Greg Restall is a Lecturer in the School of Education. His teaching and doctoral supervision focuses on Teaching English to Speakers of Other Languages (TESOL) in local and international education settings. His research draws on his professional and academic expertise in digital technologies and languages education.
Greg majored in French language and literature and Chinese language and literature in his undergraduate studies; completed methodologies in modern languages and TESOL in his graduate teaching qualification in secondary education; studied and conducted research on language and culture in education in his Masters degree; and researched online collaborative learning in his doctoral studies.
Greg conducts postgraduate teaching... Read more
About me
Greg Restall is a Lecturer in the School of Education. His teaching and doctoral supervision focuses on Teaching English to Speakers of Other Languages (TESOL) in local and international education settings. His research draws on his professional and academic expertise in digital technologies and languages education.
Greg majored in French language and literature and Chinese language and literature in his undergraduate studies; completed methodologies in modern languages and TESOL in his graduate teaching qualification in secondary education; studied and conducted research on language and culture in education in his Masters degree; and researched online collaborative learning in his doctoral studies.
Greg conducts postgraduate teaching in blended and collaborative teaching spaces and his research focuses on the application of socio-linguistic, socio-cultural and collaborative learning theories to a range of educational circumstances, such as classroom pedagogies, pre-service teacher off-shore mobility programs, professional learning communities, intercultural collaborations, and online and virtual learning environments. His publications include a co-authored book chapter on Asia Literacy in the Australian schooling context and a co-authored journal article on team-based learning as a pedagogical strategy in higher education contexts.
As Program Director of the Master of Education program(s) for six years, Greg revised the 36-unit MMEU M Ed program and initiated the development of the current 72-unit MMTL M Ed (TESOL) and the 54-unit MMEL M Ed programs at UniSA and currently teaches on the MMTL M Ed (TESOL) program.
Greg has been awarded New Colombo Plan funding to manage study tours to South Korea, Indonesia and Vietnam, and has also managed self-funded international study tours and internship programs. In doing so, he has researched collaborative intercultural learning for pre-service teachers and its influence on their professional identity development and presented the findings at both the ACTA 2018 conference and at Universitas Indonesia.
Greg is president of SA TESOL, and has involvement with Educators SA and ACTA.
About me
About me
Doctor of Philosophy Monash University
Master of Educational Studies The University of Adelaide
Graduate Diploma of Education South Australian College of Advanced Education
Bachelor of Arts The University of Adelaide
Bachelor of Education The University of Adelaide
TESOL (Teaching English to Speakers of Other Languages);
Asia Literacy;
Collaborative Learning in:
- in online and virtual learning communities
- in team-based, flipped and blended learning arrangements
- in teacher/educator professional learning communities
- in intercultural or transcultural educational settings using multilingual resources
Research
Research
TESOL (Teaching English to Speakers of Other Languages);
Asia Literacy;
Collaborative Learning in:
- in online and virtual learning communities
- in team-based, flipped and blended learning arrangements
- in teacher/educator professional learning communities
- in intercultural or transcultural educational settings using multilingual resources
External engagement & recognition
| Organisation | Country |
|---|---|
| Curtin University | AUSTRALIA |
| University of Nevada, Las Vegas | UNITED STATES |
| University of South Australia | AUSTRALIA |
External engagement & recognition
| Engagement/recognition | Year |
|---|---|
PresidentSouth Australian Educators Association for TESOL (SA TESOL) |
2021 |
PresidentSouth Australian Educators Association for TESOL (SA TESOL) |
2020 |
Board MemberTabor College, Adelaide and Perth |
2019 |
PresidentSouth Australian Educators Association for TESOL (SA TESOL) |
2019 |
MemberSouth Australian Educators Association for TESOL (SA TESOL) |
2018 |
MemberSouth Australian Educators Association for TESOL (SA TESOL) |
2017 |
Teaching English to Speakers of Other Languages (TESOL), Languages Other Than English (LOTE), Strategies for Effective Online Teaching and Learning, Computers in Education
Teaching & student supervision
Teaching & student supervision
Supervisions from 2010 shown
| Thesis title | Student status |
|---|---|
| `Exploring embedded cross cultural NVC/B emotional value among an Australian primary class: raising awareness through a film based project' | Current |
| An investigation of the influence of TEFL on secondary school students’ learning of intercultural communicative competence in China: An Exploratory Case Study | Current |
| Computer-assisted Language Learning (CALL) to develop listening skills of adult migrant students in the Skills for Education and Employment (SEE) program in foundation skills, TAFE SA | Current |
| Contextual and individual factors influencing grammar learning: a case study at a university in Indonesia | Current |
| Language and cultural adjustment to mainstream learning in regional secondary schools: migrant and refugee student experiences | Current |
| Language learning beyond the classroom (LBC): a case study of secondary school English language learners in a rural Indonesian pesantren | Current |
| Moving beyond linguistic competence: Investigating communicative competence development through interactional VR environmentsv | Current |
| An investigation into learning for ethical leadership in a law enforcement environment | Completed |
| An investigation of how cultural factors influence Australian Aboriginal students’ reading performance: an exploratory and participatory case study | 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 |
| IELTS test takers’ perceived use of reading strategies in testing and non-testing situations: a sequential mixed methods study | Completed |
| Learner-centeredness in teachers’ beliefs and practices: a study of secondary teachers of English as a foreign language in China | Completed |
| Learning to speak English in a second language classroom at a Malaysian public university: a sociocognitive case study | Completed |
| Managing curriculum change: project-based learning with Thai undergraduate English learners | Completed |
| Navigating through identities: A case of Iranian first generation migrants in South Australia | Completed |
| Teaching writing in a Thai university context: considerations for introducing a genre-based approach | Completed |
| The attributes of an effective educator in cultural perspective: a case study of Saudi international students studying English for Academic Purposes in Australia | Completed |
| Uptake and retention of (re)source-rich feedback on academic writing for adult learners of English | Completed |
| Willingness to communicate in English among Chinese postgraduate business majors in Australia: a longitudinal study | Completed |
