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Rabbidge, Michael (2017) Assumptions, Attitudes and Beliefs: Tracing the Development ofTeacher Beliefs about Classroom L1/TL. The Journal of Asia TEFL, 14 (2). pp. 346-354. ISSN 2466-1511

Rabbidge, Michael (2017) Embracing Reflexivity: The Importance of Not Hiding the Mess. TESOL Quarterly, 51 (3). ISSN 1545-7249

Rabbidge, Michael (2014) Exploring Non-­‐native English Speaker Teachers Classroom Language Use in South Korean Elementary Schools. TESL-EJ, 17 (4). ISSN 1072-4303

Rabbidge, Michael (2016) From Assumptions to Beliefs Tracing the Development of Teacher Cognitions about Classroom L1/TL use (1). CLESOL 2016, Hamilton, New Zealand, July 14th-17th .

Rabbidge, Michael (2017) How L1 acceptance affects the social construction of the language classroom. ALANZ 2017, AUT, Auckland, 20-24th November. (Unpublished)

Field, Jenny and Ryan, Jonathon and Rabbidge, Michael and Wang, Yi (2019) Satisfiers and dissatisfiers for international vocational education students: A case study using narrative frames. Journal of International Students, 9 (3). ISSN 2166-3750

Ryan, Jonathon and Rabbidge, Michael and Wang, Yi and Field, Jenny (2019) Satisfiers and dissatisfiers for international vocational education students: A case study using narrative frames. Journal of International Students, 9 (3). pp. 795-814. ISSN ISSN: 2162-3104 (Print), 2166-3750 (Online)

Rabbidge, Michael (2013) Teaching Story without Struggle: Using Graded Readers and Their Audio Packs in the EFL Classroom. English teaching forum, 51 (3). pp. 28-35. ISSN ISSN:1559-663X

Rabbidge, Michael (2016) The influence of Reflexivity on Interview data. 2016 Sydney TESOL Colloquium , Sydney University, Sydney, September 9-10th.

Rabbidge, Michael (2017) The role beliefs about language use play in the social construction of the EFL classroom. PhD thesis, UNSPECIFIED.