Honorary Senior Lecturer Lindy Woodrow
Honorary Senior Lecturer in TESOL
Phone: +61 2 9351 6419
Fax: +61 2 9351 2606
Learning sciences; psychology of education
- Learning, cognition and motivation
Teaching English to Speakers of Other Languages
- English for academic purposes
- Second language acquisition
English-language learning, Confucian-heritage learners, second-language motivation, anxiety and self-beliefs, academic writing, international students
Lindy has taught English as a second and foreign language in Italy, Greece, Sweden, the UK, China, Indonesia, Malaysia, Singapore and Australia.
Her specialty in the MEd(TESOL) program is in lecturing about the use of English for academic purposes. She is also the Co-Director of the China Education Centre.
Her main research interests are in the area of second languge motivation and affect. She also researches issues concerning international students' adaption to academic life. She has a particular interest in China and other Confucian-heritage cultures.
Lindy is a frequent visitor to China and is involved in collaborations with a number of Chinese Universities. She also teaches on offshore programmes in China.
Faculty of Education and Social Work Teaching Excellence Award 2005
- 2009 -2011 An empirical examination into factors affecting academic performance of non-English background graduates from Taylors College studying at the University of Sydney
- 2009 - 2010 English writing apprehension and self-perception of College English students in China.
Current research students
|Project title||Degree||Research student|
|Theory into practice: An observational investigation of students’ perceptions and teachers’ motivational strategies in adult ESL classrooms in Australia||PhD||Katie Bokan-Smith|
- Woodrow L. (in press). Writing quantitative research in applied linguistics. Basingstoke: Palgrave Macmillan.
- Paltridge, B., Harbon, L. Hirsh,D. Phakiti, A. H. Shen, H. Stevenson, M. & Woodrow, L. . (2009). Teaching Academic Writing . Ann Arbor: University of Michigan Press.
- Woodrow, L. (2008). Adaptive Second Language Learning. The Case of EAP Students. Saarbrucken, Germany: VDM Verlag Dr. Müller.
- Woodrow, L. (in press). Motivation and the transition to university . In Ushoida, E. (Ed.), International Perspectives in English Language Teaching: Motivation Contracted book chapter Basinstoke: Palgrave MAcmillan.
- Paltridge, B. & Woodrow, L. . (2012). Thesis and dissertation writing: Moving beyond the text. In R. Tang (Ed.), Academic Writing in a Second or Foreign Language: Issues and Challenges Facing ESL/EFL Academic Writers in Higher Education Contexts (pp. 88–104), London: Continuum.
- Woodrow, L. . (2012). Three perspectives on goal orientations . In Mercer, S., Ryan, S. & Williams, M. (Ed.), Language Learning Psychology: Research, Theory & Pedagogy. Basingstoke: Palgrave.
- L.Woodrow. (2010). Researching motivation . In B. Paltridge & A. Phakiti (Ed.), Continuum Companion to Second Language Research Methods (pp. 301–317), London: Continuum.
- Woodrow, L. (2006). English in academic settings: A postgraduate course for students from non-English speaking backgrounds. In M A Snow;L Kamhi-Stein (Ed.), Developing a new course for adult learners (pp. 197–218), Sydney: TESOL.
- Woodrow, L. (2011). Transnational graduate education in China: Reflections from a longitudinal study . International Education Journal Vol 10, No 1 (2011), 10(1).
- Woodrow, L. (2011). College English writing affect: Self-efficacy and anxiety. System. DOI:doi:10.1016/j.system.2011.10.017
- Peng J. E and Woodrow L. (2010). Willingness to Communicate in English: A Model in the Chinese EFL Classroom Context . Language Learning , 60(4), 834–876. DOI:10.1111/j.1467-9922.2010.00576.x
- Bosuwon, T. & Woodrow, L. 40, 42-64. (2009). Developing a problem-based course based on needs analysis to enhance English reading ability of Thai undergraduates.. RELC Journal, 40, 40–64.
- Hee, L, Woodrow, L. (2008). International students' out-of-class interaction during the preparation of academic assignments: The case of six Korean TESOL postgraduate students. University of Sydney Papers in TESOL, 3, 35–72.
- Woodrow, L. (2006). A model of adaptive language learning. Modern Language Journal: devoted to research and discussion about the learning and teaching of foreign and second languages , 90(3), 297–319.
- Woodrow, L. (2006). Anxiety and speaking English as a second language. R E L C Journal: a journal of language teaching and research in Southeast Asia , 37(3), 308–328.
- Woodrow, L. (2006). Academic Success of International Postgraduate Education Students and the Role of English Proficiency. University of Sydney Papers in TESOL, 1, 51–70.
- Woodrow, L. (2005). The challenge of measuring language learning strategies. Foreign Language Annals, 38(1), 90–100.
- Woodrow, L. (2005). The challenge of measuring language learning strategies. Foreign Language Annals, 38(1), 90–99.
- Woodrow, L. (2007). Affect and speaking English. In .
- Woodrow, L. (2007). Self-beliefs in language learning research. In Second Annual University of Sydney TESOL Research Network Colloquium. University of Sydney, 3-4 August 2007.
- Woodrow, L. (2007). Students researching their writing. In . Wollongong, NSW, 1-3 July 2007.
- Woodrow, L. (2006). English in academic settings: Helping international postgraduates cope. In Jeffery, PL AARE Education Research. Creative Dissent: Constructive Solutions. Parramatta, 27Nov-1 Dec 2005.
- Woodrow, L. (2006). A Motivational profile of EAP learners at intensive language centres. In . Sydney, September.
- Woodrow, L. (2006). Developing academic literacies of international postgraduate students. In .
- Woodrow, L. (2006). Teaching academic writing for graduates: An ethnographic perspective. In . Harrogate, UK, 8-12 April 2006.
- Woodrow, L. (2005). The relevance and relationship of affect to learning English. In .
- Woodrow, L. (2005). Affect in second language learning. In .
- Harbon, L. and Woodrow, L. (Eds). (in press). Multiculturalism: Perspectives from Australia, Canada and China. 21–22 November 2011. Conference Proceedings , The University of Sydney .