegas (Ed.), Initial English language teacher education: International perspectives on research, curriculum and practice (pp. 41-54). New York: Bloomsbury Publishing (Academic).
  • Hanington, L.M., & Renandya, W.A. (2017). Developing English Language Skills in the Singapore Higher Education Context. In E.S. Park & B. Spolsky(ed), Tertiary English education in Asia (pp. 152 -167). New York: Routledge.
  • Renandya, W.A., & Widodo, H.P. (2016). English language teaching today: An introduction. In W.A. Renandya & H.P. Widodo (Eds.), English Language Teaching Today: Linking Theory and Practice (pp. 3-12). Basel, Switzerland: Springer International Publishing AG.
  • Renandya, W.A., & Jacobs, G.M. (2016). Extensive reading and listening in the language classrooms. In W.A. Renandya & H.P. Widodo (Eds.), English Language Teaching Today: Linking Theory and Practice (pp 97-110). Basel, Switzerland: Springer International Publishing AG.
  • Jacobs, G.M., & Renandya, W.A. (2016). Student-centred learning in ELT. In W.A. Renandya & H.P. Widodo (Eds.), English Language Teaching Today: Linking Theory and Practice (pp. 13-23). Basel, Switzerland: Springer International Publishing AG.
  • Renandya, W.A. (2015). Reading in a foreign language: What else matters besides skills and strategies. In Hamied, F. A., Yadnya, I.B.P., & Sosiowati, I.G.A.G. (Eds.), Developing indigenous models of English language teaching and assessment, pp 81-94). Bali, Indonesia: Udayana University Press.
  • Renandya, W.A. (2014). An interview with Willy A Renandya. In M. McCollister, A Community of Readers: Interviews with Extensive Reading Scholars & practitioners (pp. 65-72). Taipei, Taiwan: Kaun Tang International Publications, Ltd.
  • Renandya, W. A. (2013). The role of input- and output-based practice in ELT. In A. Ahmed, M. Hanzala, F. Saleem & G. Cane (Eds.), ELT in a changing world: Innovative approaches to new challenges (pp. 41-52). Newcastle: Cambridge Scholars Publishing.
  • Renandya, W.A. (2011). Extensive listening in the second language classroom. In Widodo, H.P., & Cirocki, A. (Eds.), Innovation and Creativity in ELT Methodology (pp. 28-41). New York: Nova Science Publishers.
  • Renandya, W.A. (2004). Indonesia. In W.K. Ho & R.Y.L. Wong (eds), Language policies and language education: The impact in East Asian countries in the next decade (pp. 115-138). Singapore: Times Academic Press. Second Edition.
  • Renandya, W.A. (2004). The 4/3/2 technique. In J. Bamford and R. Day (Eds.), Extensive reading activities for teaching language (pp. 95-96). Cambridge: Cambridge University Press.
  • Renandya, W.A. & Jacobs, G.M. (2002). Extensive Reading: Why aren’t we All Doing it? In J. C. Richards & W. A. Renandya (eds), Methodology in language teaching: An anthology of current practice (pp. 295-302). Cambridge: Cambridge University Press.
  • Lituañas, P.M., Jacobs, G.M. and Renandya, W.A. (1999). A study of extensive reading with remedial reading students. In Y M Cheah & S M Ng (eds), Language instructional issues in Asian Classrooms (pp. 89-104). Newark, DE: The International Development in Asia Committee (IDAC).
Journal Articles
  • Yeo, M. A., Renandya, W.A., Tangkiengsirisin, S. (2021). Re-envisioning Academic Publication: From “Publish or Perish” to “Publish and Flourish”, RELC Journal. Advance online publication. doi: 10.1177/0033688220979092
  • Yu, M., & Renandya, W.A. (2021). A Corpus-based Study of the Vocabulary Profile of High School English Textbooks in China. LEARN Journal, 14(1), 28-49.
  • Renandya, W.A., Ivone, F.M., & Hidayati, M. (2021). Extensive reading: Top ten implementation issues. JACET Journal 65, 11-21.
  • Lim, S. C., & Renandya, W. A. (2020). Efficacy of Written Corrective Feedback in Writing Instruction: A Meta-Analysis. TESL-EJ, 24(3), 1-26. http://www.tesl-ej.org/pdf/ej95/a3.pdf
  • Amelyn A Thompson, A. A., & Renandya, W.A. (2020) Use of Gesture for Correcting Pronunciation Errors. TEFLIN Journal 31(2), 342-359.
  • Xavier, C.A., Hing, M.H., & Renandya, W.A. (2020). Grammar in Writing: Teachers’ Reflections. PASAA, 60 (1), 199-221.
  • Floris, F.D., & Renandya, W.A. (2020). Promoting the Value of Non-Native English-Speaking Teachers. PASAA, 59(1), 1-19.
  • Chang, A.C.S., Renandya, W.A. (2019). The Effect of Narrow Reading on L2 Learners’ Vocabulary Acquisition. RELC Journal. Advanced online publication. https://doi.org/10.1177/0033688219871387.
  • Soong, N. S., & Renandya, W.A. (2019). An analysis of the cognitive rigour of questions used in secondary school English language textbooks in Singapore. Asian Journal of English Language Studies (AJELS) 7(2), 169-188.
  • Sabnani, R.L., & Renandya, W.A. (2019). A comprehensive approach to developing L2 speaking competence. ELTAR-J, 1(1), 16-25.
  • Ivone, F.M., & Renandya, W.A. (2019). Extensive listening and viewing in ELT. TEFLIN Journal 30 (2), 237-256
  • Ng, Q.R., Renandya, W.A., & Chong, M.Y.C. (2019) Extensive reading: Theory, research and implementation. TEFLIN Journal, 30 (2), 171-186
  • Chang, A. C., & Renandya, W. A. (2019). The Effect of Narrow Reading on L2 Learners’ Perceptions. RELC Journal. Advanced online publication. https://doi.org/10.1177/0033688219839446
  • Chong, M. Y. C., Renandya, W. A., & Rong, N. Q. (2019). Demotivation in L2 classrooms: Teacher and Learner Factors. LEARN Journal: Language Education and Acquisition Research Network, 12(2), 64-75.
  • Renandya, W.A., Jacobs, G.M., Krashen, S., & Ong, C.H.M. (2019). The power of reading: Case histories of second and foreign language readers. Language and Language Teaching, 8(1), 10-14.
  • Floris, F.D., & Renandya, W.A. (2019). Unlocking the potential of SAMR. English Teaching Professional, Jan Issue 120, 55-57.
  • Chang, C.S., Millet, S., & Renandya, W.A. (2019). Developing listening fluency through supported extensive listening practice. RELC Journal 50(3) 422–438. doi/10.1177/0033688217751468.
  • Hanington, L.M., & Renandya, W.A. (2019). They need to read. Modern English Teacher, 28(1), 38-41.
  • Renandya, W.A., Krashen, S., & Jacobs, G.M. (2018). The potential of series books: How narrow reading leads to advanced L2 proficiency. LEARN Journal,11(2), 148-154.
  • Renandya, W. A., Hamied, F. A., & Nurkamto, J. (2018). English Language Proficiency in Indonesia: Issues and Prospects. The Journal of AsiaTEFL, 15(3), 618-629.
  • Jacobs, G.M., Heike, T., & Renandya, W.A. (2018). Explicit Inclusion of Thinking Skills in the Learning of Second Languages. LEARN Journal, 11(1), 15-25.
  • Floris, F.D., & Renandya, W.A. (2018). A modern take on an ancient art. Modern English Teacher, 27(3), 63-66.
  • Krashen, S. D, Renandya, W.A, Mason, B., & Bose, P. (2018). Paths to competence in listening comprehension. Beyond Words. 6(1), 1-3. Available at: http://journal.wima.ac.id/index.php/BW/article/view/1671
  • Huang, Shu., & Renandya, W.A. (2018). Exploring the integration of automated feedback among lower proficiency EFL learners. Innovation in Language Learning and Teaching. Advance article available at: https://doi.org/10.1080/17501229.2018.1471083
  • Renandya, W.A., & Floris, F.D. (2018). Supporting teacher research. ETAS Journal 35(3), 54-55.
  • Renandya, W.A., & Jacobs, G. M. (2017). Cooperative learning: Addressing implementation issues. IJELT, 12(2), 101-112.
  • Floris, F.D., & Renandya, W.A. (2017). Transforming the teaching of listening and reading using the SAMR model. Modern English Teacher, 26(4), 41-44.
  • Jiang, Dayu, Renandya, W.A., & Zhang, L.J., (2017). Evaluating ELT Multimedia Courseware from the Cognitive Theory of Multimedia Learning Perspective. Computer Assisted Language Learning, 30(7), 726-744.
  • Jacobs, G. M., & Renandya, W. A. (2017). Using positive education to enliven the teaching of reading. RELC Journal, 48(2) 256-263. DOI: 10.1177/0033688216661258.
  • Chang, C.S., & Renandya, W.A. (2017). Current practice of extensive reading in Asia: Teachers’ perceptions. The Reading Matrix 17(1), 40-58.
  • Le, V.C., & Renandya, W.A. (2017). Teachers’ English proficiency and classroom language use: A conversation analysis study. RELC Journal,48(1), 67–81.
  • Le, V.C., & Renandya, W.A. (2016). Teaching listening in mixed ability classes. The European Journal of Applied Linguistics and TEFL, 5(2), 73-82.
  • Huang, S., & Renandya, W.A. (2016). A Balanced Approach to Teaching L2 Speaking in China. The English Teacher, 45(1), 45-63.
  • Renandya, W.A., Hu, G.W., Yu, X. (2015). Extensive reading coursebooks in China. RELC Journal, 46(3), 255-273.
  • Renandya, W.A. (2015). L2 motivation: Whose responsibility is it? English Language Teaching, 27(4), 177-189.
  • Loh, J. & Renandya, W. A. (2015). Exploring adaptations of materials and methods: A case from Singapore. The European Journal of Applied Linguistics and TEFL, 4(2), 93-111.
  • Jacobs, G. M. & Renandya, W.A. (2015). Making extensive reading even more student centered. Indonesian Journal of Applied Linguistics, 4(2), 102-112.
  • Renandya, W.A. (2014). What are bogus journals and why we should avoid them? Beyond Words, 2(2), 1-18.
  • Renandya, W.A. (2014). Choosing the right international journal in TESOL and Applied Linguistics. English Language Teaching World Online: Voices from the Classroom (ELTWO), 6, 1-17 (http://blog.nus.edu.sg/eltwo/files/2014/06/Choosing-the-Right-International-Journal-in-TESOL-and-Applied-Linguistics_editforpdf-10fhdmo.pdf).
  • Dabarera, C., Renandya, W. A., & Zhang, L. J. (2014). The impact of metacognitive scaffolding and monitoring on reading comprehension. System, 42(c), 462-473. DOI: 10.1016/j.system.2013.12.02.
  • Renandya, W.A. (2013). Essential Factors Affecting EFL Learning Outcomes. English Teaching, 68(4), 23-
  • Renandya, W.A. (2012). Teacher Roles in EIL. The European Journal of Applied Linguistics and TEFL,1(2), 65-80.
  • Wang, L, & Renandya, W.A. (2012). Effective approaches to teaching listening: Chinese EFL teachers’ perspectives. The Journal of Asia TEFL, 9 (4), 79-111.
  • Renandya, W. A. (2012). The tape is too fast. Modern English Teacher, 21(3), 5-9.
  • Tedjaatmadja, H.M. & Renandya, W.A., &. (2012). Hook Book Look Took. Modern English Teacher, 21(4), 58-61.
  • Renandya, W.A. (2012). Five reasons why listening strategies might not work with lower proficiency learners. English Language Teaching World Online: Voices from the Classroom (ELTWO), 4, 1-11. (http://blog.nus.edu.sg/eltwo/2012/02/22/five-reasons-why-listening-strategy-instruction-might-not-work-with-lower-proficiency-learners/); also available in (http://hdl.handle.net/10497/4676).
  • Renandya, W. A., & Farrell, T.S.C. (2011). “Teacher, the tape is too fast”: Extensive listening in ELT. ELT Journal, 65(1), 52-59.
  • Shegar, C., & Renandya, W.A. (2009). Teacher Read-alouds in an ESL Context. Journal of Asia TEFL, 6(4), 23-38.
  • Renandya, W.A. (2007). The power of extensive reading. RELC Journal, 38 (2), 133-1
  • Richards, J.C., Gallo, P., Renandya, W.A. (2001). Exploring Teachers’ Beliefs and the Processes of Change. PAC Journal, Vol. 1, No.1, 41-64.
  • Renandya, W. A. (2004). Get them to speak more! Guidelines, 26(1), 36-39.
  • Renandya, W.A., & Zhang, Wenfang. (2003). Where’s the listening? Guidelines, 25(1), 12-16.
  • Lituanas, P. M., Jacobs, G.M., Renandya, W.A. (2001). An investigation of extensive reading with remedial students in a Philippines secondary school. International Journal of Educational Research, 35, 217-225.
  • Jacobs, G.M., Renandya, W.A., & Bamford, J. (2000). Annotated bibliography of works on extensive reading in a second language. Reading in a Foreign Language, 13(1), 449-522.
  • Jacobs, G.M., Renandya, W.A., & Bamford, J. (1999). Annotated Bibliography of Works on Extensive Reading in a Second Language. Reading in a Foreign Language, 12(2), 381-388.
  • Renandya, W.A., Rajan, B.R.S., & Jacobs, G.M. (1999). Extensive Reading with Adult Learners of English as a Second Language. RELC Journal, 30 (1), 39-61. Reprinted in P. Hedge, N. Andon & M. Dewey (Ed) (2009). English Language Teaching: Major Themes in Education. New York: Routledge.
  • Renandya, W.A., Lim, W.L., Leong, K.W., & Jacobs, G.M. (1999). A Survey of English Language Teaching Trends and Practices in Southeast Asia. Asian Englishes, 2, 37-65.
  • Renandya, W.A., Oh, R., & Lim, W.L. (1999). Reciprocal Teaching: What do our Students Say about it? TELL, 15(2), 29-32.
  • Renandya, W.A. (1997). Assessing Students’ Needs in a Conversation Class. Guidelines, 19, 17-31.
  • Jacobs, G.M., Renandya, W.A., & Mohandas, P. (1997). Suggestions for conducting graduate research. Studies in Language and Language Teaching, 7, 43-58.
  • Renandya, W.A. (1996). Research in EFL: The Importance of Design. English Language Education, 2, 3-10.
  • Renandya, W.A., Sumaryanti, & Moss, J. (1996). I'm Very Thank you: Common Errors in Expressing Gratitude in English. TEFLIN Journal, 8, 57-69.
  • Renandya, W.A. (1995). Are you Teaching or Testing Reading. TEFLIN Journal, 7, 82-97.
  • Renandya, W. A. (1991). Skills-based approach to reading instruction. TEFLIN Journal, 4, 54-62.
  • Renandya, W.A. (1990). Input, intake and second language acquisition: A brief review. TEFLIN Journal, 3, 19-30.
Interviews
  • Renandya, W.A. (2017). Extensive listening, teacher proficiency and 21st century skills: Interview with Dr Willy A Renandya (interviewed by Paul A Dixon). RELC Journal. DOI: 10.1177/0033688217695658.
  • Renandya, W.A. (2016). NNEST of the Month Blog (interviewed by Madhukar K.C., August 2016). https://nnestofthemonth.wordpress.com/.
  • Renandya, W.A. (2016). Teacher professional development: An interview with Dr. Willy A Renandya (interviewed by Pramarn Subphadongchone). PASAA, 51(1), 1-14.
  • Renandya, W.A. (2013). An interview with Dr. Willy A Renandya. In M. McCollister (Ed), A community of readers: Interviews with extensive reading scholars and practitioners, pp 65-72. Taipei, Taiwan: Kaun Tang International Publications Ltd.
  • Renandya, W.A. (2010). Does practice make perfect? An interview with Dr. Willy A Renandya (Interviewed by Judy Yin). KATE Forum, November, 10-12.
  • Jacobs, G.M., & Renandya, W.A. (2000). The promise and practice of extensive reading: An interview with George Jacobs and Willy A Renandya (Interviewed by Andy Barfield). Literacy Across Cultures, 3(2), 25-30.
Book Review
  • Renandya, W.A., Jacobs, G.M., & Yu, V. (1998). A review of “Extensive Reading in the Second Language Classroom” by Richard Day and Julian Bamford. RELC Journal, 29 (2), 187-191.
  • Renandya, W.A. (2002). A review of “Approaches and Methods in Language Teaching” (2nd edition) by Jack C. Richards and Theodore S. Rodgers. RELC Journal, 33: 157-158.