Publications

Rivers, D. J. (2022). Multimodal Gestalts and Post-Pandemic Utopianism: Drum and Bass on the Bike. Frontiers in Communication, 7: 817332. (https://doi.org/10.3389/fcomm.2022.817332)

Rivers, D. J. (2022). Stress Mediates the Relationship Between Personality and the Affordance of Socially Distanced Online Education. Human Behavior and Emerging Technologies, 9719729. (https://doi.org/10.1155/2022/9719729)

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. (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, 60(1): 104-131. (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)