Scott Grant


Accepting PhD Students


Research output per year

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Personal profile


After graduating from Monash University with a Bachelor of Economics in 1983, Scott worked in industry for 2 years. During his undergraduate years at Monash Scott developed a strong interest in Asian culture and language. Having studied Chinese in weekend classes for a year or so, when the opportunity came to study in China through a Australian Government self-funded place, Scott left everything behind and went to China for an initial period of one year. As a result of subsequently obtaining a number of Australian Government scholarships while in China , the one year of study extended to four, at the end of which Scott returned to Australia with his new family.


For the next 8 years, Scott worked for a Victorian Government corporation that specialised in competing for and implementing international development projects around the world, and was heavily involved in project negotiation and implementation in China . In addition to frequent business trips to China , Scott also spent one further year in China establishing and running a representative office for his company. During this period Scott also acted as an interpreter for two Victorian Premiers and a number of Ministers, as well as for Provincial level delegations from Victoria's sister-state in China, Jiangsu Province.


In 1997 Scott decided to pursue his long-term interest in foreign languages and moved into the field of foreign language education and translator training (specifically Mandarin Chinese), teaching at Monash full-time for four years, at Monash and RMIT part time for 2 years, and at Monash full-time again since 2004. Since joining Monash Scott has added a Master of Translation Studies and a Doctor of Philosophy to his qualifications. His PhD thesis is entitled "Getting Immersed In Chinese: Task-Based Language Learning In A 3d Virtual World Simulation".


Scott has created, developed and implemented a unique approach to learning Mandarin Chinese in a foreign language classroom context that combines the affordances of a 3D multiuser virtual world with task-based language learning pedagogy. This approach is designed to complement traditional foreign language classroom based learning by creating opportunities for students to utilize the language they learn in the classroom in realistic everyday scenarios that might be encountered in China. This approach has been implemented as part of the ab-initio Chinese language and culture formal curriculum that Scott coordinates since 2008.


Scott's research interestests include the educational uses of digital technology and particularly 3D multiuser virtual worlds and XR (Virtual Reality, Augmented Reality, Mixed Reality), specificially in the field of foreign language learning and intercultural communication.

Research area keywords

  • virtual worlds
  • foreign language learning
  • Chinese Language & literature
  • Pedagogy
  • task-based language learning

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Transforming exams across Australia: Project Ref ID15-4747

Hillier, M., Fluck, A., Cowling, M., Howah, K., Blackmore, K., Newhouse, P., Bower, M., Verity, D., Baird, M., Grant, S., Leitch, S., Geer, R. & White, B.

Department of Education and Training (Comm), University of Tasmania, Central Queensland University


Project: Research

Language Learning in Virtual Worlds: The Role of Foreign Language Anxiety and Technical Anxiety

Grant, S., Abraham, .., Huang, H., Jiang, W., Pasfield-Neofitou, S. E. & Pena, M.


Project: Research

Monash-Vicnet Translation and Technology Project 2007

Wilson, R., Grant, S. & Shimo-Malmberg, R.


Project: Research

Research Output

Cognitive engagement in virtual worlds language learning

Henderson, M., Henderson, L., Grant, S. & Huang, H., 2018, Authentic Virtual World Education: Facilitating Cultural Engagement and Creativity. Gregory, S. & Wood, D. (eds.). 1st ed. Gateway East Singapore: Springer, p. 117-134 18 p.

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

1 Citation (Scopus)

Engagement in second life: language anxiety and motivation

Grant, S., Huang, H. & Pasfield-Neofitou, S., 2018, Authentic Virtual World Education: Facilitating Cultural Engagement and Creativity. Gregory, S. & Wood, D. (eds.). 1st ed. Gateway East Singapore: Springer, p. 95-115 21 p.

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

2 Citations (Scopus)

Me, us and IT: Insiders views of the complex technical, organisational and personal elements in using virtual worlds in education

Gregory, S., Gregory, B., Wood, D., Grant, S., Nikolic, S., Hillier, M., Hearns, M., Jacka, L., McDonald, M., Reiners, T., Lierse, S., John, B., Sukunesan, S., Rutherford, E., Jegathesan, J. J., Butler, D., Farley, H. & Irwin, P., 2017, Me, Us, IT! Proceedings ASCILITE2017: 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education. Partridge, H., Davis, K. & Thomas, J. (eds.). Tugun QLD: ASCILITE, p. 260-267 8 p.

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review

Open Access

A meta-analysis of open educational communities of practice and sustainability in higher educational policy

MacKinnon, T., Pasfield-Neofitou, S. E., Manns, H. J. & Grant, S. J., 2016, In : ALSIC. 19, 1, p. 1-18 18 p.

Research output: Contribution to journalArticleResearchpeer-review

Open Access

Exploring virtual world innovations and design through learner voices

Gregory, S., McDonald, M., O’Connell, J., Jegathesan, J. J., Stokes-Thompson, F., Sim, J., Hearns, M., Gregory, B., Nikolic, S., Butler, D., McGrath, N., Sukunesan, S., Schutt, S., Irving, L., Grant, S., Farley, H., Jacka, L., Rudra, A., Zagami, J. & Gaukrodger, B., 2016, p. 245-254. 10 p.

Research output: Contribution to conferencePaper

Open Access