Willy’s Publications

You can view and download most, if not all, of my journal articles, book chapters and interviews. They are listed in chronological order. Click on the authors’ names to download.

Journal Articles

Floris, F.D., & Renandya, W.A. (2020). Promoting the Value of Non-Native English-Speaking Teachers. PASAA, 59(1), 1-19.

Sabnani, R.L., & Renandya, W.A. (2019). A comprehensive approach to developing L2 speaking competence. ELTAR-J, 1(1), 16-25.

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.

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. DOI

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 Network12(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

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. 

Huang, S., & 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. (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.

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), 23-41.

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), 133-149.

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.

Book Chapters

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).

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.