Publications

Rivers, D. J. (2022). Stress Mediates the Relationship Between Personality and the Affordance of Socially Distanced Online Education. Human Behavior and Emerging Technologies.

Rivers, D.J. (2022). The Situation Specific Arousal Analyzer (SSAA): Innovation in the Physiological Assessment of Foreign Language Education Anxiety. Frontiers in Education, 7: 802639. (https://doi.org/10.3389/feduc.2022.802639)

Rivers, D.J., Nakamura, M. and Vallance, M. (2021)Online Self-Regulated Learning and Achievement in the Era of Change. Journal of Educational Computing Research. (https://doi.org/10.1177/07356331211025108)

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. (https://doi.org/10.1177/0047239521999779)

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. (https://doi.org/10.1007/s10639-021-10478-3)

Rivers, D.J. (2021). A Serial Mediation Approach to Goal Orientations, Learning Strategies and Achievement Outcomes on a Computer-Mediated English Program. Journal of Educational Computing Research, 59(7): 1343-1369. (https://doi.org/10.1177/0735633121995903)

Rivers, D.J. (2020). Japanese National Identity and the Positioning of English as Opportunity or Obstruction. Contemporary Japan, 33(1): 41-56. (https://doi.org/10.1080/18692729.2020.1792188)

Ross, A.S. and Rivers, D.J. (2020). Donald Trump, Legitimisation and a New Political Rhetoric. World Englishes, 39(4): 623-637. (https://doi.org/10.1111/weng.12501)

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. (https://doi.org/10.1075/jlp.19105.riv)

Ross, A.S. and Rivers, D.J. (2020). Sport in the New Media Landscape: Community, Participation and Discourse. Discourse, Context and Media, 35: 100378. (https://doi.org/10.1016/j.dcm.2020.100378)

Rivers, D.J. (2020). Contributions of National Identity and Personality to Foreign Language Communication and Contact Attitudes in Japan. Journal of Language, Identity and Education, 19(6): 379-394. (https://doi.org/10.1080/15348458.2019.1696684)

Rivers, D.J. (2020). Banter and the Fan Channel Phenomenon in the Era of Participatory Culture. The Digital Football Network. (https://digifootballnet.wordpress.com/2020/01/24/banter-and-the-fan-channel-phenomenon-in-the-era-of-participatory-culture)

Rivers, D.J. and Ross, A.S. (2019). “This channel has more subs from rival fans than Arsenal fans”: Arsenal Fan TV, Football Fandom and Banter in the New Media Era. Sport in Society: Culture, Commerce, Media, Politics, 24(6): 867-885. (https://doi.org/10.1080/17430437.2019.1706492)

Rivers, D.J. (2019). Strava as a Discursive Field of Practice: Technological Affordances and Mediated Cycling Motivations. Discourse, Context and Media, 34: 100345. (https://doi.org/10.1016/j.dcm.2019.100345)

Rivers, D.J. (2019). Walking on Glass: Reconciling Experience and Expectation in Japan. Journal of Language, Identity and Education, 18(6): 377-388. (https://doi.org/10.1080/15348458.2019.1674149)

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. (https://doi.org/10.1080/17524032.2018.1560347)

Ross, A.S. and Rivers, D.J. (Eds.) (2019). Discourses of (De)Legitimization: Participatory Cultures in Digital Contexts. New York: Routledge. (https://www.routledge.com/Discourses-of-DeLegitimization-Participatory-Culture-in-Digital-Contexts/Ross-Rivers/p/book/9780367584146)

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.
(https://www.taylorfrancis.com/chapters/political-cartoons-creative-insurgency-damian-rivers/e/10.4324/9781351263887-13)

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: Participatory Cultures in Digital Contexts (pp. 1-14). New York: Routledge.
(https://www.taylorfrancis.com/chapters/introduction-andrew-ross-damian-rivers/e/10.4324/9781351263887-1)

Rivers, D.J. and Ross, A.S. (2018). Interviewing for Accountability: Ideological Framing and Argumentation. Language and Dialogue, 8(3): 391-414. (https://doi.org/10.1075/ld.00023.riv)

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. (https://doi.org/10.1016/j.pragma.2018.05.012)

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. (https://doi.org/10.1080/09571736.2018.1441895)

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. (https://doi.org/10.1177/2056305118776010)

Ross, A.S. and Rivers, D.J. (2018). "Froome with his SKY Bodyguards, Layers of Armour" - The 'Sport is War' Conceptual Metaphor in Grand Tour Cycling Commentary. Communication & Sport, 7(2): 176-197. (https://doi.org/10.1177/2167479517752431)

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. (https://doi.org/10.14746/ssllt.2018.8.1.5)

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. (https://doi.org/10.1016/j.lcsi.2017.09.001)

Houghton, S.A., Rivers, D.J. and Hashimoto, K. (2018). Beyond Native-Speakerism: Current Explorations and Future Visions. New York: Routledge. (https://www.routledge.com/Beyond-Native-Speakerism-Current-Explorations-and-Future-Visions/Houghton-Rivers-Hashimoto/p/book/9780367589356)

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 (https://doi.org/10.1007/978-3-319-72920-6)

Rivers, D.J. (2018). The Idea of the Native Speaker. In S.A. Houghton, D.J. Rivers and K. Hashimoto. Beyond Native-Speakerism: Current Explorations and Future Visions (pp. 15-35). New York: Routledge. (https://www.taylorfrancis.com/chapters/idea-native-speaker-damian-rivers/e/10.4324/9781315643601-2)

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: Current Explorations and Future Visions (pp. 36-58). New York: Routledge. (https://www.taylorfrancis.com/chapters/sociohistorical-foundations-japan-relationship-native-speaker-foreign-languages-damian-rivers/e/10.4324/9781315643601-3)

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: Current Explorations and Future Visions (pp. 59-81). New York: Routledge. (https://www.taylorfrancis.com/chapters/introverted-psychosis-psychology-native-speaker-interaction-damian-rivers/e/10.4324/9781315643601-4)

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: Current Explorations and Future Visions (pp. 82-96). New York: Routledge. (https://www.taylorfrancis.com/chapters/contemporary-english-language-teachers-views-native-speakerism-context-damian-rivers/e/10.4324/9781315643601-5)

Rivers, D.J. (2018). Foreword: Probing for a Post-Native-Speakerist Future. In S.A. Houghton and K. Hashimoto (Eds.), Towards Post-Native Speakerism: Dynamics and Shifts (pp. v-xv). Dordrecht: Springer. (https://doi.org/10.1007/978-981-10-7162-1)

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: Discourse, Disruption, and Digital Democracy in the 2016 Presidential Election (pp. 285-308). New York: Routledge. (https://www.taylorfrancis.com/chapters/internet-memes-polyvocal-political-participation-andrew-ross-damian-rivers/e/10.4324/9781315112824-15)

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. (https://doi.org/10.1016/j.dcm.2017.01.001)

Ross, A.S. and Rivers, D.J. (Eds.) (2017). The Sociolinguistics of Hip-Hop as Critical Conscience: Dissatisfaction and Dissent. Houndmills: Palgrave Macmillan. (https://www.palgrave.com/gp/book/9783319592435)

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: Dissatisfaction and Dissent (pp. 1-11). Houndmills: Palgrave Macmillan. (https://link.springer.com/book/10.1007/978-3-319-59244-2)

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: Dissatisfaction and Dissent (pp. 101-129). Houndmills: Palgrave Macmillan. (https://link.springer.com/chapter/10.1007/978-3-319-59244-2_5)

Rivers, D.J. and Zotzmann, K. (Eds.) (2017). Isms in Language Education: Oppression, Intersectionality and Emancipation. Berlin: Mouton De Gruyter. (https://doi.org/10.1515/9781501503085)

Zotzmann, K. and Rivers, D.J. (2017). Bringing the Isms into Focus. In D.J. Rivers and K. Zotzmann (Eds.), Isms in Language Education: Oppression, Intersectionality and Emancipation (pp. 1-14). Berlin: Mouton De Gruyter. (https://doi.org/10.1515/9781501503085-001)

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: Oppression, Intersectionality and Emancipation (pp. 74-97). Berlin: Mouton De Gruyter. (https://doi.org/10.1515/9781501503085-005)

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: Voices, Views and Vignettes (pp. 79-100). London: British Council. (https://www.teachingenglish.org.uk/article/lets-nests-voices-views-vignettes)

Rivers, D.J. (Ed.) (2015). Resistance to the Known: Counter-Conduct in Language Education. Houndmills: Palgrave Macmillan. (https://www.palgrave.com/gp/book/9781137345189)

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: Counter-Conduct in Language Education (pp. 1-20). Houndmills: Palgrave Macmillan. (https://link.springer.com/chapter/10.1057/9781137345196_1)

Rivers, D.J. (2015). The Authorities of Autonomy and English-Only: Serving Whose Interests? In D.J. Rivers (Ed.), Resistance to the Known: Counter-Conduct in Language Education (pp. 94-118). Houndmills: Palgrave Macmillan. (https://link.springer.com/chapter/10.1057/9781137345196_5)

Rivers, D.J. (2015). Cultural Essentialism and Foreigner-as-Criminal Discourse. In F. Dervin and R. Machart (Eds.), Cultural Essentialism in Intercultural Relations (pp. 15-41). Houndmills: Palgrave Macmillan. (https://link.springer.com/chapter/10.1057%2F9781137498601_2)

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: The Student Experience (pp. 188-214). Houndmills: Palgrave Macmillan. (https://link.springer.com/chapter/10.1057/9781137397478_9)

Rivers, D.J. and Houghton, S.A. (Eds.) (2013). Social Identities and Multiple Selves in Foreign Language Education. New York: Bloomsbury. (https://www.bloomsbury.com/us/social-identities-and-multiple-selves-in-foreign-language-education-9781441160645/)

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. (https://www.bloomsbury.com/us/social-identities-and-multiple-selves-in-foreign-language-education-9781441160645/)

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. (https://www.bloomsbury.com/us/social-identities-and-multiple-selves-in-foreign-language-education-9781441160645/)

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. (https://doi.org/10.1080/15348458.2013.835575)

Rivers, D.J. (2013). Labour Contract Law Amendments: Recruitment Indicative of Change? The Language Teacher, 37(1): 68-71. (https://www.jalt-publications.org/tlt/departments/job-info-centre/articles/2018-labour-contract-law-amendments-recruitment-indicative-)

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: Managing Stereotypes through Intercultural (Language) Education (pp. 42-61). Newcastle-upon-Tyne: Cambridge Scholars Publishing. (https://books.google.co.jp/books/about/Critical_Cultural_Awareness.html?id=sjzzlgEACAAJ&redir_esc=y)

Houghton, S.A. and Rivers, D.J. (Eds.) (2013). Native-Speakerism in Japan: Intergroup Dynamics in Foreign Language Education. Bristol: Multilingual Matters. (https://www.multilingual-matters.com/page/detail/?k=9781847698681)

Rivers, D.J. (2013). Institutionalized Native-Speakerism: Voices of Dissent and Acts of Resistance. In S.A. Houghton and D.J. Rivers (Eds.), Native-Speakerism in Japan: Intergroup Dynamics in Foreign Language Education (pp. 75-91). Bristol: Multilingual Matters. (http://www.multilingual-matters.com/display.asp?K=9781847698681)

Houghton, S.A. and Rivers, D.J. (2013). Redefining Native-Speakerism. In S.A. Houghton and D.J. Rivers (Eds.), Native-Speakerism in Japan: Intergroup Dynamics in Foreign Language Education (pp. 1-14). Bristol: Multilingual Matters. (http://www.multilingual-matters.com/display.asp?K=9781847698681)

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. (https://doi.org/10.1080/01434632.2012.661737)

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. (https://doi.org/10.1016/j.ijintrel.2011.08.003)

Rivers D.J. (2011). Strategies and Struggles in the ELT Classroom: Language Policy, Learner Autonomy and Innovative Practice. Language Awareness, 20(1): 31-43. (https://doi.org/10.1080/09658416.2010.537343)

Rivers, D.J. (2011). Politics without Pedagogy: Questioning Linguistic Exclusion. ELT Journal, 65(2): 103-113. (https://doi.org/10.1093/elt/ccq044)

Rivers, D.J. (2011). Japanese National Identification and English Language Learning Processes. International Journal of Intercultural Relations, 35(1): 111-123. (https://doi.org/10.1016/j.ijintrel.2010.09.006)

Rivers, D.J. (2011). Intercultural Processes in Accented English. World Englishes, 30(3): 375-391. (https://doi.org/10.1111/j.1467-971X.2011.01707.x)

McMillan, B.A. and Rivers, D.J. (2011). The Practice of Policy: Teacher Attitudes Toward "English-Only". System, 39(2): 251-263. (https://doi.org/10.1016/j.system.2011.04.011)

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: Anthology Series 52 (pp. 237-257). Singapore: SEAMEO.

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. (http://id.nii.ac.jp/1092/00000500)

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. (https://doi.org/10.1080/1360080X.2010.511117)

Rivers, D.J. (2010). National Identification and Intercultural Relations in Foreign Language Learning. Language and Intercultural Communication, 10(4): 318-336. (https://doi.org/10.1080/14708477.2010.502234)

Rivers, D.J. (2010). An Exploration of On-Task Language Policy and Student Satisfaction. ELT Journal, 64(3): 261-271. (https://doi.org/10.1093/elt/ccp058)

Rivers, D.J. (2009). Utilizing the Quick Response (QR) Code within the Japanese EFL Environment. JALT CALL Journal, 5(2): 15-28. (https://doi.org/10.29140/jaltcall.v5n2.77)