Second Language Acquisition Graduate Research

2026 / in press Publications

Jia, R., Tytko, T., & Hui, B. (2026). From modalities to meaning: The mediating role of integrative saccades in L2 reading of picture books. Digital Studies in Language and Literature, 1–19. https://doi.org/10.1515/dsll-2025-0028

Lyu, M., Wu, C., Jia, R., & Sudina, E. (2026). The qualitative phase in individual differences scale development in SLA: A methodological synthesis. Research Synthesis in Applied Linguistics, 1–33. https://doi.org/10.1080/29984475.2026.2713533

Malone, J. (2026). Bimodal Reading in Digital Spaces: How Reading While Listening Changes Reading of Familiar and Unfamiliar Words. In Research on Language Learning and Teaching in Digital Spaces (pp. 23-44). Routledge.

Malone, J., & Hui, B. (2026). Audiovisual (a) synchrony: Reading ahead as a mechanism for L2 vocabulary processing and learning benefits of reading while listening. Studies in Second Language Acquisition, 48(2), 350-372. https://doi.org/10.1017/S0272263126101703

Ogawa, S. & Hui, B. (in press). Synthetic Speech and AI Voices in L2 Listening Assessment: Potentials and Challenges. In Wagner, E. & In’nami, Y. (Eds.), The theory and practice of second language listening assessment. Applied Linguistics Press.

Ryu, H., & Sudina, E. (2026). Screen inferiority in L2 reading: The role of working memory, proficiency, and digital device usage. Studies in Second Language Acquisition, 1–29. https://doi.org/10.1017/S0272263126101752

Sudina, E., Quan, Y., & Ozdemir, H. (2026). Measurement and structural invariance testing in L2 research: A methodological synthesis. Studies in Second Language Acquisition, 1–34. https://doi.org/10.1017/S0272263126101624

Tytko, T., Hui, B., & Pandža, N. (2026). The effect of multimodal input on L2 learners’ reading comprehension: A pre-registered, eye-tracking study. The Modern Language Journal. https://doi.org/10.1111/modl.70023

2026 Conference Presentations

Hui, B., & Jia, R. (2026, June). From learning conditions to learning processes and outcomes: Mediation analysis in second language acquisition research. Poster presented at the 35th annual conference of the European Second Language Association (EuroSLA), Lisbon, Portugal.

Hui, B., Zhang, D., Ryu, H., & Sudina, E. (2026, October). In defense of underpowered studies in L2 research: Insights from simulations. Paper to be presented at the Second Language Research Forum, Montreal, CA.

Jia, R., & Hui, B. (2026, October). Meanings are not learned at the same rate: An eye-tracking study on L2 ambiguous words. Paper presented at the Second Language Research Forum (SLRF), Montréal, Canada.

Jia, R., & Jiang, N. (2026, June). Examining lexical precision and immersion in L2 lexical competition. Paper presented at the 35th annual conference of the European Second Language Association (EuroSLA), Lisbon, Portugal.

Ogawa, S., & Sudina, E. (2026, March). Evaluating the use of AI-based synthetic speech in the TOEFL Junior® Standard listening section. Paper presented at the American Association for Applied Linguistics (AAAL), Chicago, IL.

Ogawa, S., Sudina, E., & Hui, B. (2026, May). Evaluating AI-generated speech in TOEFL Junior® standard listening items. Paper presented at the Third International Conference on L2 Listening (ICLL 2026), Pontificia Universidad Católica de Valparaíso, Campus Sausalito, Viña del Mar, Chile.

Ogawa, S., Sudina, E., & Hui, B. (2026, May). Exploring the use of AI-generated speech in the TOEFL Junior® Standard Test listening section. Poster presented at the inaugural AIM Research and Learning Symposium, College Park, MD.

Ogawa, S., Sudina, E., & Hui, B. (2026, September). Can AI speech replace human speech in L2 listening assessment for young learners? Insights from the TOEFL Junior® Standard Test. Paper to be presented at the Artificial Intelligence Research in Applied Linguistics Conference (AIRiAL 2026), Teachers College, Columbia University, NYC, NY.

Ogawa, S., Sudina, E., Jiao, H., & Hui, B. (2026, October). Exploring the Use of AI-Generated Speech in the TOEFL Junior® Standard Test Listening Section. Paper to be presented at the Second Language Research Forum, Montreal, CA.

Ryu, H., & Sudina, E. (2026, October). Who performs better when reading on paper than on tablets? Evidence from a multiverse reanalysis. Paper to be presented at the Second Language Research Forum, Montreal, CA.

Ryu, S., & Song, M. (2026, October). Beyond immediate gains: A meta-analysis of AI-supported L2 learning and delayed posttest effects. Poster to be presented at the Second Language Research Forum, Montreal, CA.

Ryu, S., Song, M., & Sudina, E. (2026, September). L2 learning with or without AI: Do immediate and delayed results tell the same story? A multilevel meta-analysis. Poster presented at Language Science Day 2026, University of Maryland, College Park, MD.

Song, M., & Sudina, E. (2026, November). 5-step layered L2 reading lesson: Bottom-up cues and top-down closure. Paper to be presented at ACTFL 2026, San Antonio, TX.

Song, M., Ryu, S., & Sudina, E. (2026, August). From immediate performance to retained learning: A multilevel meta-analysis of AI-supported L2 learning. Poster presented at SICOL-2026 [Seoul International Conference on Linguistics], Seoul, South Korea.

Sudina, E., Quan, Y., & Ozdemir, H. (2026, March). Twenty-six years of research on measurement and structural invariance in applied linguistics: A methodological synthesis. Paper presented at the American Association for Applied Linguistics (AAAL), Chicago, IL.

Thompson, E., Tytko, T., & Nolasco, J. (2026, March). Reimagining linguistics training for culturally responsive practice: Integrating applied linguistics to diversify education, health, and technology. [Poster presentation]. Georgetown University Round Table on Linguistics (GURT 2026), Georgetown University, Washington, DC, USA.

Toda Cosi, M. (2026, September). From measurement contradictions to language classroom: Translating aptitude-treatment interaction research into practice. Paper presented at the Second Language Research Forum, Université du Montréal, Canada.

Toda Cosi, M. (2026, September). From Unified to Multicomponential: A Meta-Analytic Investigation of Paradigm Shifts in Language Aptitude Theory. Paper presented at the British Association of Applied Linguistics at Birmingham University (UK).

Toda Cosi, M., & Sudina, E. (2026, March). Beyond theoretical models: How meta-analytical research informs real-world language learning solutions. Paper presented at Georgetown the University Round Table (GURT), Georgetown University, Washington D.C.

Toda Cosi, M., & Sudina, E. (2026, March). Beyond theoretical models: How meta-analytical research informs real-world language learning solutions. Paper presented at the Georgetown University Round Table on Languages and Linguistics (GURT 2026), Washington D.C.

Toda Cosi, M., & Sudina, E. (2026, May). Cognitive profiles in bilingualism: What meta-analytic evidence reveals about individual variability in bilingual learning. Paper presented at the BRIDGES Symposium on Individual Differences in Bilingualism, St. John's University, Queens, NY.

Tytko, T. (2026, August). The impact of multimodal input on L2 reading comprehension: Evidence from eye tracking. [Paper presentation]. 2026 International Conference on Educational Technology and Online Learning (ICETOL). Bremen, Germany.

Woodward, J., & Sudina, E. (2026, May). Methodological synthesis of second language research in remote synchronous environments, 2011–2025. Paper presented at the International Conference on Foreign/Second Language Acquisition (ICFSLA), Szczyrk, Poland.

2026 Awards

Jia, R. (2026). Ann G. Wylie Dissertation Fellowship, University of Maryland

Jia, R. (2026). College of Arts and Humanities (ARHU) Travel Award, University of Maryland

Jia, R. (2026). Language Learning Dissertation Grant

Jia, R. (2026). Student Stipends, European Second Language Association

Ogawa, S. (2026). Language House Service and Mentorship Award. University of Maryland

Ryu, S. (2026). International Conference Student Support Award (ICSSA). University of Maryland.

Song, M. (2026). ACTFL First-Time Attendee Stipend. American Council on the Teaching of Foreign Languages.

Song, M. (2026). International Conference Student Support Award (ICSSA). The Graduate School, University of Maryland.

Toda Cosi, M. (2026). Ann G. Wylie Dissertation Fellowship, University of Maryland.

Toda Cosi, M. (2026). Language Learning Dissertation Grant.

Toda Cosi, M. (2026). NFMLTA Dissertation Writing Support Grant, National Federation of Modern Language Teachers Associations & The Modern Language Journal.

Toda Cosi, M. (2026). Phi Delta Gamma Graduate Fellowship, University of Maryland.

Tytko, T. (2026). MPower Early Scholars Investment Fund. University of Maryland

2025 Publications

Chen, Y., & Zhang, D. (2025). Does data collection mode matter for word learning trajectory: Processing variability in lab and web environments. Research Methods in Applied Linguistics, 4(3), 100262. 10.1016/j.rmal.2025.100262

Jia, R., & Hui, B. (2025). Modeling relationships between learning conditions, processes, and outcomes: An introduction to mediation analysis in SLA research. Studies in Second Language Acquisition, 47(3), 912–947. https://doi.org/10.1017/S0272263125100867

Jia, R., & Hui, B. (2025). Second language automaticity. In H. Nesi & P. Milton (Eds.), International encyclopedia of language and linguistics (3rd ed.). Elsevier.

Jia, R., & Jiang, N. (2025). Examining strength of L2 form-meaning connection: A study of intralingual L2 semantic priming. Bilingualism: Language and Cognition. https://doi.org/10.1017/S1366728925100667

Jia, R., Sudina, E., & Du, K. (2025). Do data collection methods matter for self-reported L2 individual differences questionnaires? In-person vs. crowdsourced data. Research Methods in Applied Linguistics, 4, 100235. https://doi.org/10.1016/j.rmal.2025.100235

Jiang, N., Wu, Z., & Zhou, Y. (2025). Analytic visual word recognition in L2 learners: Evidence from the length effect among ESL speakers. Applied Psycholinguistics, 46, e33. https://doi.org/10.1017/S0142716425100209

Malone, J. (2025). Modality effects on contextualized L2 vocabulary processing and learning: Benefits of reading while listening. Language Learning & Technology, 29(3), 49-69. https://doi.org/10.64152/10125/73647

Malone, J., Hui, B., Pandža, N., & Tytko, T. (2025). Eye movements, item modality, and multimodal L2 vocabulary learning: A pre-registered study of processing and outcomes. Language Learning. https://doi.org/10.1111/lang.70007

Poole, F., & Toda Cosi, M. (2025). Artificial intelligence and digital literacies. In S. Loewen, F. Poole, H. Huang, & M. Coss (Eds.), Technology and instructed second language acquisition: Connecting research and pedagogy. John Benjamins.

Sudina, E., Jia, R., Kang, E., Plonsky, L., & Yaw, K. (2025). Can you trust your participants? How not to get scammed when recruiting online. Research Methods in Applied Linguistics, 4(3), 100285. https://doi.org/10.1016/j.rmal.2025.100285

Toda Cosi, M., & Poole, F. (2025). Enhancing linguistic interaction with ChatGPT: Proficiency-matching and ecological validity in less commonly taught languages. CALICO Journal, 42(3).

Toda-Cosi, M., Wu, Z., & Pandža, N. B. (2025). Online data collection in applied linguistics. In K. Sadeghi (Ed.), Routledge handbook of technological advances in researching language learning. Routledge.

Wu, Z., & Gor, K. (2025). Allophonic and phonemic tap dance: The influence of native phonology on nonnative phonetic perception and lexical encoding. Applied Psycholinguistics, 46, e41. https://doi.org/10.1017/S0142716425100325

Wu, Z., & Toda-Cosi, M. (2025). From lab to web: Replicating cross-language translation priming asymmetry in an online environment. Research Methods in Applied Linguistics, 4(3), 100247. 10.1016/j.rmal.2025.100247

Wu, Z., Jia, R., & Hui, B. (2025). Saving the reliability of inhibitory control measures? An extension of Huensch (2024) and Hui and Wu (2024). Studies in Second Language Acquisition, 47(5). Advance online publication. https://doi.org/10.1017/S0272263125101095

Zhang, N., Wu, Z., & Wang, M. (2025). Cross-language phonological activation in bilingual visual word recognition: A meta-analysis. Psychonomic Bulletin & Review, 32(5), 2059-2089. https://doi.org/10.3758/s13423-025-02692-8

2025 Conference Presentations

Cui, J. (2025, June). Incidental acquisition of multiword expressions through audiovisual input: The role of captions and attention allocation [Paper presentation]. Vocab@Maryland, College Park, MD, United States.

Cui, J. (2025, September). The role of L1 translation in L2 word recognition: Evidence from a translation length effect [Paper presentation]. Second Language Research Forum (SLRF), Flagstaff, AZ, United States.

Hersh, M. (2025, June). Homonym or polyseme? Norming data for multi-meaning English words [Poster presentation]. Vocab@Maryland, College Park, MD, United States.

Hersh, M. (2025, September). Should we teach homonyms one meaning at a time or all in one go? [Paper presentation]. Second Language Research Forum (SLRF), Flagstaff, AZ, United States.

Hong, Y. (2026, March). Understanding learners’ language program experience: A mixed-methods study of program impact and moderating factors [Poster presentation]. American Association for Applied Linguistics (AAAL) Conference, Chicago, IL, United States.

Jia, R., & Hui, B. (2025, September). Bridging learning conditions, processes and outcomes: The ABCs of mediation (no, not moderation) analysis. Paper presented at the Second Language Research Forum (SLRF), Flagstaff, AZ, United States.

Jia, R., & Jiang, N. (2025, June). Is “reason” actually “season”? Can fuzzy lexical representation hypothesis explain the lack of L2 lexical competition?. Paper presented at the Vocab@Maryland Conference, College Park, MD, United States.

Jia, R., & Jiang, N. (2025, June). The strength of L2 form-meaning connection: Task effects on semantic priming with advanced L2 learners. Paper presented at the International Symposium on Bilingualism (ISB15), San Sebastian, Spain.

Jia, R., & Jiang, N. (2025, March). Verifying the lack of L2 lexical competition as a consequence of fuzzy lexical representation. Paper presented at the American Association for Applied Linguistics (AAAL), Denver, CO, United States.

Jia, R., & Sudina, E. (2025, August). Investigating the validity of using crowdsourcing for L2 individual differences data collection via self-reported questionnaires. Paper presented at QLLT 2025 [Quebec Conference on Language Learning and Teaching], Quebec City, Canada.

Kaufman, M. (2025, June). Homonym or polyseme? Norming data for multi-meaning English words [Poster presentation]. Vocab@Maryland, College Park, MD, United States.

Kaufman, M. (2025, September). Mental imagery during L2 sentence processing: A visual world eye-tracking study [Paper presentation]. Second Language Research Forum (SLRF), Flagstaff, AZ, United States.

Lyu, M. (2025, June). Comparing intuitively judged and corpus-based word-frequency measures across written and aural modalities in L2 lexical processing [Conference presentation]. Vocab@Maryland Conference, College Park, MD, United States.

Lyu, M. (2025, March). Interplay of emotions and achievement in EFL learning: Examining the moderating effect of grit on L2 emotion and achievement [Conference presentation]. American Association for Applied Linguistics (AAAL) Conference, Denver, CO, United States.

Lyu, M. (2025, September). Understanding the bidirectional interplay of anxiety, enjoyment, and boredom with English achievement: The moderating role of grit [Conference presentation]. Second Language Research Forum (SLRF), Flagstaff, AZ, United States.

Ogawa, S. & Gor, K. (2025, June). Facilitating Chinese learners’ perception of Japanese voicing contrasts through HVPT [Poster presentation]. Vocab@Maryland, College Park, MD, United States.

Ogawa, S. & Gor, K. (2025, March). Facilitating Chinese learners’ perception of Japanese voicing contrasts through HVPT: Role of domain-general auditory processing [Paper presentation]. American Association for Applied Linguistics (AAAL) Conference, Denver, CO, United States.

Ogawa, S. & Gor, K. (2025, September). High-variability phonetic training improves lexical processing for Chinese learners of Japanese: Does perceptual acuity matter? [Paper presentation]. Second Language Research Forum (SLRF), Flagstaff, AZ, United States.

Ozdemir, H. & Sudina, E. & (2025, November). Unshatterable Image of Native-Speaker Teachers:Tolerance for Teacher Errors [Paper presentation]. 2025 ACTFL Annual Convention and World Languages Expo, New Orleans, LA, United States.

Ozdemir, H. & Sudina, E. & (2025, September). When Errors Are Heard Differently: Teacher Errors and Native Speakerism in a Matched-Guise Study [Paper presentation]. Second Language Research Forum (SLRF), Flagstaff, AZ, United States.

Ozdemir, H. & Sudina, E. (2025, August). Teacher Errors Through the Lens of Native Speakerism: A Matched-Guise Study [Paper presentation]. Quebec Conference on Language Learning and Teaching (QLLT), Quebec City, Canada.

Quan, Y., Sudina, E., & Ozdemir, H. (2025, September). Towards more robust measurement invariance testing in L2 research: A methodological synthesis. Paper presented at the Second Language Research Forum, Flagstaff, AZ.

Ryu, H., & Sudina, E. (2025, September). Screen inferiority in L2 reading: The role of working memory, proficiency, and digital device usage. Paper presented at the Second Language Research Forum, Flagstaff, AZ.

Toda Cosi, M. (2024, July). ChatGPT for delivering tasks in less commonly taught languages [Poster presentation]. EuroSLA33, Montpellier, France.

Toda Cosi, M. (2024, June). The intricacies of statistical learning in morphosyntax among intermediate learners of Spanish: The impact of instrumentation and analysis [Poster presentation]. Interdisciplinary Advances in Statistical Learning, Donostia-San Sebastian, Spain.

Toda Cosi, M. (2024, September). Facilitating interactions in less commonly taught languages: A case study about Catalan and ChatGPT [Conference presentation]. Artificial Intelligence Research in Applied Linguistics (AIRiAL), New York, NY, United States.

Toda Cosi, M. (2025, April). Facilitating interactions in less commonly taught languages: A case study of ChatGPT and Catalan [Conference presentation]. Task-Based Language Teaching Conference: Task-Based Leveraging of Technology, Groningen, the Netherlands.

Toda Cosi, M. (2025, December). AI tools as double-coders and on-demand support: Methodological reflections from a linguistic aptitude synthesis [Paper presentation]. British Association for Applied Linguistics Research Synthesis in Applied Linguistics Special Interest Group Symposium [Virtual conference].

Toda Cosi, M. (2025, June). Homograph or polyseme? Norming data for multi-meaning English words [Poster presentation]. Vocab@Maryland, College Park, MD, United States.

Toda Cosi, M. (2025, September). When milliseconds matter: Challenges in replicating laboratory priming effects in online L2 research [Paper presentation]. Second Language Research Forum (SLRF), Flagstaff, AZ, United States.

Tytko, T. (2025, June). L2 vocabulary acquisition of homonyms: Eye movement study on definition preview and review [Paper presentation]. Vocab@Maryland, College Park, MD, United States.

Tytko, T. (2025, March). Seeing beyond words: An eye-tracking study of multimodality in L2 Spanish reading comprehension [Plenary talk]. Maryland Hispanic Applied Linguistics Conference (MHALC), University of Maryland, College Park, MD, United States.

Tytko, T. (2025, March). The effect of multimodal input on L2 learners’ reading comprehension [Paper presentation]. TESOL 2025 International Convention & English Language Expo, Long Beach, CA, United States.

Tytko, T. (2025, May). Exploring multimodal input in L2 reading comprehension: Insights from an eye movement study [Paper presentation]. Computer-Assisted Language Instruction Consortium (CALICO), San Diego, CA, United States.

Tytko, T. (2025, September). Eye-tracking insights into L2 homonym learning from reading: Effects of definition placement and presentation distance [Paper presentation]. Second Language Research Forum (SLRF), Flagstaff, AZ, United States.

Wu, C. (2025, June). The effect of interword spacing on the learning of Chinese collocations from reading [Conference presentation]. Vocab@Maryland 2025 Conference, College Park, MD, United States.

Wu, C. (2025, March). The effects of regulatory focus on vocabulary learning—An extension of Papi (2018) with eye-tracking data [Conference presentation]. American Association for Applied Linguistics (AAAL) Conference, Denver, CO, United States.

Wu, C. (2025, September). The effect of interword spacing on the learning of Chinese collocations from reading [Conference presentation]. Second Language Research Forum (SLRF), Flagstaff, AZ, United States.

Wu, Z. (2025, March). Can we ever measure inhibitory control reliably? An extension of Hui and Wu (2024) and Huensch (2024) [Paper presentation]. American Association for Applied Linguistics (AAAL) Conference, Denver, CO, United States.

Wu, Z. (2025, September). When milliseconds matter: Challenges in replicating laboratory priming effects in online L2 research [Paper presentation]. Second Language Research Forum (SLRF), Flagstaff, AZ, United States.

Wu, Z., Jia, R., & Hui, B. (2025, March). Can we ever measure inhibitory control reliably? An extension of Hui & Wu (2024) and Huensch (2024). Paper presented at the American Association for Applied Linguistics (AAAL), Denver, CO, United States.

Zhang, D. (2025, September). The effect of different plural cues on English L2 learners’ sensitivity to plural marking [Roundtable presentation]. Second Language Research Forum (SLRF), Flagstaff, AZ, United States.

2025 Awards

Hong, Y. (2025). Research Mini-Grant. Maryland Language Science Center.

Jia, R. (2025). Hermine and Luc Secretan Memorial Fund.

Jia, R. (2025). International Conference Student Support Award. UMD

Jia, R. (2025). Jacob K. Goldhaber Travel Grant.

Jia, R. (2025). Mini-Grant. Maryland Language Science Center.

Kaufman, M. (2025). LSLT Mini Grant.

Ogawa, S. (2025). AIM Research Seed Award Program: Student Grant. Artificial Intelligence Interdisciplinary Institute at Maryland (AIM)

Ogawa, S. (2025). Duolingo English Test Doctoral Dissertation Award. Duolingo.

Ogawa, S. (2025). Hermine and Luc Secretan Memorial Graduate Support Fellowship

Ogawa, S. (2025). TOEFL® Young Students Research Program: Research Grants for Graduate Students. Educational Testing Service (ETS)

Ozdemir, H. (2025). College of Arts and Humanities (ARHU) Travel Award, University of Maryland.

Toda Cosi, M. (2025). BRIDGES Symposium Student Travel Award.

Toda Cosi, M. (2025). Mini-Grant. Maryland Language Science Center.

Tytko, T. (2025). Duolingo Dissertation Research Grant. Duolingo, Inc.

Tytko, T. (2025). Language Science Center Dissertation Grant. University of Maryland.

Tytko, T. (2025). NFMLTA/MLJ Dissertation Writing Support Grant. National Federation of Modern Language Teachers Associations & The Modern Language Journal.

Wu, Z. (2025). ARHU Graduate Student Service Award.

Wu, Z. (2025). Maryland Language Science Center Mini-Grant. Maryland Language Science Center.

Wu, Z. (2025). TOEFL Young Students Research Program.

2024 Publications

Hui, B., & Jia, R. (2024). Reflecting on the use of response times to index linguistic knowledge in SLA. Annual Review of Applied Linguistics. https://doi.org/10.1017/S0267190524000047

Hui, B., & Wu, Z. (2024). Estimating reliability for response-time difference measures: Toward a standardized, model-based approach. Studies in Second Language Acquisition, 46(1), 227–250. https://doi.org/10.1017/S027226312300027X

Iizuka, T., & DeKeyser, R. (2024). Scrutinizing LLAMA D as a measure of implicit learning aptitude. Studies in Second Language Acquisition, 46(1), 28–50. https://doi.org/10.1017/S0272263122000559

Quan, Y., Tytko, T., & Hui, B. (2024). Utilizing ASReview in screening primary studies for meta-research in SLA: A step-by-step tutorial. Research Methods in Applied Linguistics, 3(1), Article 100101. https://doi.org/10.1016/j.rmal.2024.100101

Zheng, Q., & Gor, K. (2024). The influence of native phonology, allophony, and phonotactics on nonnative lexical encoding: A vocabulary training study. Language Learning, 74(1), 146–183. https://doi.org/10.1111/lang.12581

2024 Conference Presentations

Jia, R., & Jiang, N. (2024, March). The strength of L2 form-meaning connection: Task effect with advanced L2 learners [Paper presentation]. American Association for Applied Linguistics (AAAL) Conference, Houston, TX, United States.

Ogawa, S. (2024, March). Investigation of differential item functioning analyses in testlet-based assessment due to multiple manifest grouping variables [Paper presentation]. American Association for Applied Linguistics (AAAL) Conference, Houston, TX, United States.

Ogawa, S., & Jiao, H. (2024, July). Investigation of differential item functioning analyses due to multiple manifest grouping variables: Rasch perspective [Paper presentation]. 45th Language Testing Research Colloquium (LTRC), Innsbruck, Austria.

Toda Cosi, M. (2024, June). The intricacies of statistical learning in morphosyntax among intermediate learners of Spanish: The impact of instrumentation and analysis [Poster presentation]. Interdisciplinary Advances in Statistical Learning, Donostia-San Sebastián, Spain.

Toda Cosi, M. (2024, July). ChatGPT for delivering tasks in less commonly taught languages [Poster presentation]. 33rd Conference of the European Second Language Association (EuroSLA 33), Montpellier, France.

Toda Cosi, M. (2024, September). Facilitating interactions in less commonly taught languages: A case study about Catalan and ChatGPT [Conference presentation]. Artificial Intelligence Research in Applied Linguistics (AIRiAL), New York, NY, United States.

Tytko, T. (2024, March). The effect of multimodal input on L2 learners’ reading comprehension: An eye-tracking study [Paper presentation]. American Association for Applied Linguistics (AAAL) Conference, Houston, TX, United States.

Tytko, T. (2024, May). L2 incidental acquisition of Spanish lexical items through engagement with dynamic and static images and captions on the Rockalingua language platform [Paper presentation]. Computer-Assisted Language Instruction Consortium (CALICO) Conference, Carnegie Mellon University, Pittsburgh, PA, United States.

Woodward, J. (2024, March). Un coup d’œil: French as a foreign language processing in an eye-tracking study [Paper presentation]. American Association for Applied Linguistics (AAAL) Conference, Houston, TX, United States.

2023 Publications

Hui, B., Koh, J., & Ogawa, S. (2023). Voices of three junior scholars: A commentary on “(Why) are open research practices the future for the study of language learning?” Language Learning. https://doi.org/10.1111/lang.12571

2023 Conference Presentations

Wu, Z. (2023, March). The role of native phonology in speech perception and phonolexical encoding among Spanish learners [Paper presentation]. American Association for Applied Linguistics (AAAL) Conference, Portland, OR, United States.

Yotsukura, L., Akinola, A. J., St-Onge, J., Thompson, W., Ogawa, S., & DeDeo, S. (2023, July). “Her behaviour was disgusting”: Emotion and morality in online complaint discourse [Paper presentation]. 18th International Pragmatics Conference, Brussels, Belgium.

2022 Publications

Bikowski, D., Park, H. K., & Tytko, T. (2022). Teaching large-enrollment online language courses: Faculty perspectives and an emerging curricular model. System, 105, Article 102711. https://doi.org/10.1016/j.system.2021.102711

Fang, S., & Wu, Z. (2022). Syntactic prediction in L2 learners: Evidence from English disjunction processing. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2021-0223

Mackey, B. (2022). Investigating language aptitude and attrition. In S. J. Ross & M. C. Masters (Eds.), Longitudinal studies of second language learning: Quantitative methods and outcomes (pp. 67–83). Routledge. https://doi.org/10.4324/9781003087939-5

Struck, J., & Jiang, N. (2022). Language switch costs in a lexical decision task: Symmetry and cognitive correlates. Second Language Research, 38(4), 813–838. https://doi.org/10.1177/0267658321998740

Wiener, S., Gao, Z., Li, X., & Wu, Z. (2022). Acquisition of non-sibilant anterior English fricatives by adult second language learners. Journal of Second Language Pronunciation. https://doi.org/10.1075/jslp.20067.wie

Zhan, P., Man, K., Wind, S. A., & Malone, J. (2022). Cognitive diagnosis modeling incorporating response times and fixation counts: Providing comprehensive feedback and accurate diagnosis. Journal of Educational and Behavioral Statistics, 47(6), 736–776. https://doi.org/10.3102/10769986221111085

Zheng, Q. (2022). Validating task-centered self-assessment on second language proficiency growth: A cross-lagged panel analysis. In S. J. Ross & M. C. Masters (Eds.), Longitudinal studies of second language learning: Quantitative methods and outcomes (pp. 171–192). Routledge. https://doi.org/10.4324/9781003087939-10

2021 Publications

Lee, J. J., Tytko, T., & Larkin, R. (2021). (Un)attended this/these in undergraduate student writing: A corpus analysis of high- and low-rated L2 writers. Journal of English for Academic Purposes, 50, Article 100967. https://doi.org/10.1016/j.jeap.2021.100967

Ross, S., & Zheng, Q. (2021). Strategic competence and pragmatic proficiency in L2 role plays. In J. Félix-Brasdefer & R. Shively (Eds.), New directions in second language pragmatics (pp. 179–194). De Gruyter Mouton. https://doi.org/10.1515/9783110721775-013

2021 Conference Presentations

Bikowski, D., Park, K., & Tytko, T. (2021, March). Teaching large-enrollment EFL courses: Faculty perspectives and curricular models [Paper presentation]. TESOL 2021 International Convention & English Language Expo, Online.

Larkin, R., Tytko, T., Oshita, H., Nguyen, A., Sakach, M., & Pack, R. (2021, March). “An earthquake occurred many people to death?!”: Acceptable vs. unacceptable resultative sentences in English [Paper presentation]. American Association for Applied Linguistics (AAAL) Conference, Online.

Montero, F. (2021, March). Investigating the episodic L2 hypothesis [Paper presentation]. American Association for Applied Linguistics (AAAL) Conference, Online.

Pulupa, C. (2021, March). Can a short-term language program have a long-term impact on students’ educational or career trajectories? [Paper presentation]. American Association for Applied Linguistics (AAAL) Conference, Online.

Tytko, T. (2021, February). Facilitating L2 writing instruction by introducing web-based collaborative reading tasks [Paper presentation]. 13th Annual Meeting of the Illinois Language and Linguistics Society (ILLS13), Online.

Tytko, T. (2021, February). Introducing web-based collaborative strategic reading into L2 instruction [Paper presentation]. 27th Arizona State University (ASU) Graduate Linguistics, Applied Linguistics, and TESOL Symposium, Online.

Tytko, T. (2021, March). Can reading be collaborative? Implementing computer-assisted collaborative reading in L2 instruction [Paper presentation]. TESOL 2021 International Convention & English Language Expo Doctoral Forum, Online.

Tytko, T. (2021, March). Can text messages reveal suicidal thoughts? A case study of a graduate student’s online communication [Paper presentation]. American Association for Applied Linguistics (AAAL) Conference, Online.

Tytko, T. (2021, June). Can reading be collaborative? Implementing computer-assisted collaborative reading in L2 instruction [Paper presentation]. Computer-Assisted Language Instruction Consortium (CALICO) Conference, Online.

Tytko, T. (2021, June). Multidimensional L2 learners’ engagement in technology-mediated TBLT tasks [Paper presentation]. Computer-Assisted Language Instruction Consortium (CALICO) Conference, Online.