Rivers, D.J., Unser-Schutz, G. and Rudolph, N. (2024). Vaccine hesitancy and susceptibility to SARS-CoV-2 misinformation in Japanese youth: The contribution of personality traits and national identity. International Journal of Environmental Research and Public Health 21(1): 42.
Rivers, D. J. (2023). The perceived value of remote access online learning: An instrument construction and validation case study. Education Sciences, 13(12): 1176.
Rivers, D.J. (2022). Multimodal gestalts and post-pandemic utopianism: Drum and bass on the bike. Frontiers in Communication 7: 817332.
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. (2022). The
Situation Specific Arousal Analyzer (SSAA): Innovation in the physiological assessment of foreign language education anxiety. Frontiers in Education 7: 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 60(1): 104-131.
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. (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.
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.
Ross, A.S. and Rivers, D.J. (2020). Sport in the new media landscape: Community, participation and discourse. Discourse, Context and Media 35: 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.
Rivers, D.J. (2020). Banter and the fan channel
phenomenon in the era of participatory culture. The Digital Football Network.
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 24(6): 867-885.
Rivers, D.J. (2019). Strava as a discursive field of practice: Technological affordances and mediated cycling motivations. Discourse, Context and Media 34: 100345.
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: Participatory Cultures in Digital Contexts (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). "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.
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: Current Explorations and Future Visions (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: Current Explorations and Future Visions (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:
Current Explorations and Future Visions (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: Current Explorations
and Future Visions (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: Dynamics and Shifts (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: Discourse, Disruption, and Digital Democracy in the 2016 Presidential Election
(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. (Eds.) (2017). The sociolinguistics of hip-hop as critical conscience: dissatisfaction and dissent. Houndmills: Palgrave Macmillan.
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.
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.
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: Oppression, Intersectionality and Emancipation (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: Oppression,
Intersectionality and Emancipation (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: Voices, Views
and Vignettes (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: Counter-Conduct in Language
Education (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: Counter-Conduct in Language Education (pp. 94-118).
Houndmills: Palgrave Macmillan.
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.
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.
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: Managing Stereotypes through Intercultural (Language) Education (pp.
42-61). Newcastle-upon-Tyne: Cambridge Scholars.
Houghton, S.A. and Rivers, D.J. (Eds.) (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: Intergroup Dynamics
in Foreign Language Education (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: Intergroup Dynamics in Foreign Language Education (pp.
1-14). Bristol: Multilingual Matters.
Rivers, D.J. (2013). Rethinking narrative identity: Persona and perspective edited by Claudia Holler and Martin Klepper. Linguist List 24.2740.
Rivers, D.J. (2013). English-medium instruction at universities: Global challenges edited by Aintzane Doiz, David Lasagabaster and Juan Manuel Sierra. Linguist List 24.832.
Rivers, D.J. (2013). Developing criticality in practice through foreign language education by Stephanie Houghton and Etsuko Yamada. 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 edited by Ann Hewings and Caroline Tagg. Linguist List 23.4486.
Rivers, D.J. (2012). Identity formation in globalizing contexts: Language learning in the new millennium edited by Christina Higgins. 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: Anthology Series 52 (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.