Barry Lee Reynolds 雷貝利

📱📚 Can informal digital learning really boost EFL learners’ vocabulary?

Our mixed‑methods study (N=365) shows a strong positive link between IDLE and vocabulary knowledge—across practices, authenticity, support, and motivation.

🔗 Read more: https://doi.org/10.1080/09588221.2024.2350419�

Effectiveness of informal digital learning of English on EFL learners’ vocabulary knowledge: a mixed-methods investigation This mixed-methods study examined the association between informal digital learning of English (IDLE) and English as a Foreign Language (EFL) learners’ vocabulary knowledge (VK). A total of 365 EFL...

Congratulations to Prof. Barry Lee REYNOLDS on receiving the Faculty Level Research Award

Congratulations to Prof. Barry Lee REYNOLDS on receiving the Faculty Level Research Award The Applied Linguistics, Language, and Literacy (ALLL) Research Interest Group is proud to share that our research lead, Barry Lee Reynolds, has received the Research Award (Research Track) for the Academic Year 2025/2026 from the Faculty of Education. The award was announced on 4 February 2026 duri...

Congratulations to Prof. Barry Lee REYNOLDS on receiving the Faculty Level Research Award

The Applied Linguistics, Language, and Literacy (ALLL) Research Interest Group is proud to share that our research lead, Barry Lee Reynolds, has received the Research Award (Research Track) for the Academic Year 2025/2026 from the Faculty of Education.

The award was announced on 4 February 2026 during the Faculty’s Academic Council & Faculty Meeting. This honor recognizes sustained excellence in research and significant scholarly contributions within the Faculty.

This recognition reflects the strength and impact of the research conducted within ALLL and further affirms our commitment to advancing innovative scholarship in applied linguistics, language, and literacy at the University of Macau.

Congratulations to Prof. Barry Lee REYNOLDS on receiving the Faculty Level Research Award The Applied Linguistics, Language, and Literacy (ALLL) Research Interest Group is proud to share that our research lead, Barry Lee Reynolds, has received the Research Award (Research Track) for the Academic Year 2025/2026 from the Faculty of Education. The award was announced on 4 February 2026 duri...

Congratulations to Xinrong for passing her PhD thesis proposal assessment!

PhD Thesis Proposal Assessment (Xinrong He, Carol) Title: The Effects of Lecturer Hand Gestures on the Processing and Incidental Acquisition of Technical Vocabulary through Viewing Lecture Videos: An Eye-tracking Study Student: Xinrong He (Carol) Supervisor: Prof. Barry Lee Reynolds

Congratulations to Phil for passing his PhD thesis proposal assessment!

PhD Thesis Proposal Assessment (Yunfei Du, Phil) Title: Modeling Oral Corrective Feedback in GenAI-Mediated Interaction: Taxonomy, Learner Update, and Emotional Regulation Student: Yunfei Du (Phil) Supervisor: Prof. Barry Lee Reynolds Co-Supervisor: Prof. Dingqi

Congratulations to Ivo for passing his PhD thesis proposal assessment!

PhD Thesis Proposal Assessment (Ivo de Noronha Vital) Title: L1, L2, L3 Congruence and Collocate-Node Relationship Effects in Processing L3 Collocations: An Eye-tracking Study of L1 Chinese, L2 English, L3 Portuguese Learners Student: Ivo de Noronha Vital Supervisor: Prof.

Congratulations to Sherlock for passing his PhD thesis proposal assessment!

PhD Thesis Proposal Assessment (Xiaoke Bai, Sherlock) Title: Processing Pathways in Incidental Vocabulary Acquisition through Naturalistic Reading: Linking Cognitive and Emotional Individual Differences with Eye-Tracking and Vocabulary Learning Outcomes Student: Xiaoke Bai (Sherlock) Supervisor: Prof. Barry Lee Reynolds

Congratulations to Joshua Lee on Passing his PhD Qualifying Examination

On January 21, 2026, Joshua Lee completed his examination.

He was presented with a set of critical questions tailored to his area of research, challenging him to reflect deeply on both theoretical and methodological dimensions of his future work.

He was asked to demonstrate his understanding of theoretical frameworks related to informal learning outside the classroom and to critically evaluate methodological approaches for investigating English language learning outside formal educational settings.

The examination panel commended his thoughtful, well-grounded, and forward-looking responses. His ability to synthesize complex ideas and articulate future research goals impressed the panel members and the chair.

Passing the qualifying examination represents a significant milestone in the PhD journey, marking the transition from coursework to independent research. We extend our heartfelt congratulations to Joshua for his achievement and wish him continued success in his upcoming dissertation research.

The ALLL Lab looks forward to seeing how his work continues to contribute to the growing body of research in Extramural English.

Joshua Lee Passes PhD Qualifying Exam Congratulations to Joshua Lee on Passing his PhD Qualifying Examination On January 21, 2026, Joshua Lee completed his examination. He was presented with a set of critical questions tailored to his area of research, challenging him to reflect deeply on both theoretical and methodological dimensions o...

Writing, Publishing, and Developing Research Habits

Reynolds, B.L. (2026, 8 January). Writing, publishing, and developing research habits, Beijing Normal University. Zhuhai, China.

Writing, Publishing, and Developing Research Habits Reynolds, B.L. (2026, 8 January). Writing, publishing, and developing research habits, Beijing Normal University. Zhuhai, China.

An Introduction to Second Language Incidental Vocabulary Acquisition through Reading
Reynolds, B.L. (2026, 7 January). An introduction to second language incidental vocabulary acquisition through reading, Beijing Normal University. Zhuhai, China.

An Introduction to Second Language Incidental Vocabulary Acquisition through Reading Reynolds, B.L. (2026, 7 January). An introduction to second language incidental vocabulary acquisition through reading, Beijing Normal University. Zhuhai, China.

🤖👩‍🏫 Can ChatGPT replace teachers in providing corrective feedback?

In our new study, learners receiving scaffolded corrective feedback from teachers outperformed those receiving feedback from ChatGPT, largely due to higher levels of trust and personalized support.
Implications for AI-mediated L2 instruction 👇
🔗

Redirecting