Dr. Greg Restall is a Senior Lecturer within UniSA Education Futures and currently serves as the Program Director for the Master of Education program. His academic and supervisory focus lies in Teaching English to Speakers of Other Languages (TESOL), with experience spanning both local and international educational contexts. His research integrates his professional and academic expertise in digital technologies and language education.
Greg’s academic journey began with undergraduate majors in French and Chinese language and literature. He later completed postgraduate qualifications in secondary education, specializing in modern languages and TESOL methodologies. His Master’s degree explored the intersection of language,... Read more
About me
Dr. Greg Restall is a Senior Lecturer within UniSA Education Futures and currently serves as the Program Director for the Master of Education program. His academic and supervisory focus lies in Teaching English to Speakers of Other Languages (TESOL), with experience spanning both local and international educational contexts. His research integrates his professional and academic expertise in digital technologies and language education.
Greg’s academic journey began with undergraduate majors in French and Chinese language and literature. He later completed postgraduate qualifications in secondary education, specializing in modern languages and TESOL methodologies. His Master’s degree explored the intersection of language, culture, and education, while his doctoral research investigated online collaborative learning environments.
He teaches postgraduate courses in blended and collaborative learning settings, and his research applies sociolinguistic, sociocultural, and collaborative learning theories to diverse educational contexts. These include classroom pedagogies, offshore mobility programs for pre-service teachers, professional learning communities, intercultural collaborations, and virtual learning environments.
Greg’s scholarly contributions include a co-authored book chapter on Asia Literacy in Australian schools, journal articles on team-based learning in higher education, and collaborative publications with doctoral candidates. Notably, he co-authored a recent article on the use of immersive virtual reality to enhance communicative competence among South Korean learners of English.
From 2011 to 2017, Greg served as Program Director for the Master of Education programs and resumed this role in 2024. He has supervised numerous doctoral candidates in TESOL to completion and currently mentors six PhD students.
Greg has secured New Colombo Plan funding to lead study tours to South Korea, Indonesia, and Vietnam, and has also coordinated self-funded international study tours and internships. His research into intercultural learning and its impact on the professional identity of Australian pre-service teachers has been presented at the ACTA 2018 conference in Adelaide and at Universitas Indonesia in Depok, West Java.
In 2021, Greg received DFAT funding through the Australia-Korea Foundation to lead a project developing immersive virtual reality modules with embedded language learning resources. These modules aimed to enhance spoken English proficiency among South Korean secondary students. The project concluded in July 2022, with findings presented at ACTA 2022 in Brisbane, the SEAMEO-RETRAC TESOL conference in Ho Chi Minh City, and the KATE and KAMALL conferences in South Korea.
Greg is the Academic Lead for the TESOL Research Cluster in the Higher Education Research Network (HERN). He also currently serves as President of SA TESOL and is actively involved with Educators SA and the Australian Council of TESOL Associations (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 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
Immersive Virtual Reality for communicative competence development in EFL settings.
Research
Research outputs for the last seven years are shown below. Some long-standing staff members may have older outputs included. To see earlier years visit ORCID or Scopus
Open access indicates that an output is open access.
| Year | Output |
|---|---|
| 2015 |
Open access
47
19
1
|
| Year | Output |
|---|---|
| 2023 |
Open access
4
|
| 2023 |
Open access
|
| 2021 |
5
|
| 2020 |
Open access
|
| 2015 |
Open access
47
19
1
|
Research
TESOL (Teaching English to Speakers of Other Languages);
Asia Literacy;
Collaborative Learning:
- 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
Immersive Virtual Reality for communicative competence development in EFL settings.
External engagement & recognition
| Organisation | Country |
|---|---|
| Curtin University | AUSTRALIA |
| Islamic University of Malang | INDONESIA |
| STKIP Yapis Dompu | INDONESIA |
| University of Nevada, Las Vegas | UNITED STATES |
| University of South Australia | AUSTRALIA |
External engagement & recognition
| Engagement/recognition | Year |
|---|---|
Academic Board MemberTabor College |
2021 |
Board MemberTabor College, Adelaide and Perth |
2021 |
PresidentSouth Australian Educators Association for TESOL (SA TESOL) |
2021 |
Academic Board MemberTabor College |
2020 |
Board MemberTabor College, Adelaide and Perth |
2020 |
PresidentSouth Australian Educators Association for TESOL (SA TESOL) |
2020 |
Academic Board MemberTabor College |
2019 |
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)
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 |
| 111053 - Developing the Communicative Competence of International STEM Students through Immersive Virtual Reality | 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 |
| Language and cultural adjustment to mainstream learning in regional secondary schools: migrant and refugee student experiences | Current |
| Moving beyond linguistic competence: Investigating communicative competence development through interactional VR environmentsv | Current |
| Supporting Chinese migrants in Australia: Examining the potential of emerging technologies | 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 |
| Contextual and individual factors influencing grammar learning: a case study at a university in Indonesia | 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 |
| Language learning beyond the classroom (LBC): a case study of secondary school English language learners in a rural Indonesian pesantren | 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 |
