Draft:Willy Renandya

Willy Renandya is an Indonesian-born, now Singaporean, language teacher educator, applied linguist, and researcher specializing in second/foreign language pedagogy and extensive reading. Renandya is the first Principal Lecturer at the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore. He is internationally renowned for his work on extensive reading as a method for language acquisition. As an international expert in extensive reading, Willy is one of the executive directors in The Extensive Reading Foundation. The ER Foundation is a "not-for-profit, charitable organization whose purpose is to support and promote extensive reading as an effective tool for language learning". In addition, he specializes in the teaching and researching of reading and listening. These two focus areas are where his teaching and research interests converge.

He is an active contributor to and moderator of Teacher Voices, an active language teacher professional development forum, which he started. He also takes on the role of an academic leader and mentor within this forum. Teacher Voices comprises "English teaching professionals from some 40 different countries" in diverse settings: "some teach in schools while others teach in college; some just started their teaching career while others have had years of teaching experience". Renandya is an academic and TESOL educator who enjoys and is very willing to share his knowledge with other language educators, be it at conferences or talks or workshops. As such, he has created his website, Willy's ELT Corner, and a Youtube channel  to engage with other ELT professionals.

Personal
He is married with three children. He enjoys walking, travelling and networking.

Education
Renandya received his Bachelor of Arts (B.A.) (Teaching English as a Foreign Language) at IKIP Sanata Dharma, Yogyakarta, Indonesia, in 1977. He obtained his first Master of Arts (M.A.) (Teaching English as a Foreign Language) from the same university in 1982. He went on to obtain his second M.A. (Teaching English as a Second Language) from the University of Hawaii-Manoa, USA, in 1989. He obtained his Doctor of Philosophy (PhD) (Educational Psychology) from the University of Wisconsin-Madison, USA, in 1993.

Career
=== 1996 - 2008: SEAMEO Regional Language Centre, Singapore ===

Language Specialist
Renandya began his career in Singapore as a Language Specialist in the SEAMEO Regional Language Centre, Singapore. He was a Language Specialist there from 1996 to 2008. During this period, he took on the role of  Head, Specialists Dep artment  (  2005-2006  ), and subsequently as  Head, Language Education and Research Dep  artment  (  2007-2008  ).

Senior Lecturer (2009-2016)
Renandya moved to the English Language & Literature department at the National Institute of Education, Nanyang Technological University in 2009 as a Senior Lecturer. He headed the Teachers’ Language Development Centre (a language centre within the English Language & Literature department )  from 2010 to 2012. It is a centre that provides a suite of language development courses for preservice teachers during their teacher education.

Principal Lecturer (2017-2024)
Renandya was promoted to be NIE's first Principal Lecturer in 2017. He has an extensive list of publications, has received frequent invitations to be a keynote/plenary speaker in many parts of Asia   due to his authority in the areas of extensive listening and reading   , and has many teaching engagements in Asia (e.g., Singapore, Malaysia, Indonesia, the Philippines, Vietnam, among others).

Mentorship and Support for Junior Colleagues
Renandya has been actively involved in mentoring junior colleagues, offering support and guidance in both publishing and conference presentations. He has groomed his colleagues, through facilitating their academic and professional development. Renandya not only assists in identifying suitable conferences but also provides comprehensive advice on crafting impactful presentations. Furthermore, he offers detailed guidance on preparing papers for journal submissions, advising on key focus areas, structure, and adherence to academic standards. His mentorship aims to enhance the visibility and academic contributions of his junior colleagues within the scholarly community.

Mid-2024 onwards: Retirement from active phase of career
Renandya is scheduled to retire from the active phase of his academic career in mid-2024. Following his retirement, he will transition to a more relaxed phase of his career, continuing to serve as an adjunct faculty member with the English Language & Literature Academic Group at the National Institute of Education, Nanyang Technological University.

== Publications  == Renandya has been listed in the top 10 Singapore Scientists Education ranking in 2024 according to the Alper-Doger Scientific Index. In addition, he has a high Google Scholar Citation profile (accessed 17 May 2024).

Notable publications (non-exhaustive)
Yeo, M. A., Renandya, W. A., & Tangkiengsirisin, S. (2022). Re-envisioning Academic Publication: From “Publish or Perish” to “Publish and Flourish”. RELC Journal, 53(1), 266-275. https://doi.org/10.1177/0033688220979092

Chang, A. C.-S., & Renandya, W. A. (2021). The Effect of Narrow Reading on L2 Learners’ Vocabulary Acquisition. RELC Journal, 52(3), 493-508. https://doi.org/10.1177/0033688219871387

Lim, S.C., & Renandya, W.A. (2020). Efficacy of Written Corrective Feedback in Writing Instruction: A Meta-Analysis. TESL-EJ, 24(3), 1-26.

Chang, A., Millett, S., & Renandya, W. A. (2019). Developing Listening Fluency through Supported Extensive Listening Practice. RELC Journal, 50(3), 422-438. https://doi.org/10.1177/0033688217751468

Floris, F.D., & Renandya, W.A. (2019). Unlocking the potential of SAMR. English Teaching Professional, 120, 55-57.

Hanington, L.M., & Renandya, W. A. (2019). They need to read. Modern English Teacher, 28(1), 38-41.

Renandya, W.A., Jacobs, G.M., Krashen, S., & Ong, C.H.M. (2019). The power of reading: Case histories of second and foreign language readers. Language and Language Teaching, 8(1), 10-14.

Renandya, W.A., & Hu, G.W. ( Eds.). (2018). Teaching Listening: The TESOL Encyclopedia of English Language Teaching. New York: Wiley Blackwell.

Floris, F.D., & Renandya, W.A. (2018). A modern take on an ancient art. Modern English Teacher, 27(3), 63-66.

Renandya, W.A., & Jacobs, G.M. (2017). Cooperative learning: Addressing implementation issues. International Journal of English Language Teaching, 12(2), 101-112.

Floris, F.D. & Renandya, W.A. (2017). Transforming the teaching of listening and reading using the SAMR model. Modern English Teacher, 26(4), 41-44.

Jiang, D., Renandya, W.A., & Zhang, L.J. (2017). Evaluating ELT Multimedia Courseware from the Cognit ive Theory of Multimedia Learning Perspective. Computer Assisted Language Learning, 30(7), 726-744.

Jacobs, G.M., & Renandya, W.A. (2017). Using positive Education to enliven the teaching of reading. RELC Journal, 48(2), 256-263.

Chang, C.S., & Renandya, W.A. (2017). Current practi ce of extensive reading in Asia: Teachers' perceptions. The Reading Matrix, 17(1), 40-58.

Le, V.C., & Renandya, W.A. (2017). Teachers' English proficiency and classroom language use: A conversation analysis study. RELC Journal, 48(1), DOI:10.1177/0033688217690935.

Loh, J. & Renandya, W. (2015). Exploring adaptations of materials and methods: Acase from Singapore. The European Journal of Applied Linguistics and TEFL, 4(2), 93-111.

Renandya, W.A. (2014). Motivation in the second language classroom. TESOL International Association.

Renandya, W. A., Hu, G., & Xiang, Y. (2015). Extensive Reading Coursebooks in China. RELC Journal, 46(3), 255-273. https://doi.org/10.1177/0033688215609216

Alsagoff, L., McKay, S. L., Hu, G. W., Renandya, W. (Ed.). (2012). Principles and practices for teaching English as an international language. Routledge.

Renandya, W. A., & Ward, C. S. (2007). Focus on Fluency: Conversation Skills for Intermediate Students of English. SEAMEO Regional Language Centre.

Renandya, W. A. (2007). The Power of Extensive Reading. RELC Journal, 38(2), 133-149. https://doi.org/10.1177/0033688207079578

Renandya, W. A. (Ed.). (2003). Methodology and materia ls design in language teaching: Current perceptions and practices and their implications. SEAMEO Regional Language Centre.

Richards, J.C., & Renandya, W.A. (Eds.). (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press.

Renandya, W. A., Sundara Rajan, B. R., & Jacobs, G. M. (1999). Extensive Reading With Adult Learners of English as a Second Language. RELC Journal, 30(1), 39-60. https://doi.org/10.1177/003368829903000103

Advocacy for Regional Journal Publications
Renandya advocates for publishing in regional journals, emphasizing the importance of disseminating significant research findings within the region. He contends that many language educators in the area have better access to regional journals   , which tend to be free access, in contrast to international journals that are typically subscription-based. This underscores the necessity of regional publications for effective communication of relevant research.

Publications in regional journals
Renandya, W.A., Ivone, F.M., & Hidayati, M. (2021). Extensive reading: Top ten implementation issues. JACET Journal, 65(1), 30-45.

Renandya, W.A., Ivone, F.M., & Hidayati, M. (2021). Extensive reading: Top ten implementation issues. JACET Journal, 65(1), 30-45.

Yu, M., & Renandya, W.A. (2021). A Corpus-based Study of the Vocabulary Profile of High School English Textbooks in China. LEARN Journal, 14(1), 28-49.

Thompson, A.A., & Renandya, W.A. (2020). Use of Gesture for Correcting Pronunciation Errors. TEFLIN Journal, 31(2), 342-359.

Xavier, C.A., Hing, M.H., & Renandya, W.A. (2020). Grammar in Writing: Teachers' Reflections. PASAA: A Journal of Language and Teaching, 60, 199-221.

Floris, F.D., & Renandya, W.A. (2020). Promoting the Value of Non-Native English-Speaking Teachers.. PASAA, 59(1), 1-19.

Chong, M. Y. C., Renandya, W. A., & Rong, N. Q. (2019). Demotivation in L2 classrooms: Teacher and Learner Factors. LEARN Journal: Language Education and Acquisition Research Network, 12(2), 64-75.

Soong, N. S., & Renandya, W.A. (2019). An analysis of the cognitive rigour of questions used in secondary school English language textbooks in Singapore. ''Asian Journal of English Language Studies. AJELS'', 7(2 ), 169-188.

Renandya, W.A., Krashen, S., & Jacobs, G.M. (2018). The potential of series books: How narrow reading leads to advanced L2 proficiency. LEARN Journal, 11(2), 148-154.

Renandya, W. A., Hamied, F. A., & Nurkamto, J. (2018). English Language Proficiency in Indonesia: Issues and Prospects. Journal of AsiaTEFL, 15(3), 618-629.

Renandya, W.A., & Floris, F.D. (2018). Supporting teacher research. ETAS Journal, 35(3), 54-55.

Jacobs, G.M., Heike, T., & Renandya, W.A. (2018). Explicit Inclusion of Thinking Skills in the Learning of Second Languages. LEARN Journal, 11(1), 15-25.