Research Publications

Rivers, D.J. (2022). Stress mediates the relationship between personality and the affordance of socially distanced online education. Human Behavior and Emerging Technologies 9719729.

Rivers, D.J., Vallance, M. and Nakamura, M. (2021). Metacognitive knowledge and the self as socially distanced online learner: A virtual reality assisted analysis of academic self concept. Journal of Educational Technology Systems 50(1): 87-111.

Rivers, D.J. (2021). The role of personality traits and online academic self-efficacy in acceptance, actual use and achievement in Moodle. Education and Information Technologies 26(4): 4353-4378.

Rivers, D.J. (2020). Japanese national identity and the positioning of English as opportunity or obstruction. Contemporary Japan 33(1): 41-56.

Ross, A.S. and Rivers, D.J. (2020). Donald Trump, legitimisation and a new political rhetoric. World Englishes 39(4): 623-637.

Rivers, D.J. and Ross, A.S. (2020). Authority (de)legitimation in the border wall Twitter discourse of President Trump. Journal of Language and Politics 19(5): 831-856.

Rivers, D.J. (2019). Walking on glass: Reconciling experience and expectation in Japan. Journal of Language, Identity and Education 18(6): 377-388.

Ross, A.S. and Rivers, D.J. (2019). Internet memes, media frames, and the conflicting logics of climate change discourse. Environmental Communication 13(7): 975-994.

Ross, A.S. and Rivers, D.J. (Eds.) (2019). Discourses of (de)legitimization: Participatory cultures in digital contexts. New York: Routledge.

Rivers, D.J. (2019). Political cartoons as creative insurgency: Delegitimization in the culture of convergence. In A.S. Ross and D.J. Rivers (Eds.), Discourses of (De)Legitimization: Participatory Cultures in Digital Contexts (pp. 248-281). New York: Routledge.

Ross, A.S. and Rivers, D.J. (2019). (De)legitimization and participation in the digitalized public sphere. In A.S. Ross and D.J. Rivers (Eds.), Discourses of (De)Legitimization (pp. 1-14). New York: Routledge.

Rivers, D.J. and Ross, A.S. (2018). Interviewing for accountability: Ideological framing and argumentation. Language and Dialogue 8(3): 391-414.

Rivers, D.J. and Ross, A.S. (2018). An integrated approach to non-verbal performance in the hybrid political interview. Journal of Pragmatics 132: 59-75.

Rivers, D.J. and Ross, A.S. (2018). L1/L2 communication self-efficacy beliefs and the contribution of personality. Language Learning Journal 48(6): 700-714.

Ross, A.S. and Rivers, D.J. (2018). Discursive deflection: Accusation of "fake news" and the spread of mis- and dis-information in the Tweets of President Trump. Social Media + Society 4(2): 1-12.

Ross, A.S. and Rivers, D.J. (2018). Emotions beyond the classroom: Interactions with the social world. Studies in Second Language Learning and Teaching 8(1): 103-126.

Rivers, D.J. and Ross, A.S. (2018). Communicative interactions in foreign language education: contact anxiety, appraisal and distance. Learning, Culture and Social Interaction 16(1): 20-30.

Houghton, S.A., Rivers, D.J. and Hashimoto, K. (2018). Beyond native-speakerism: Current explorations and future visions. New York: Routledge.

Rivers, D.J. (2018). Speakerhood as segregation: The construction and consequence of divisive discourse in TESOL. In B. Yazan and N. Rudolph (Eds.), Criticality, Teacher Identity, and (In)equity in English Language Teaching (pp. 195-215). Dordrecht: Springer.

Rivers, D.J. (2018). The idea of the native speaker. In S.A. Houghton, D.J. Rivers and K. Hashimoto. Beyond Native-Speakerism (pp. 15-35). New York: Routledge.

Rivers, D.J. (2018). The sociohistorical foundations of Japan’s relationship with the native speaker of foreign languages. In S.A. Houghton, D.J. Rivers and K. Hashimoto. Beyond Native-Speakerism (pp. 36-58). New York: Routledge.

Rivers, D.J. (2018). “Introverted psychosis” and the psychology of native-speaker interaction: Social representation, status and threat perception. In S.A. Houghton, D.J. Rivers and K. Hashimoto. Beyond Native-Speakerism (pp. 59-81). New York: Routledge.

Rivers, D.J. (2018). Contemporary English language teachers’ views on native-speakerism-in-context. In S.A. Houghton, D.J. Rivers and K. Hashimoto. Beyond Native-Speakerism (pp. 82-96). New York: Routledge.

Rivers, D.J. (2018). Foreword: Probing for a post-native-speakerist future. In S.A. Houghton and K. Hashimoto (Eds.), Towards Post-Native Speakerism (pp. v-xv). Dordrecht: Springer.

Ross, A.S. and Rivers, D.J. (2017). Internet memes as polyvocal political participation. In D. Schill and J.A. Hendricks (Eds.), The Presidency and Social Media (pp. 285-308). New York: Routledge.

Ross, A.S. and Rivers, D.J. (2017). Digital cultures of political participation: Internet memes and the discursive delegitimization of the 2016 U.S. presidential candidates. Discourse, Context and Media 16(1): 1-11.

Ross, A.S. and Rivers D.J. (2017). Hip-hop as critical conscience: Framing dissatisfaction and dissent. In A.S. Ross and D.J. Rivers (Eds.), The Sociolinguistics of Hip-Hop as Critical Conscience (pp. 1-11). Houndmills: Palgrave Macmillan.

Rivers, D.J. (2017). Where is the love? White nationalist discourse on hip-hop. In A.S. Ross and D.J. Rivers (Eds.), The Sociolinguistics of Hip-Hop as Critical Conscience (pp. 101-129). Houndmills: Palgrave Macmillan.

Rivers, D.J. and Zotzmann, K. (Eds.) (2017). Isms in language education: Oppression, intersectionality and emancipation. Berlin: Mouton De Gruyter.

Zotzmann, K. and Rivers, D.J. (2017). Bringing the isms into focus. In D.J. Rivers and K. Zotzmann (Eds.), Isms in Language Education (pp. 1-14). Berlin: Mouton De Gruyter.

Rivers, D.J. (2017). Native-speakerism and the betrayal of the native speaker teaching professional. In D.J. Rivers and K. Zotzmann (Eds.), Isms in Language Education (pp. 74-97). Berlin: Mouton De Gruyter.

Rivers, D.J. (2016). Employment advertisements and native-speakerism in Japanese higher education. In F. Copland, S. Garton and S. Mann (Eds.), LETs and NESTs (pp. 79-100). London: British Council.

Rivers, D.J. (Ed.) (2015). Resistance to the known: Counter-conduct in language education. Houndmills: Palgrave Macmillan.

Rivers, D.J. (2015). Introduction: Conceptualizing the known and the relational dynamics of power and resistance. In D.J. Rivers (Ed.), Resistance to the Known (pp. 1-20). Houndmills: Palgrave Macmillan.

Rivers, D.J. (2015). The authorities of autonomy and English-only: Serving whose interests? In D.J. Rivers (Ed.), Resistance to the Known (pp. 94-118). Houndmills: Palgrave Macmillan.

Rivers, D.J. (2015). The self-other positioning of international students in the Japanese university English language classroom. In A.H. Fabricius and B. Preisler (Eds.), Transcultural Interaction and Linguistic Diversity in Higher Education (pp. 188-214). Houndmills: Palgrave Macmillan.

Rivers, D.J. (2014). Asia for the Asians: China in the lives of five Meiji Japanese by Paula Harrell. Asian Studies Review 38(4): 701-703.

Rivers, D.J. (2014). Scientific discourse and the rhetoric of globalization: The impact of culture and language by Carmen Perez-Llantada. Linguist List 25.5049.

Rivers, D.J. and Houghton, S.A. (Eds.) (2013). Social identities and multiple selves in foreign language education. New York: Bloomsbury.

Rivers, D.J. (2013). Implications for identity: Inhabiting the native-speaker English teacher location in the Japanese sociocultural context. In D.J. Rivers and S.A. Houghton (Eds.), Social Identities and Multiple Selves in Foreign Language Education (pp. 33-55). New York: Bloomsbury.

Rivers, D.J. and Houghton, S.A. (2013). Identities in foreign language education. In D.J. Rivers and S.A. Houghton (Eds.), Social Identities and Multiple Selves in Foreign Language Education (pp. 1-12). New York: Bloomsbury.

Rivers, D.J. and Ross, A.S. (2013). Idealized English teachers: The implicit influence of race in Japan. Journal of Language, Identity and Education 12(5): 321-339.

Rivers, D.J. (2013). Labour contract law amendments: Recruitment indicative of change? The Language Teacher 37(1): 68-71.

Rivers, D.J. and Ross, A.S. (2013). Uncovering stereotypes: Intersections of race and English native-speakerhood. In S.A. Houghton, Y. Furumura, M. Lebedko and L. Song (Eds.), Critical Cultural Awareness (pp. 42-61). Newcastle-upon-Tyne: Cambridge Scholars.

Houghton, S.A. and Rivers, D.J. (2013). Native-speakerism in Japan: Intergroup dynamics in foreign language education. Bristol: Multilingual Matters.

Rivers, D.J. (2013). Institutionalized native-speakerism: Voice of dissent and acts of resistance. In S.A. Houghton and D.J. Rivers (Eds.), Native-Speakerism in Japan (pp. 75-91). Bristol: Multilingual Matters.

Houghton, S.A. and Rivers, D.J. (2013). Redefining native-speakerism. In S.A. Houghton and D.J. Rivers (Eds.), Native-Speakerism in Japan (pp. 1-14). Bristol: Multilingual Matters.

Rivers, D.J. (2013). Rethinking narrative identity: Persona and perspective (Review). Linguist List 24.2740.

Rivers, D.J. (2013). English-medium instruction at universities: Global challenges (Review). Linguist List 24.832.

Rivers, D.J. (2013). Developing criticality in practice through foreign language education (Review). Language and Intercultural Communication 13(1): 113-116.

Rivers, D.J. (2012). Modelling the perceived value of compulsory English language education in undergraduate non-language majors of Japanese nationality. Journal of Multilingual and Multicultural Development 33(3): 251-267.

Rivers, D.J. (2012). The politics of English: Conflict, competition, co-existence (Review). Linguist List 23.4486.

Rivers, D.J. (2012). Identity formation in globalizing contexts: Language learning in the new millennium (Review). Linguist List 23.3196.

Rivers, D.J. (2011). Evaluating the self and the other: Imagined intercultural contact within a native-speaker dependent foreign language context. International Journal of Intercultural Relations 35(6): 842-852.

Rivers D.J. (2011). Strategies and struggles in the ELT classroom: Language policy, learner autonomy and innovative practice. Language Awareness 20(1): 31-43.

Rivers, D.J. (2011). Politics without pedagogy: Questioning linguistic exclusion. ELT Journal 65(2): 103-113.

Rivers, D.J. (2011). Japanese national identification and English language learning processes. International Journal of Intercultural Relations 35(1): 111-123.

Rivers, D.J. (2011). Intercultural processes in accented English. World Englishes 30(3): 375-391.

McMillan, B.A. and Rivers, D.J. (2011). The practice of policy: Teacher attitudes toward English-only. System 39(2): 251-263.

Rivers, D.J. (2011). The Internationalization of Japanese higher education institutions: Implications for 2012 and beyond. In C. Ward (Ed.), Language Education: An Essential for a Global Economy (pp. 237-257). Singapore: SEAMEO.

Rivers, D.J. (2011). Lifting the curtain on the land of the rising sun. Australian Universities Review 53(2): 118-122.

Rivers, D.J. (2010). Implicating the role of Japanese national identification: National vitality, community appeal and attitudes toward English language learning in context. Studies in Linguistics and Language Teaching 21: 101-122.

Rivers, D.J. (2010). Ideologies of internationalization and the treatment of diversity within Japanese higher education. Journal of Higher Education Policy and Management 32(5): 441-454.

Rivers, D.J. (2010). National identification and intercultural relations in foreign language learning. Language and Intercultural Communication 10(4): 318-336.

Rivers, D.J. (2010). An exploration of on-task language policy and student satisfaction. ELT Journal 64(3): 261-271.

Rivers, D.J. (2009). Utilizing the quick response (QR) code within the Japanese EFL environment. JALT CALL Journal 5(2): 15-28.