Focused on developing education professionals, UniSA Education Futures contributes to innovation in education practice through quality teaching, learning and research excellence.
Doctor of Philosophy Edith Cowan University
Master of Qualifying University of Papua New Guinea
Master of Arts University of Papua New Guinea
Graduate Diploma of Teaching English as a Second Language University of Papua New Guinea
Diploma of Russian Language and Culture University of Paris
Excludes commercial-in-confidence projects.
Research outputs for the last seven years are shown below. To see earlier years visit Scopus
Open access indicates that an output is open access.
Pham, M & Barnett, J 2022, English Medium Instruction Practices in Vietnamese Universities: institutional, practitioner and student perspectives, Springer Nature, Singapore.
Barnett, J & Pham, M 2022, 'Perspectives on english medium instruction practices in Vietnamese universities: introduction', in M Pham & J Barrett (eds), English Medium Instruction Practices in Vietnamese Universities: Institutional, Practitioner and Student Perspective, Springer Nature, Singapore, ch. 1, pp. 1-11.
Dinh Thanh, N & Barnett, J 2022, 'Content and language integrated learning (CLIL) perspectives in a Vietnamese undergraduate electrical engineering course', in J Barnett & T Pham (eds), English Medium Instruction Practices In Vietnamese Universities : Institutional, Practitioner And Student Perspectives, Springer, Singapore, vol. 68, ch. 7 , pp. 107-122.
Pham, M & Barnett, J 2022, 'From English Medium Instruction to english medium education: a forward direction for Vietnamese Universities', in M Pham & J Barrett (eds), English Medium Instruction Practices in Vietnamese Universities: Institutional, Practitioner and Student Perspectives, Springer Nature, Singapore, ch. 16, pp. 233-248.
Pham, T & Barnett, J 2022, 'Student experiences of institutional and practitioner decision-making in Vietnamese undergraduate English-Medium programs: agency at the intersection of policy, curriculum and pedagogy', in M Pham & J Barnett (eds), English Medium Instruction Practices in Vietnamese Universities Institutional, Practitioner and Student Perspectives, Springer Nature, Singapore, ch. 12, pp. 179-193.
Cahyani, H, de Courcy, M & Barnett, J 2018, 'Teachers' code-switching in bilingual classrooms: exploring pedagogical and sociocultural functions', International Journal of Bilingual Education and Bilingualism, vol. 21, no. 4, pp. 465-479.
Open access 45 43 6
Harris, P, Chinnappan, M, Castleton, G, Carter, J, de Courcy, M & Barnett, J 2013, 'Impact and consequence of Australia's National Assessment Program - Literacy and Numeracy (NAPLAN) - using research evidence to inform improvement', Tesol in Context, vol. 23, no. 1-2, pp. 30-52.
Barnett, JA & Antenucci, R 2009, 'Building connection in working with new arrival immigrant and refugee students', Tesol in Context, vol. S2, pp. 1-8.
Cadman, K, Barnett, JA & Guerin, C 2009, 'Editorial', Tesol in Context, May, pp. 1-10.
Barnett, JA, Deng, R & Yoasa, NB 2008, 'Post-conflict language issues at the University of Juba, Southern Sudan: Policies, proficiencies and practicalities', Australasian Review of African Studies, vol. 29, no. 1-2, pp. 92-103.
Cormack, P, Comber, BM, Wilkinson, L, Bills, DF, Barnett, JA, Brennan, M, Chartres, MT, Hattam, RJ, Jorgensen, R, Kerkham, LJ, Reid, A & Sullivan, P 2010, 2009 futureSACE school to work innovation program : literacy and numeracy project final report, UniSA, South Australia.
|Polytechnic State of Padang||INDONESIA|
|University of Adelaide||AUSTRALIA|
|University of Danang||VIET NAM|
|University of Juba||SOUTH SUDAN|
|University of South Australia||AUSTRALIA|
Supervisions from 2010 shown
|Thesis title||Student status|
|Addict, woman, rural: a predicament of culture||Completed|
|An exploratory inquiry of Taiwanese non-native speaking and native-speaking English teachers' conceptions and perceptions of professionalism, TEFL practices and professional relationships in higher education in Kaohsiung, Taiwan||Completed|
|An investigation of newly-arrived Chinese international students' perceptions of the factors that have shaped their English learning in South Australian public high schools||Completed|
|Code-switching in Indonesian tertiary bilingual classrooms: a deficiency or a strategy?||Completed|
|Developing English language proficiency among migrant and refugee teenagers: mediation through mobile devices.||Completed|
|English as an international language (EIL) : relationship to English studies in the Asia-Pacific region||Completed|
|Information and Communication Technology (ICT) and teaching English in rural Vietnamese primary schools: policies, practices and implementation factors||Completed|
|Learner autonomy among Thai university undergraduates in contexts of English as a foreign language||Completed|
|Learning a second language: a case study of a Korean ESL child in Australia||Completed|
|Learning to teach English in Philippine elementary schools: types of knowledge pre-service teachers need||Completed|
|Managing curriculum change: project-based learning with Thai undergraduate English learners||Completed|
|Meaning making in religious education: a case study in a catholic primary school||Completed|
|Mediated beliefs and classroom practices in the teaching of English speaking to Thai university students||Completed|
|Mediating second language assignment writing through online resources : sociocultural influences on design and use||Completed|
|Mediating Thai tertiary student learning of listening comprehension through listening strategies and group work||Completed|
|Multilingualism as the medium: learning and life in an Australian secondary school||Completed|
|Needs analysis for tour operator placements: English for tourism in southern Thailand||Completed|
|Negotiating two worlds through the media: debates about deaf education and sign language from 1970 to 2000||Completed|
|Newly arrived immigrant and refugee children in Newfoundland schools: education, acculturation, and belonging||Completed|
|Participation patterns and factors in professional development for ICT in Thai university foreign language teaching||Completed|
|Pre-service teacher education for English as an additional language in Indonesia: work integrated learning perspectives||Completed|
|Socially sustainable practice: voices from within scholarly communities||Completed|
|Sociopragmatic features in the patient counselling simulations of second language pharmacy students: indirectness as a pedagogic concern||Completed|
|Speaking in a Korean university General English class: a sociocultural perspective||Completed|
|Teacher talk in college English classrooms: features, functions, and input to language learning||Completed|
|Teaching writing in a Thai university context: considerations for introducing a genre-based approach||Completed|
|The relationship between intercultural sensitivity and English language teaching practices in a Saudi Arabian university||Completed|