Natsuko Shintani is a Professor in the Faculty of Foreign Language Studies at Kansai University. Her research focuses on the intersection of second language instruction and acquisition, with a particular emphasis on task-based language teaching, second language writing, and individual learner differences. Her work has been featured in leading academic journals, including Language Learning, TESOL Quarterly, and Studies in Second Language Acquisition. Dr. Shintani’s current research examines the development of L2 pragmatic competence from multiple perspectives. She has extensive experience teaching applied linguistics at the master's and doctoral levels internationally, having taught at Nanyang Technological University in Singapore and the University of Auckland in New Zealand. She currently supervises master’s and doctoral theses on a range of topics related to second language acquisition. She is the solo author of Input-based Tasks in Foreign Language Instruction for Young Learners (John Benjamins) and co-author of Exploring Language Pedagogy through Second Language Acquisition Research (Routledge), Measuring Second Language Pragmatic Competence: A Psycholinguistic Perspective (Multilingual Matters), and Task-Based Language Teaching: Theory and Practice (Cambridge University Press).
Degree
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Ph.D. in Language Teaching and Learning ( 2012.5 )
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修士(言語科学) ( 2006.3 )
Research Interests
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Second Language Pragmatics Knowledge
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Task-based Language Teaching
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Second Language Writing
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Second Language Acquisition
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Second language writing
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Task-based language teaching
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Instructed second language acquisition
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Applied Linguistics
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Second language pragmatics
Research Areas
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Humanities & Social Sciences / Linguistics
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Humanities & Social Sciences / Foreign language education
Research History
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Kansai University Faculty of Foreign Language Studies Professor
2019
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Kobe Gakuin University Faculty of Global Communication Associate Professor
2017 - 2019
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University of Auckland Faculty of Education and Social Work Senior Lecturer
2014 - 2017
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Nanyang Technological University National Institute of Education Assistant Professor
2012 - 2014
Professional Memberships
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IATBLT (International Association of Task-based Language Teaching)
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AAAL (American Association for Applied Linguistics)
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EuroSLA (European Second Language Acquisition)
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ALANZ (Applied Linguistics Association of New Zealand)
Committee Memberships
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Language Teaching for Young Learners Review Editor
2023 - Present
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TESOL Quarterly Editorial Advisory Board
2022 - Present
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TASK – Journal on Task-based Language Teaching and Learning Editorial Board Member
2021 - Present
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System Editorial Board Member
2020 - 2023
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Language Teaching for Young Learners Editorial Advisory Board Member
2018 - 2023
Committee type：Academic society
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JALT Journal Japanese Associate Editor
2018 - 2020
Committee type：Academic society
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ITL - International Journal of Applied Linguistics Editorial Advisory Board Member
2017 - Present
Committee type：Academic society
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Journal of Asia TEFL Editor of Research Issues Section
2017 - 2021
Committee type：Academic society
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Journal of Second Language Writing Editorial Advisory Board Member
2017 - 2019
Committee type：Academic society
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International Association for Task-Based Language Teaching (IATBLT) Executive Board Member
2015 - 2019
Committee type：Academic society
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TESOL Quarterly Editorial Advisory Board Member
2013 - 2016
Committee type：Academic society
Papers
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Testing the viability of ChatGPT as a companion in L2 writing accuracy assessment Reviewed
Atsushi Mizumoto, Natsuko Shintani, Miyuki Sasaki, Mark Feng Teng
Research Methods in Applied Linguistics 3 ( 2 ) 100116 - 100116 2024
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Investigating a failed novel test of socio-pragmatic knowledge Reviewed
Rod Ellis, Natsuko Shintani
Research Methods in Applied Linguistics 2 ( 1 ) 100046 - 100046 2023.4
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The roles of language proficiency and study abroad in Japanese students’ receptive Reviewed
Shintani, N., Ellis, R.
Applied Pragmatics 4(1), 1-32 2022
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A study of Chinese learners’ ability to comprehend irony Reviewed
Ellis, R., Zhu, Y., Shintani, N., Roever, C.
Journal of Pragmatics 172, 7–20 2021
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Computer-mediated instruction using ondoku practice for developing elementary school Reviewed
Wong, S., Shintani, N.
Language Teaching for Young Learners 3(1), 161–175 2021
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The relationship between raters’ multilingual background and their perceptions of accentedness and comprehensibility of second language speech Reviewed
International Journal of Bilingual Education and Bilingualism (published online) 2019
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The effectiveness of post-reading word-focused activities and their associations with working memory
Yingli Yang, Natsuko Shintani, Shaofeng Li, Yingyi Zhang
SYSTEM 70 38 - 49 2017.11
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THE EFFECTS OF THE TIMING OF ISOLATED FFI ON THE EXPLICIT KNOWLEDGE AND WRITTEN ACCURACY OF LEARNERS WITH DIFFERENT PRIOR KNOWLEDGE OF THE LINGUISTIC TARGET
Natsuko Shintani
STUDIES IN SECOND LANGUAGE ACQUISITION 39 ( 1 ) 129 - 166 2017.3
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The Effects of Pre-Task and Post-Task Metalinguistic Explanations on Accuracy in Second Language Writing
Natsuko Shintani, Scott Aubrey, Mark Donnellan
TESOL QUARTERLY 50 ( 4 ) 945 - 955 2016.12
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Foreign accentedness revisited: Canadian and Singaporean raters' perception of Japanese-accented English
Kazuya Saito, Natsuko Shintani
LANGUAGE AWARENESS 25 ( 4 ) 305 - 317 2016.11
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The effects of computer-mediated synchronous and asynchronous direct corrective feedback on writing: a case study
Natsuko Shintani
COMPUTER ASSISTED LANGUAGE LEARNING 29 ( 3 ) 517 - 538 2016.4
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Perceived comprehensibility in second language speech: comparisons of native speaking raters in Canada and Singapore Reviewed
TESOL Quarterly 50(2), 421-446 2016
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The effectiveness of synchronous and asynchronous writtencorrective feedback on grammatical accuracy in a computer-mediated environment Reviewed
The Modern Language Journal 100(1), 296-319 2016
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The Effectiveness of Processing Instruction and Production-based Instruction on L2 Grammar Acquisition: A Meta-Analysis
Natsuko Shintani
APPLIED LINGUISTICS 36 ( 3 ) 306 - 325 2015.7
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Does language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing?
Natsuko Shintani, Rod Ellis
SYSTEM 49 110 - 119 2015.4
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The Incidental Grammar Acquisition in Focus on Form and Focus on Forms Instruction for Young Beginner Learners
Natsuko Shintani
TESOL QUARTERLY 49 ( 1 ) 115 - 140 2015.3
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Task-based language teaching at elementary schools in Japan: Problems and possibilities Reviewed
The Chubu English Language Education Society (CELES) Journal 44, 205-210 2015
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Tracking 'learning behaviours' in the incidental acquisition of two dimensional adjectives by Japanese beginner learners of L2 English
Natsuko Shintani, Rod Ellis
LANGUAGE TEACHING RESEARCH 18 ( 4 ) 521 - 542 2014.10
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Effects of written feedback and revision on learners’ understanding and use of two English grammatical structures Reviewed
Natsuko Shintani, Rod Ellis, Wataru Suzuki
Language Learning 64(1), 103-131 ( 1 ) 103 - 131 2014
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Using tasks with young beginner learners: The role of the teacher Reviewed
Innovation in Language Learning and Teaching 8(3), 279-395 2014
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Effects of listening support in second language classroom: A meta-analysis Reviewed
English Teaching and Learning 38(3), 71-101 2014
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The comparative effect of direct written corrective feedback and metalinguistic explanation on learners' explicit and implicit knowledge of the English indefinite article
Natsuko Shintani, Rod Ellis
JOURNAL OF SECOND LANGUAGE WRITING 22 ( 3 ) 286 - 306 2013.9
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Comprehension-Based Versus Production-Based Grammar Instruction: A Meta-Analysis of Comparative Studies
Natsuko Shintani, Shaofeng Li, Rod Ellis
LANGUAGE LEARNING 63 ( 2 ) 296 - 329 2013.6
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The Effect of Focus on Form and Focus on Forms Instruction on the Acquisition of Productive Knowledge of L2 Vocabulary by Young Beginning-Level Learners
Natsuko Shintani
TESOL QUARTERLY 47 ( 1 ) 36 - 62 2013.3
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Getting Started with TBLT: A Personal Account Reviewed
On Task 3(1), 13-19 2013
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Input-based tasks and the acquisition of vocabulary and grammar: A process-product study
Natsuko Shintani
LANGUAGE TEACHING RESEARCH 16 ( 2 ) 253 - 279 2012.4
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Doing meta-analysis in SLA: Practice, choice, and standards Reviewed
Contemporary Foreign Languages Studies 384 (12), 3-20 2012
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Repeating input-based tasks with young beginner learners Reviewed
RELC Journal 43(1), 39-51 2012
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A comparative study of the effects of input-based and production-based instruction on vocabulary acquisition by young EFL learners
Natsuko Shintani
LANGUAGE TEACHING RESEARCH 15 ( 2 ) 137 - 158 2011.4
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Task-based language teaching versus traditional production-based instruction: Do they result in different classroom processes? Reviewed
University of Sydney Papers in TESOL 6, 97-120 2011
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THE INCIDENTAL ACQUISITION OF ENGLISH PLURAL -S BY JAPANESE CHILDREN IN COMPREHENSION-BASED AND PRODUCTION-BASED LESSONS A Process-Product Study
Natsuko Shintani, Rod Ellis
STUDIES IN SECOND LANGUAGE ACQUISITION 32 ( 4 ) 607 - 637 2010.12
Books
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Measuring second language pragmatic competence: A psycholinguistic perspective
Ellis, R, Roever, C, Shintani, N, Zhu, Y（ Role： Joint author）
Multilingual Matters 2024 （ ISBN:9781800417724 ）
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Proficiency effects on L2 pragmatics
Roever, C, Shintani, N, Zhu, Y, Ellis, R（ Role： Contributor）
A. Martínez-Flor, A. Sánchez Hernández, & J. Baron (Eds.). L2 Pragmatics in Action. Teachers, learners and the teaching-learning interaction process. John Benjamins. 2023
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Methodological considerations in the analysis of synchronous and asynchronous written corrective feedback appropriation in digital environments: The affordances of on-line technologies
Shintani, N, Aubrey, S（ Role： Contributor）
R. M. Manchón & J. Roca de Larios (Eds.). Research methods in the study of L2 writing processes (315−336). John Benjamins 2023
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Writing and language learning in electronic environments
Scott, A., Shintani, N.（ Role： Contributor）
R. M. Manchón & C. Polio (Eds.). Handbook of second language acquisition and writing. Routledge 2022
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Theory and practice of task-based language teaching: multiple perspectives Reviewed
（ Role： Joint author）
Cambridge University Press 2019 （ ISBN:9781108713894 ）
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The roles of explicit instruction and guided production practice in the proceduralization of a complex grammatical structure Reviewed
（ Role： Sole author）
R. DeKeyser & G. Prieto Botana (Eds.). Doing SLA research with implications for the classroom: Reconciling methodological demands and pedagogical applicability, John Benjamins 2019
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Researching TBLT for young, beginner learners in Japan Reviewed
Shintani, N.（ Role： Contributor）
M. Bygate (Ed.). TBLT as a researched pedagogy, John Benjamins 2018
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Productive versus receptive grammar knowledge Reviewed
（ Role： Contributor）
L. Liontas (Ed.), The TESOL Encyclopaedia of English Language Teaching: Grammar Teaching, Wiley 2018
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Mediating input-based tasks for beginner learners through task repetition: A sociocultural perspective. Reviewed
（ Role： Contributor）
M. Bygate (Ed.), Learning language through task repetition, John Benjamins 2018
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The role of input-based tasks in foreign language instruction for young learners Reviewed
（ Role： Sole author）
John Benjamins 2016
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Synthesizing research in applied linguistics: the complementary contributions of narrative reviews and meta-analyses Reviewed
（ Role： Joint editor）
Applied Linguistics (special issue) 2015
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Exploring language pedagogy through second language acquisition research Reviewed
（ Role： Joint author）
Routledge 2014
Presentations
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What effect does deductive instruction have on the development of explicit and implicit pragmatic processing?
Natsuko Shintani, Rod Ellis
American Association for Applied Linguistics Conference (AAAL 2024). Houston, USA 2024.3
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Low proficiency learners’ perceptions of task-based language teaching in an ESP classroom in Japan
Fujita, Y, Shintani, N
The 10th International Conference on Task-based Language Teaching. Khon Kaen University, Thailand 2023.6
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The roles of language proficiency and study abroad in Japanese students’ receptive pragmatic competence
Natsuko Shintani, Rod Ellis
Applied Linguistics Conference: ALAA/ALANZ. Wellington, New Zealand 2022.11
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A genre-based approach to investigating the performance of a monologic pragmatic task
Natsuko Shintani, Rod Ellis
9th International Conference on Task-based Language Teaching, Innsbruck, Austria. 2022.8
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Learners’ use of machine translation during a collaborative writing task: A case study
Fujita Takuro, Natsuko Shintani
20th Asia TEFL. Malang, Indonesia 2022.8
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Implementing of task-based language teaching for young EFL learners in Japan
Shanghai Center for Research in English Language Education (SCRELE), Shanghai, China. 2019.9
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Focusing on the teacher and the students in TBLT for young learners Invited
Natsuko Shintani
8th International Conference on Task-Based Language Teaching, Otawa, Canada. 2019.8
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Effects of different types of feedback: Issues in past and current theory and research Invited
The Language Learning Potential of L2 Writing and Written Corrective Feedback: Advancing Research Agendas, Murcia, Spain. 2018.5
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Written corrective feedback: Learning grammar through writing Invited
Assessing World Languages, University of Macau, Macau, China. 2017.11
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Comparing task-based language teaching and traditional instruction for young learners: Methodological issues and solutions Invited
Natsuko Shintani
17th International LASLAB seminar, Vitoria-Gasteiz, Spain 2021.5
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Teaching strategies for L2 learning: Written corrective feedback Invited
The Third International Conference on Situating Strategy Use (SSU3), Osaka, Japan. 2019.10
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Incidental acquisition of grammar and vocabulary in repeated text-reconstruction tasks
International Conference on Task-Based Language Teaching (TBLT 2017) 2017.4
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Effects of isolated, integrated, and combined form-focused instruction on low-intermediate learners’ grammar acquisition
American Association for Applied Linguistics Conference (AAAL 2017) 2017.3
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Explicit grammar instruction for second language writing Invited
TESOL Colloquium at the University of Sydney, Sydney, Australia. 2016.9
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The effectiveness of explicit instruction in L2 grammar learning: The roles of instruction type and feature type
American Association for Applied Linguistics Conference (AAAL2016) 2016.4
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Examining the effects of corrective feedback: How, when and on which errors? Invited
Language Resource Centre, Cornell University, NY., US. 2016.4
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Effects of pre- and post-writing metalinguistic explanation on the acquisition of L2 grammar
Symposium of Second Language Writing 2015.11
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The complementary contributions of meta-analysis and narrative review Invited
Joint International Methodology Research Colloquium at National Institute for International Education (NIIED), Korea 2015.5
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Computer-mediated Synchronous (Immediate) and Asynchronous (Delayed) Direct Corrective Feedback
American Association for Applied Linguistics Conference (AAAL 2015) 2015.3
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Computer-mediated synchronous and asynchronous direct corrective feedback on writing: A case study of two L2 writers
The 13th Symposium on Second Language Writing 2014.11
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Language analytical ability: What role does it play in L2 learners’ use of written feedback?
AILA World Congress 2014.8
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The effect of synchronous and asynchronous written corrective feedback on grammatical accuracy in a computer-mediated environment
American Association for Applied Linguistics Conference (AAAL 2014) 2014.3
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The effects of written corrective feedback on L2 learners’ explicit and implicit knowledge of the English indefinite article
American Association for Applied Linguistics Conference (AAAL 2014) 2014.3
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Computer-mediated synchronous and asynchronous direct corrective feedback on writing Invited
Research Seminar at Singapore Association of Applied Linguistics, Singapore. 2014.3
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A meta-analysis of studies investigating the effects of reception- and production-based instruction on L2 vocabulary learning
American Association for Applied Linguistics Conference (AAAL 2013) 2014.3
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The Incidental L2 Acquisition of Dimensional Adjectives by Young Children
The 10th Asian EFL Journal International TESOL Conference 2014.2
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Workshop on Task-Based Language Teaching in Asian Primary Schools
The 17th Conference of Pan-Pacific Association of Applied Linguistics 2012.8
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Using tasks with young learners in Japan: The role of the teacher
The 17th Conference of Pan-Pacific Association of Applied Linguistics (PAAL) 2012.8
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Input-based tasks and the acquisition of vocabulary and grammar: A process-product study
. 2nd International Conference on Foreign Language Teaching and Applied Linguistics (FLTAL) 2012.5
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The effects of focus-on-forms and focus-on-form on vocabulary acquisition by young beginner learners
The 7th International ELT Research Conference 2012.4
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Task-based instruction: Task design and task implementation
2nd Combined Conference of the Applied Linguistics Association of Australia (ALAA) and Applied Linguistics Association of New Zealand (ALANZ) 2011.12
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Effects of repeating listen-and-do tasks on children's L2 comprehension and production
The 4th Biennial International Conference on Task-Based Language Teaching 2011.11
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A comparative study of input-based and production-based instruction for vocabulary acquisition
The 16th World Congress of Applied Linguistics (AILA2011) 2011.8
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Incidental L2 acquisition of two English grammatical structures by young Japanese classroom learners in comprehension-based
American Association for Applied Linguistics Conference (AAAL 2011) 2011.3
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Implementing of task-based courses for young EFL learners in Japan
The 15th English in Southeast Asia Conference 2010.12
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Comprehension-based versus production-based instruction: Using conversation analysis to distinguish them
The 16th The Applied Linguistics Association of New Zealand Symposium 2010.12
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Classroom interaction and acquisition – comparative study of TBLT and PPP for young EFL learners in Japan
The 1st Combined Conference the Applied Linguistics Association of NZ and Australia. Auckland 2009.12
Research Projects
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Development and optimization of an integrated DDL platform to improve English proficiency
Grant number：21H00553 2021.4 - 2024.3
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)
Grant amount：\17420000 （ Direct Cost: \13400000 、 Indirect Cost：\4020000 ）
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Testing and teaching second language pragmatic skills for studying abroad
Grant number：20H01297 2020.4 - 2025.3
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)
Grant amount：\14950000 （ Direct Cost: \11500000 、 Indirect Cost：\3450000 ）
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Testing and teaching second language pragmatic skills for studying abroad
Grant number：23K20103 2020.4 - 2025.3
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (B)
Grant amount：\14950000 （ Direct Cost: \11500000 、 Indirect Cost：\3450000 ）
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New method of evaluating English speaking ability using AI
Grant number：18K00809 2018.4 - 2023.3
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
Grant amount：\4420000 （ Direct Cost: \3400000 、 Indirect Cost：\1020000 ）
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The influence of explicit grammar instruction on the incidental acquisition of vocabulary, grammar and pronunciation
Grant number：18K12481 2018.4 - 2020.3
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Early-Career Scientists
Shintani Natsuko
Grant amount：\1690000 （ Direct Cost: \1300000 、 Indirect Cost：\390000 ）
The study examined the incidental acquisition of three language features (grammar, vocabulary, and pronunciation) when the learners receiving explicit instruction focusing on a particular grammatical feature. The analyses for incidental acquisition showed significant gains for vocabulary (i.e., new vocabulary items) and pronunciation (i.e., stress placement) but not for the grammatical feature (i.e. passive voice). The results indicated that incidental acquisition takes place in the language classroom even when a particular linguistic form is explicitly taught. It was more evident for vocabulary and pronunciation than grammar. The most explicit instruction resulted in better incidental vocabulary acquisition. This might be because the explicit instruction plus highlighted text helped the learners with limited proficiency to comprehend the story, which allowed them to be more attentive to other aspects of language than the target structure.