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Dr Vijay Kumar Mallan

Cert in Edu (Mal), Dip ESL (UM), B.Ed. TESL (UPM), M.A (UPM), PhD (Otago)

Acting Head of Department

Email: vijay.mallan@otago.ac.nz
Phone: +64 3 479 8489

About Vijay

Mallan-image

While completing my PhD in Applied Linguistics at the University of Otago, I developed an interest in doctoral education. Since then, my teaching and research has focussed on enhancing the doctoral experience both for the supervisors and their students. Over the last decade, I have developed, disseminated and published on doctoral support, examination and feedback practices. My research philosophy is to produce scholarship that has practical implications. In Otago, I am responsible for the academic development programmes for supervisors and PhD students. Outside Otago, I am invited regularly to provide expertise and teach on doctoral supervision programmes in Australia, Estonia, Finland, India, Japan, Malaysia, Norway and Sweden. I am a founding member of the International Doctoral Education Research Network.

Prior to my 2011 appointment at the University of Otago, I was an Associate Professor of Applied Linguistics at the Faculty of Modern Languages and Communication, Universiti Putra Malaysia, where I taught courses in Speech Communication, Thesis Writing, and Psycholinguistics.

Teaching

Postgraduate workshops and consultations

Introduction to the Research Journey, Managing the Writing Process, Preparing for the Oral Examination, Expectations of Examiners, Presenting Research at Conferences, Publishing during Candidature, Doctoral Writing.

Staff workshops and consultations

Providing Feedback in Doctoral Supervision, Preparing Students for the Oral Examination, Assisting Students with the Writing, Providing Quality Doctoral Supervision.

Supervision

I welcome qualitative research proposals that are related to doctoral education, doctoral examination, feedback practices and use of humour in academic settings.

Current student
PhD

  • Nick Baker. Writing and reading identities of experienced researchers

Past students
PhD

  • Farhana Abu Bakar (2018). The use of humour in teaching and learning in Higher Education
  • Hamidreza Mahroeian (2018). Big data and analytics in higher education
  • Tan Wee Chun (2018). Discourse of viva practices
  • Yassamin Pouriran (2014). Corrective feedback and learner uptake in selected Iranian EFL classrooms.
  • Mohammad Abdul Khaled (2014). Written and Oral feedback in PhD drafts.
  • Saiful Amin Jalun (2013). Discourse realizations of linguistic features in university parlimentary debate speeches
  • Foroogh Azari (2013). Effects of textual glosses on text comprehension, vocabulary gain and vocabulary retention among tertiary level persian-speaking ESL learners.
  • Kanthimathci Letchumanan(2012). Effects of Paper-based and Computer-based Games on the Vocabulary Learning of Young ESL Learners
  • Ali Ziyaeemehr (2009). Humour styles and types in postgraduate academic lectures

Master's

  • Rebecca Bird (2017). Exploring the merits of iPad App in HUBS 192 labs
  • Graham O Brien (2015). Reflective practice for post-ordination
  • Sue McKinnon (2014). Feedback for understanding
  • Melissa Higson (2012). Feedback to improve student learning outcome
  • Bathma Dewi (2009). Writer’s perception of the think aloud method
  • Balachandran (2009). Effects of scaffolding on the development of similes in descriptive writing
  • Annahita Irani (2009). Questioning strategies in conference presentations
  • Tan Wee Chun (2009). Academic interactions in journal blind reviews
  • Bharathy Viswanathan (2009). Pragmatic analysis of humour in the ESL classroom
  • Mohammad Abdulkhaleq (2008). Effects of word processing on revision strategies
  • Sharon Sharmini (2008). Insights from verbal protocols of ESL writers’ responses to written feedback
  • Kelly Tee (2008). Affective written feedback as a process of discovery
  • Logeswari Arumugam (2007). Pragmatic analysis of written feedback
  • Jeremy Ivan (2007). Analysis of lecturer’s written feedback
  • Umarani Muthusamy (2007). Concept mapping in composition writing among ESL students
  • Sahar Marwan (2007). Individual learning styles: Insights from vocabulary games
  • Suliana Wan Chik (2006). The acquisition of negation in English by L1 Malay speakers
  • Anne Shamala (2006). Effects of using graphic organizer amongst low proficiency students

Research interests

My research interests are in doctoral support, doctoral examination, feedback practices, humour in academic settings and academic well-being.

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Publications

Bakar, F., & Kumar, V. (2019). The use of humour in teaching and learning in higher education classrooms: Lecturers’ perspectives. Journal of English for Academic Purposes. Advance online publication. doi: 10.1016/j.jeap.2019.04.006

Kumar, V., & Kaur, A. (2019). Supervisory practices for instrinsic motivation of doctoral students: A self-determination theory perspective. International Journal of Doctoral Studies, 14, 581-595. doi: 10.28945/4415

Kumar, V., & Sanderson, L. J. (2019). The effects of acknowledgements in doctoral theses on examiners. Innovations in Education & Teaching International. Advance online publication. doi: 10.1080/14703297.2019.1620625

Kumar, V., & Stracke, E. (2018). Settling students into a community of practice. In S. Carter & D. Laurs (Eds.), Developing research writing: A handbook for supervisors and advisors. (pp. 17-22). Abingdon, UK: Routledge.

Kumar, V., & Stracke, E. (2018). Reframing doctoral examination as teaching. Innovations in Education & Teaching International, 55(2), 219-227. doi: 10.1080/14703297.2017.1285715

Edited Book - Research

Kumar, V., & Lee, A. (Eds.). (2011). Doctoral education in international context: Connecting local, regional and global perspectives. Serdang, Malaysia: Universiti Putra Malaysia Press, 233p.

Mallan, V. K., & Huat, B. K. (Eds.). (2011). A handbook for postgraduate supervision. Serdang, Malaysia: Ministry of Higher Education, 96p.

Govindasamy, S., Khemlani David, M., & Kumar, V. (Eds.). (2008). A quick guide to postgraduate supervision. Serdang, Malaysia: Universiti Putra Malaysia, 52p.

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Chapter in Book - Research

Kumar, V., & Stracke, E. (2018). Settling students into a community of practice. In S. Carter & D. Laurs (Eds.), Developing research writing: A handbook for supervisors and advisors. (pp. 17-22). Abingdon, UK: Routledge.

Kumar, V., Eng, W. B., & Barnard, R. (2008). Constructing meaning in a bilingual learning environment: Two primary classrooms in Malaysia. In R. Barnard & M. E. Torres-Guzmán (Eds.), Creating classroom communities of learning: International case studies and perspectives. (pp. 127-145). Bristol, UK: Multilingual Matters.

Mallan, V. K., & Rafik-Galea, S. (2008). Enhancing the quality of postgraduate supervision. In Z. Moris, H. A. Rahim & S. A. Manan (Eds.), Higher education in the Asia Pacific: Emerging trends in teaching and learning. (pp. 51-61). Pulau Pinang, Malaysia: Penerbit Universiti Sains.

Torres-Guzmán, M. E., Kumar, V., & Eng, W. B. (2008). Negotiating appropriateness in the second language within a dual language education classroom setting. In R. Barnard & M. E. Terres-Guzmán (Eds.), Creating classroom communities of learning: International case studies and perspectives. (pp. 70-87). Bristol, UK: Multilingual Matters.

Kumar, V. (2007). The outer circle native speaker of English in an ESL context: Insights from revision strategies. In T. B. Hoon, W. C. Dan, M. H. Abdullah, N. Omar, F. S. Abdullah & R. Talif (Eds.), Theoretical and practical orientations in language and literature studies. (pp. 74-99). Pearson Longman.

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Journal - Research Article

Bakar, F., & Kumar, V. (2019). The use of humour in teaching and learning in higher education classrooms: Lecturers’ perspectives. Journal of English for Academic Purposes. Advance online publication. doi: 10.1016/j.jeap.2019.04.006

Kumar, V., & Sanderson, L. J. (2019). The effects of acknowledgements in doctoral theses on examiners. Innovations in Education & Teaching International. Advance online publication. doi: 10.1080/14703297.2019.1620625

Kumar, V., & Kaur, A. (2019). Supervisory practices for instrinsic motivation of doctoral students: A self-determination theory perspective. International Journal of Doctoral Studies, 14, 581-595. doi: 10.28945/4415

Kumar, V., & Stracke, E. (2018). Reframing doctoral examination as teaching. Innovations in Education & Teaching International, 55(2), 219-227. doi: 10.1080/14703297.2017.1285715

Daniel, B., Kumar, V., & Omar, N. (2018). Postgraduate conception of research methodology: Implications for learning and teaching. International Journal of Research & Method in Education, 41(2), 220-236. doi: 10.1080/1743727X.2017.1283397

Sharmini, S., & Kumar, V. (2018). Examiners’ commentary on thesis with publications. Innovations in Education & Teaching International, 55(6), 672-682. doi: 10.1080/14703297.2017.1294491

Kumar, V., & Aitchison, C. (2018). Peer facilitated writing groups: A programmatic approach to doctoral student writing. Teaching in Higher Education, 23(3), 306-373. doi: 10.1080/13562517.2017.1391200

Carter, S., & Kumar, V. (2017). ‘Ignoring me is part of learning’: Supervisory feedback on doctoral writing. Innovations in Education & Teaching International, 54(1), 68-75. doi: 10.1080/14703297.2015.1123104

McCulloch, A., Kumar, V., van Schalkwyk, S., & Wisker, G. (2016). Excellence in doctoral supervision: An examination of authoritative sources across four countries in search of performance higher than competence. Quality in Higher Education, 22(1), 64-77. doi: 10.1080/13538322.2016.1144904

Stracke, E., & Kumar, V. (2016). Exploring doctoral students’ perceptions of language use in supervisory written feedback practices: Because “feedback is hard to have". Australian Review of Applied Linguistics, 39(2), 122-138. doi: 10.1075/aral.39.2.02str

Golding, C., Adam, L., Scott, C., Acheson, C., Johnson, K., Brook, P., McLean, A., Smith, N., … Hunter, C., & Kumar, V. (2015). Fix, build, diagnose or guide? Evaluating the metaphors for learning advisors. ATLAANZ Journal, 1.

Stracke, E., & Kumar, V. (2014). Realising graduate attributes in the research degree: The role of peer support groups. Teaching in Higher Education, 19(6), 616-629. doi: 10.1080/13562517.2014.901955

Ziyaeemehr, A., & Kumar, V. (2014). The relationship between instructor humor orientation and students' report on second language learning. International Journal of Instruction, 7(1), 91-106.

Subramaniam, V., Kumar, V., & Mat, N. H. C. (2013). Multi-senses explication activities module for dyslexic children in Malaysia. Asian Social Science, 9(7), 241-267. doi: 10.5539/ass.v9n7p241

Leng, K. T. P., Kumar, V., & Abdullah, M. H. (2013). Written feedback on ESL student writers' academic essays. Pertanika Journal of Social Sciences & Humanities, 21(2), 477-501.

Visvanathan, B., Kumar, M., & Kumar, V. (2012). A pragmatic analysis of humor in ESL classrooms: An exploratory study. International Journal of TESOL & Learning, 1(1). Retrieved from http://www.untestedideas.com/volumes.php?journal=ijtl&volume=1&issue=1

Kumar, M., & Kumar, V. (2012). Interactions with feedback: A case study of protocol analysis. Pertanika Journal of Social Sciences & Humanities, 20(4), 1161-1174.

Kumar, V., & Stracke, E. (2011). Examiners' reports on theses: Feedback or assessment? Journal of English for Academic Purposes, 10(4), 211-222. doi: 10.1016/j.jeap.2011.06.001

Sharmini, S., & Kumar, V. (2011). Planning in feedback: Insights from concurrent verbal protocols. TESL-EJ, 14(4).

Ziyaeemehr, A., Kumar, V., & Abdullah, M. S. F. (2011). Use and non-use of humor in academic ESL classrooms. English Language Teaching, 4(3), 111-119. doi: 10.5539/elt.v4n3p111

Farhadian, M., Abdullah, R., Mansor, M., Redzuan, M., Gazanizadand, N., & Kumar, V. (2010). Theory of mind in bilingual and monolingual preschool children. Journal of Psychology, 1(1), 39-46.

Stracke, E., & Kumar, V. (2010). Feedback and self-regulated learning: Insights from supervisors' and PhD examiners' reports. Reflective Practice, 11(1), 19-32. doi: 10.1080/14623940903525140

Naderi, H., Abdullah, R., Tengku Aizan, H., Sharir, J., & Mallan, V. K. (2009). Gender differences in creative perceptions of undergraduate students. Journal of Applied Sciences, 9(1), 167-172.

Naderi, H., Abdullah, R., Tengku Aizan, H., Sharir, J., & Kumar, V. (2009). Self esteem, gender and academic achievement of undergraduate students. American Journal of Scientific Research, 3, 26-37.

Naderi, H., Abdullah, R., Hamid, T. A., Sharir, J., & Kumar, V. (2009). Intelligence, creativity and gender as predictors of academic achievement among undergraduate students. Journal of American Science, 5(3), 8-19.

Kumar, M., Kumar, V., & Feryok, A. (2009). Recursiveness in written feedback. New Zealand Studies in Applied Linguistics, 15(1), 26-37.

Kumar, V., & Kumar, M. (2009). Recursion and noticing in written feedback. European Journal of Social Sciences, 12(1), 94-99.

Yousefi, F., Mansor, M. B., Juhari, R. B., Redzuan, M., Talib, M. A., Kumar, V., & Naderi, H. (2009). Memory as mediator between test-anxiety and academic achievement in high school students. European Journal of Scientific Research, 35(2), 274-280.

Kumar, V., & Stracke, E. (2007). An analysis of written feedback on a PhD thesis. Teaching in Higher Education, 12(4), 461-470. doi: 10.1080/13562510701415433

Mallan, V. K. (2006). Language user in a language-learning classroom: Insights from verbal protocols. Journal of Communication Practices, 3(2).

Mallan, V. K. (2005). The think aloud method: Some concerns addressed. Journal of Modern Languages, 16, 13-26.

Kumar, V. (2004). Insights from revision strategies of a Malaysian native speaker of English: A case study. New Zealand Studies in Applied Linguistics, 10(1), 71-94.

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Conference Contribution - Published proceedings: Full paper

Mahroeian, H., Daniel, B., Butson, R., & Kumar, V. (2017). The impact of analytics within the institutions of higher education in New Zealand. Proceedings of the 25th International Conference on Computers in Education (ICCE). (pp. 17-19). Retrieved from http://icce2017.canterbury.ac.nz

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Conference Contribution - Published proceedings: Abstract

Spronken-Smith, R., Brown, K., Kumar, V., Gaut, Y., & Dean, J. (2017). Considering more structured professional development for PhD candidates. Proceedings of the Talking Teaching Conference. Retrieved from https://akoacademy.ac.nz/programme

Kumar, V., & Stracke, E. (2016). Reframing doctoral examination as teaching. In M. Picard & A. McCulloch (Eds.), Proceedings of the 12th Biennial Quality in Postgraduate Research (QPR) Conference. (pp. 29). Adelaide, Australia: QPR Organising Committee. [Abstract]

Abu Bakar, F., Kumar, V., & Harland, T. (2015). The use of humour in teaching and learning in higher education. Proceedings of the Tertiary Education Research in New Zealand (TERNZ) Conference. Retrieved from http://www.herdsa.org.nz/ternz/2015/

Stracke, E., & Kumar, V. (2014). The role of peer support groups in the development of graduate attitudes in the research degree in a globalized world. Proceedings of the Higher Education Research and Development Society of Australasia (HERDSA) Conference: Higher Education in a Globalized World. Retrieved from http://chtl.hkbu.edu.hk/herdsa2014/detailed-prog/

Tan, W. C., & Kumar, V. (2013). Experiences from a PhD viva team in New Zealand: Implications for practice and policy? In J. McDonald, S.-K. Loke, A. McLean & M. Rajoo (Eds.), Proceedings of the Spotlight on Teaching and Learning Colloquium. (pp. 15). Dunedin, New Zealand: HEDC, University of Otago. [Abstract]

Kumar, V., & Stracke, E. (2012). Exploring language use in feedback practices [Extended abstract]. In M. Kiley (Ed.), Proceedings of the Quality in Postgraduate Research Conference: Narratives in Tension: Perspectives of Research Leaders, Educators and Postgraduates. (pp. 221-222). Canberra, Australia: The Centre for Higher Education, Learning and Teaching, Australian National University. [Abstract]

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Conference Contribution - Verbal presentation and other Conference outputs

Kumar, V., & Timmermans, J. (2018, September). Inspiring colleagues to start again: Learning from failure in academia. Verbal presentation at the 6th International Academic Identities Conference, Hiroshima, Japan.

Kumar, V., & Carter, S. (2017, July). Ignoring me is part of learning: Supervisory feedback on doctoral writing. Verbal presentation at the 15th International Conference on New Directions in the Humanities: New Directions of the Humanities in a Knowledge Society, London, UK.

Kumar, V., Abu Bakar, F., & Harland, T. (2017, July). The use of humor in teaching and learning in higher education. Verbal presentation at the 15th International Conference on New Directions in the Humanities: New Directions of the Humanities in a Knowledge Society, London, UK.

More publications...