Peer-Reviewed Journal Articles…

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1. Velliaris, D. M. & Breen, P. (2017, May/June). A ‘pathway’ to success: International students as partners in the process of transition to Australian higher education. Journal of Institutional Research South East Asia (JIRSEA), 15(1), 133-145. ISSN 1675-6061 Link: http://www.seaairweb.info/journal/JIRSEA_v15_n1_2017.pdf

2. Velliaris, D. M. & Breen, P. (2016). An institutional three-stage framework: Elevating academic writing and integrity standards of international pathway students. Journal of International Students (JIS), 6(2), 565-587. Link: https://files.eric.ed.gov/fulltext/EJ1094880.pdf

3. Velliaris, D. M. & Coleman-George, D. (2015, July). Academic English: Different from speaking and more professional. Journal of Advanced Science, Engineering and Medicine (ASEM), 7(7), 597-602(6), California: American Scientific Publishers. doi:10.1166/asem.2015.1738 Link: https://www.researchgate.net/publication/280632062_Academic_English_Different_from_Speaking_and_More_Professional

4. Velliaris, D. M. & Coleman-George, D. (2015, July). A pathway to Australian higher education: Fresh air, kind people and active classes. Journal of Advanced Science, Engineering and Medicine (ASEM), 7(7), 603-608(6), California: American Scientific Publishers. doi:10.1166/asem.2015.1739 Link: https://www.researchgate.net/publication/280603008_A_Pathway_to_Australian_Higher_Education_Fresh_Air_Kind_People_and_Active_Classes

5. Velliaris, D. M. & Willis, C. R. (2014). International family profiles and parental school choice in Tokyo. Journal of Research in International Education, 13(3), 235-247, London, UK: Sage. Link: https://journals.sagepub.com/doi/abs/10.1177/1475240914556204

6. Velliaris, D. M. & Willis, C. R. (2013). School choice for transnational parents in Tokyo. Journal of Research in International Education, 12(3), 228-238, London, UK: Sage. Link: https://journals.sagepub.com/doi/abs/10.1177/1475240913511583?icid=int.sj-full-text.similar-articles.3&journalCode=jria

7. Velliaris, D. M. (2011). International parents in Tokyo and the education of their transnational children [Abstract], Journal of Research in International Education, 9(3), 36-337, London, UK: Sage. Link: https://journals.sagepub.com/doi/abs/10.1177/14752409100090031002

 

Non-Refereed Written Works…

 

1. Velliaris, D. M. & Frenzel, L. J. (2014). Mixed metaphors: Descriptive representations for transnational students. 25th International Education Association (ISANA) & 19th Australia and New Zealand Student Services Association (ANZSSA) Conference. Adelaide Hilton Hotel, South Australia, 2-5 December 2014.

2. Velliaris, D. M. (2014). Autoethnography: Connecting personal experiences and professional practices. English as a Second Language Educators (ESLE-SA) Inc. Online Newsletter, December 2014.

3. Velliaris, D. M., & Frenzel, L. J. (2014). From the beginning: Basic academic English skills [Desde un inicio: habilidades básicas del inglés académico]. Boletín del Centro de Idiomas. Universidad Nacional Autónoma de Nicaragua, León, Newsletter November 2014.

4. Velliaris, D. M., & Frenzel, L. J. (2014). Academic listening and note-taking [Escucha académica y toma de notas]. Boletín del Centro de Idiomas. Universidad Nacional Autónoma de Nicaragua-León, Nicaragua, Newsletter May 2014.

5. Velliaris, D. M., & Frenzel, L. J. (2014). Identifying key verbs in essay questions [Identificación de verbos claves en preguntas de ensayos]. Boletín del Centro de Idiomas. Universidad Nacional Autónoma de Nicaragua-León, Nicaragua, Newsletter January 2014.

6. Velliaris, D. M. & Frenzel, L. J. (2013). A blurry pathway: When collaboration looks like collusion. [Un sendero difuso: Cuando la colaboración se asemeja a la colusión]. Boletín del Centro de Idiomas. Universidad Nacional Autónoma de Nicaragua-León, Nicaragua, Newsletter December 2013.

7. Velliaris, D. M., & Frenzel, L. J. (2013). Guidelines for designing and assessing group work tasks [Lineamientos para el diseño y evaluación de labores de grupo]. Boletín del Centro de Idiomas. Universidad Nacional Autónoma de Nicaragua-León, Nicaragua, Newsletter October 2013.

8. Velliaris, D. M. (2013). In your own words: What does ‘Academic Integrity’ (AI) mean? English as a Second Language Educators (ESLE-SA) Inc. Special Double-Edition Online Newsletter, December 2013.

9. Velliaris, D. M. & Willis, C. R. (2013). Transnational students: The evolution in global terminology. English as a Second Language Educators (ESLE-SA) Inc. Special Double-Edition Online Newsletter, December 2013.

10. Velliaris, D. M. & Frenzel, L. J. (2012). Making writing better in the TESOL classroom [Mejoramiento de la escritura en las aulas de TESOL]. Boletín del Centro de Idiomas. Universidad Nacional Autónoma de Nicaragua-León, Nicaragua, Newsletter September 2012.

11. Velliaris, D. M. & Frenzel, L. J. (2012). Why Spanish makes learning English easier than many other languages [El Por qué la lengua Española facilita el aprendizaje del Inglés más que otras lenguas]. Boletín del Centro de Idiomas. Universidad Nacional Autónoma de Nicaragua-León, Nicaragua, Newsletter May 2012.

12. Velliaris, D. M. & Frenzel, L. J. (2012). How cultural differences affect written and oral communication [El cómo las diferencias culturales afectan las comunicación oral y escrita]. Boletín del Centro de Idiomas. Universidad Nacional Autónoma de Nicaragua-León, Nicaragua, Newsletter February 2012.

13. Velliaris, D. M., Palmer, E., Picard, M., Guerin, C., Smith, S. D., Green, I., & Miller, J. (2012). An investigation into the nature of higher education research in Australia. In Higher Education Research & Development Society of Australasia Inc. (HERDSA) News, Vol. 34, No. 3, pp. 1&3.

14. Velliaris, D. M. (2011). Third Culture Kids: A moving experience. English as a Second Language Educators (ESLE-SA) Inc. Online Newsletter No. 2, pp. 7-8. Retrieved from http://satesol.org.au/wp-content/uploads/ESLE-newsletter-No-2.pdf

15. Velliaris, D. M. & Warner, R. (2010). Facilitating acculturation to academic disciplines among international students newly enrolled in Australian universities. English as a Second Language Educators (ESLE-SA) Journal, Vol. 26, No. 1, pp. 21-23.