Publications
​All publications by lab members and their colleagues in the past five years, with student lab members' names highlighted in bold.
FORTHCOMING
  1. McDonough, K., Ammar, A., & Sellami, A. (in press). Interaction mindset and L2 French students’ talk during interactive writing tasks. Foreign Language Annals.
  2. Stotz, Q., McDonough, K., & Ammar, A. (in press). Peer interaction before and after writing. Réflexions, 41(1). 
  3. Kennedy, S., & Trofimovich, P. (in press). What kind of pronunciation learning should teachers expect of their learners? In R. Woore and E. Macaro (Eds.), Debates in modern language education. Taylor & Francis.
  4. ​​Reid, K. T, Trofimovich, P., & O’Brien, M. G. (in press). The malleability of listener judgments of second language speech. In V. Sardegna & A. Jarosz (Eds.), Theoretical and practical developments in English speech assessment, research, and training. Springer.
  5. Trofimovich, P., Isaacs, T., Kennedy, S., & Tsunemoto, A. (in press). Speech Comprehensibility. In T. Derwing, M. Munro, & R. Thomson. (Eds.), Routledge handbook on second language acquisition and speaking. Routledge.
  6. ​​​Uludag, P., McDonough, K., & Payant, C. (in press). Does prewriting planning positively impact English L2 students’ integrated writing performance? Canadian Journal of Applied Linguistics.
2021
  1. Crawford, W., & McDonough, K. (2021). Introduction to the corpus of collaborative oral tasks. In W. Crawford (Ed.), Multiple perspectives on learner interaction: The corpus of collaborative oral tasks (pp. 7-16). Mouton De Gruyter.  
  2. Han, Y., & McDonough, K. (2021). Motivation as individual differences and as task conditions: Their effects on L2 Korean complexity, accuracy, fluency and lexical dysfluency. Innovation in Language Learning and Teaching, 15, 1-12. https://doi.org/10.1080/17501229.2019.1652614
  3. Lindberg, R., McDonough, K., & Trofimovich, P. (2021). Investigating verbal and nonverbal indicators of physiological response during second language interaction. Applied Psycholinguistics, 42, 1403–1425. https://doi.org/10.1017/S014271642100028X
  4. McDonough, K., Ammar, A., & Michaud, G. (2021). L2 peer interaction before and after writing: How does each one promote writing development? Canadian Modern Language Review. Published online July 23, 2021. https://doi.org/10.3138/cmlr-2020-0073
  5. McDonough, K., & De Vleeschauwer, J. (2021). A cross-sectional comparison of first and second year Thai EFL student writing: Syntactic, phrasal, and lexical features. rEFLections, 28, 19-32. https://so05.tci-thaijo.org/index.php/reflections/article/view/250257
  6. McDonough, K., Lindberg, R., Trofimovich, P., & Tekin, O. (2021). The visual component of non-understanding: A systematic replication of McDonough, Trofimovich, Lu, & Abashidze (2019). Language Teaching. Published online 15 June 2021. https://doi.org/10.1017/S0261444821000197
  7. McDonough, K., Uludag, P., & Neumann, H. (2021). Instructor evaluation of business student writing: Does language play a role? Business and Professional Communications Quarterly, 84, 116-134. https://doi.org/10.1177/23294906211012398
  8. McDonough, K., & Uludag, P. (2021). Individual and shared assessment of ESL students’ paired oral test performance: Examining rater judgments and lexico-grammatical features. In W. Crawford (Ed.), Multiple perspectives on learner interaction: The corpus of collaborative oral tasks (pp. 69-90). Mouton De Gruyter.  
  9. ​Nagle, C., Trofimovich, P., O’Brien, M. G., & Kennedy, S. (2021). Beyond linguistic features: Exploring the behavioral and affective correlates of comprehensible second language speech. Studies in Second Language Acquisition. Published online 23 March 2021. https://doi.org/10.1017/S0272263121000073
  10. Reid, K. T., Trofimovich, P., O’Brien, M., & Tsunemoto, A. (2021). Using task practice to reduce social influences on listener evaluations of second language accent and comprehensibility. International Journal of Listening. Published online 4 April 2021. https://doi.org/10.1080/10904018.2021.1904933​
  11. Tsunemoto, A., & McDonough, K. (2021). Exploring Japanese EFL learners' attitudes toward English pronunciation and its relationship to perceived accentedness. Language and Speech, 64, 24-34.  https://doi.org/10.1177/0023830919900372
  12. Trofimovich, P., Tekin, O., & McDonough, K. (2021). Task engagement and comprehensibility in interaction: Moving from what second language speakers say to what they do. Published online 27 July 2021. Journal of Second Language Pronunciation. https://doi.org/10.1075/jslp.21006.tro
  13. Tsunemoto, A., Trofimovich, P., Blanchet, J., Bertrand, J., & Kennedy, S. (2021). Effects of benchmarking and peer-assessment on French learners’ self-assessments of accentedness, comprehensibility, and fluency. Foreign Language Annals. Published online 21 September 2021. https://doi.org/10.1111/flan.12571
  14. Tsunemoto, A., Lindberg, R., Trofimovich, P., & McDonough, K. (2021). Visual cues and rater perceptions of second language comprehensibility, accentedness, and fluency. Studies in Second Language Acquisition. Published online 5 August 2021. https://doi.org/10.1017/S0272263121000425
  15. Uchihara, T., Webb, S., Saito, K., & Trofimovich, P. (2021). The effects of talker variability and frequency of exposure on the acquisition of spoken word knowledge. Studies in Second Language Acquisition. Published online 21 June 2021. https://doi.org/10.1017/S0272263121000218
  16. Uludag, P., Crawford, W., & McDonough, K. (2021). EAP students’ use of reporting verbs in argumentative and cause-and-effect essay exams. BC TEAL Journal, 6, 42-58. https://doi.org/10.14288/bctj.v6i1.388
2020
  1. Kartchava, E., Gatbonton, E., Ammar, A., & Trofimovich, P. (2020). Oral corrective feedback: Pre-service English as a second language teachers’ beliefs and practices. Language Teaching Research, 24, 220–249. https://doi.org/10.1177/1362168818787546
  2. Lindberg, R., & Trofimovich, P. (2020). Second language learners’ attitudes towards French varieties: The roles of learning experiences and social networks. The Modern Language Journal, 104, 822–841. https://doi.org/10.1111/modl.12674
  3. McDonough, K., & Crawford, W. (2020). Identifying effective writing tasks for use in EFL write to learn language contexts. The Language Learning Journal, 48, 469-480. https://doi.org/10.1080/09571736.2018.1465990
  4. McDonough, K., & Hernández González, T. (2020). Collaboration before writing: Exploring how student talk contributes to English L2 written narratives. rEFLections, 27, 62-80. https://so05.tci-thaijo.org/index.php/reflections/article/view/241791
  5. McDonough, K., Trofimovich, P., Lu, L., & Abashidze, D. (2020). Visual cues during interaction: Are recasts different from noncorrective repetition? Second Language Research, 36, 359–370. https://doi.org/10.1177/0267658320914962
  6. McDonough, K., Trofimovich, P., Dao, P., & Abashidze, D. (2020). Eye gaze and L2 speakers’ responses to recasts: A systematic replication study of McDonough, Crowther, Kielstra, and Trofimovich (2015). Language Teaching, 53, 81–95. https://doi.org/10.1017/S0261444818000368
  7. McDonough, K., Uludag, P., & Neumann, H. (2020). Morphological development in EAP student writing. TESOL Quarterly, 54, 1065-1076. https://doi.org/10.1002/tesq.608
  8. Neumann, H., Leu, S., McDonough, K., & Crawford, B. (2020). Improving students’ source integration skills: Does a focus on reading comprehension and vocabulary development work? Journal of English for Academic Purposes, 48, 100909. https://doi.org/10.1016/j.jeap.2020.100909
  9. Neumann, H., Leu, S., McDonough, K., Gil, L., & Crawford, B. (2020). Does the quality of source notes matter? An exploratory study of source-based academic writing. TESL Canada Journal, 37, 1-21. https://teslcanadajournal.ca/index.php/tesl/article/view/1405
  10. Saito, K., Trofimovich, P., Abe, M., & In’nami, Y. (2020). Dunning-Kruger effect in second language speech learning: How does self perception align with other perception over time? Learning and Individual Differences, 79, 1–10. https://doi.org/10.1016/j.lindif.2020.101849
  11. Sato, M., & McDonough, K. (2020). Predicting L2 learners’ noticing of L2 errors: Proficiency, language analytical ability, and interaction mindset. System, 93, 102301. https://doi.org/10.1016/j.system.2020.102301
  12. Taylor Reid, K., O’Brien, M. G., Trofimovich, P., & Tsunemoto, A. (2020). Exploring the stability of second language speech ratings through task practice in bilinguals’ two languages. Journal of Monolingual and Bilingual Speech, 2, 315–329. https://doi.org/10.1558/jmbs.17714
  13. Taylor Reid, K., O’Brien, M., Trofimovich, P., & Bajt, A. (2020). Testing the malleability of teachers’ judgments of second language speech. Journal of Second Language Pronunciation, 6, 236–264. https://doi.org/10.1075/jslp.19015.tay
  14. Trofimovich, P., & Turuševa, L. (2020). Language attitudes and ethnic identity: Examining listener perceptions of Latvian-Russian bilingual speakers. Journal of Language, Identity, and Education, 19, 9–24. https://doi.org/10.1080/15348458.2019.1696682
  15. Trofimovich, P., Nagle, C. L., O’Brien, M. G., Kennedy, S., Taylor Reid, K., & Strachan, L. (2020). Second language comprehensibility as a dynamic construct. Journal of Second Language Pronunciation, 6, 430–457. https://doi.org/10.1075/jslp.20003.tro
  16. Tsunemoto, A., Trofimovich, P., & Kennedy, S. (2020). Pre-service teachers’ beliefs about second language pronunciation teaching, their experience, and speech assessments. Language Teaching Research. Advance online publication. https://doi.org/10.1177/1362168820937273
2019
  1. Appel, R., Trofimovich, P., Saito, K., Isaacs, T., & Webb, S. (2019). Lexical aspects of comprehensibility and nativeness from the perspective of native-speaking English raters. ITL - International Journal of Applied Linguistics, 170, 24–52. https://doi.org/10.1075/itl.17026.app
  2. Abashidze, D., McDonough, K., & Gao, Y. (2019). Exploring the effect of eye gaze cues on novel L2 morphosyntactic pattern learning. Second Language Research. Advance online publication. https://doi.org/10.1177/0267658319896829
  3. Allaw, E., & McDonough, K. (2019). The effect of task sequencing on second language written lexical complexity, accuracy, and fluency. System, 85, 102104. https://doi.org/10.1016/j.system.2019.06.008
  4. Crawford, W., McDonough, K., & Brun-Mercer, N. (2019). Identifying linguistic markers of collaboration in L2 peer interaction: A lexico-grammatical approach. TESOL Quarterly, 53, 180-207. https://doi.org/10.1002/tesq.477
  5. Kennedy, S., & Trofimovich, P. (2019). Comprehensibility: A useful tool to explore listener understanding. Canadian Modern Language Review, 75, 275–284. https://doi.org/10.3138/cmlr.2019-0280
  6. McDonough, K., & De Vleeschauwer, J. (2019). Comparing the effect of collaborative and individual prewriting on EFL learners' writing development. Journal of Second Language Writing, 44, 123-130. https://doi.org/10.1016/j.jslw.2019.04.003
  7. McDonough, K., & Sato, M. (2019). Promoting EFL students’ accuracy and fluency through interactive practice tasks. Studies in Second Language Learning and Teaching, 9, 379-395. https://pressto.amu.edu.pl/index.php/ssllt/article/view/11827
  8. McDonough, K., De Vleeschauwer, J., & Crawford, W. (2019). Exploring the benefits of collaborative prewriting in a Thai EFL context. Language Teaching Research, 23, 685-701. https://doi.org/10.1177/1362168818773525
  9. McDonough, K., & Hernández González, T. (2019). Collaborative prewriting discussions and ESL students’ vocabulary development: LREs and depth of engagement. In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy (pp. 105-122). Routledge. 
  10. McDonough, K., Trofimovich, P., Lu, L., & Abashidze, D. (2019). The occurrence and perception of listener visual cues during nonunderstanding episodes. Studies in Second Language Acquisition, 41, 1151–1165. https://doi.org/10.1017/S0272263119000238
  11. Nagle, C., Trofimovich, P., & Bergeron, A. (2019). Toward a dynamic view of second language comprehensibility. Studies in Second Language Acquisition, 41, 647–672. https://doi.org/10.1017/S0272263119000044
  12. Neumann, H., Leu, S., & McDonough, K. (2019). L2 writers’ use of outside sources and the related challenges. Journal of English for Academic Purposes, 38, 106-120. https://doi.org/10.1016/j.jeap.2019.02.002
  13. Neumann, H., Padden, N., & McDonough, K. (2019). Beyond English language proficiency scores: Understanding the academic performance of international undergraduate students during the first year of study. Higher Education Research and Development, 38, 324-338. https://doi.org/10.1080/07294360.2018.1522621
  14. Payant, C., McDonough, K., Uludag, P., & Lindberg, R. (2019). Predicting integrated writing task performance: Source comprehension, prewriting planning, and individual differences. Journal of English for Academic Purposes, 40, 87-97. https://doi.org/10.1016/j.jeap.2019.06.001
  15. Sato, M., & McDonough, K. (2019). Practice is important but how about its quality? Contextualized practice in the classroom. Studies in Second Language Acquisition, 41, 999-1026. https://doi.org/10.1017/S0272263119000159
  16. Strachan, L., & Trofimovich, P. (2019). Now you hear it, now you don’t: Perception of English regular past –ed in naturalistic input. Canadian Modern Language Review, 75, 84–104. https://doi.org/10.3138/cmlr.2017-0082
  17. Strachan, L., Kennedy, S., & Trofimovich, P. (2019). Second language speakers’ awareness of their own comprehensibility: Examining task repetition and self-assessment. Journal of Second Language Pronunciation, 5, 347–373. https://doi.org/10.1075/jslp.18008.str 
  18. Taylor Reid, K., Trofimovich, P., & O’Brien, M. (2019). Social attitudes and speech ratings: Effects of positive and negative bias on multiage listeners’ judgments of second language speech. Studies in Second Language Acquisition, 41, 419–442. https://doi.org/10.1017/S0272263118000244
  19. Trofimovich, P., McDonough, K., Dao, P., & Abashidze, D. (2019). Attitudinal bias, individual differences, and second language speakers’ interactional performance. Applied Linguistics Review. Advance online publication. https://doi.org/10.1515/applirev-2019-0010
  20. ​Uludag, P., Lindberg, R., McDonough, K., & Payant, C. (2019). Exploring L2 writers’ source-text use in an integrated writing assessment. Journal of Second Language Writing, 46, 100670. https://doi.org/10.1016/j.jslw.2019.100670
2018
  1. Crowther, D., Trofimovich, P., Isaacs, T., & Saito, K. (2018). Linguistic dimensions of L2 accentedness and comprehensibility vary across speaking tasks. Studies in Second Language Acquisition, 40, 443–457. https://doi.org/10.1017/S027226311700016X  
  2. Cerreta, S., & Trofimovich, P. (2018). Engaging the senses: A sensory-based approach for L2 pronunciation instruction to actors. Journal of Second Language Pronunciation, 4, 46–72. https://doi.org/10.1075/jslp.00003.cer  
  3. Dao, P., & McDonough, K. (2018). Effect of proficiency on Vietnamese EFL learners’ engagement in peer interaction. International Journal of Education Research, 88, 60–72. https://doi.org/10.1016/j.ijer.2018.01.008doi.org/10.1016/j.ijer.2018.01.008
  4. Dao, P., Trofimovich, P., & Kennedy, S. (2018). Structural alignment in L2 task-based interaction. ITL - International Journal of Applied Linguistics, 169, 293–320. https://doi.org/10.1075/itl.17021.dao
  5. Foote, J., & Trofimovich, P. (2018). Is it because of my language background? A study of language background influence on comprehensibility judgments. Canadian Modern Language Review, 74, 253–278. https://doi.org/10.3138/cmlr.2017-0011
  6. Foote, J. A., & Trofimovich, P. (2018). Second language pronunciation learning: An overview of theoretical perspectives. In O. Kang, R. Thomson, & J. Murphy (Eds.), The Routledge handbook of contemporary English pronunciation (pp. 75–90). Routledge.
  7. García Fuentes, C., & McDonough, K. (2018). The effect of explicit instruction and task repetition on Colombian EFL students’ use of politeness strategies during disagreements. The Language Learning Journal, 46, 470-482. https://doi.org/10.1080/09571736.2016.1167232
  8. Han, Y., & McDonough, K. (2018). Korean L2 speakers’ self-regulatory focus and oral task performance. International Review of Applied Linguistics, 56, 181–203. https://doi.org/10.1515/iral-2015-0116
  9. Isaacs, T., Trofimovich, P., & Foote, J. A. (2018). Developing a user-oriented second language comprehensibility scale for English-medium universities. Language Testing, 35, 193–216. https://doi.org/10.1177/0265532217703433
  10. McDonough, K., De Vleeschauwer, J., & Crawford, W. (2018). Comparing the quality of collaborative writing, collaborative prewriting, and individual texts in a Thai EFL context. System, 74, 109-120. https://doi.org/10.1016/j.system.2018.02.010
  11. McDonough, K., Neumann, H., & Hubert-Smith, N. (2018). How accurately do EAP students use Academic Word List (AWL) words? BC TEAL Journal, 3, 77-89. https://doi.org/10.14288/bctj.v3i1.293
  12. McDonough, K., & Trofimovich, P. (2018). Salience and novel L2 pattern learning. In S. Gass, P. Spinner, & J. Behney (Eds.), Salience in second language acquisition (pp. 147-164). Routledge. 
  13. Taylor Reid, K., & Trofimovich, P. (2018). Exploring the influence of community volunteerism on adult L2 learners’ willingness to communicate. System, 74, 73–86. https://doi.org/10.1016/j.system.2018.02.002
2017
  1. Appel, R., & Trofimovich, P. (2017). Transitional probability predicts native and non-native use of formulaic sequences. International Journal of Applied Linguistics, 27, 24–43. https://doi.org/10.1111/ijal.12100 
  2. Bergeron, A., & Trofimovich, P. (2017). Linguistic dimensions of accentenedness and comprehensibility: Exploring task and listener effects in second language French. Foreign Language Annals, 50, 547–566. https://doi.org/10.1111/flan.12285 
  3. Crawford, W., & McDonough, K. (2017). Text differences between individual and collaborative writing: A lexico-grammatical perspective. rEFLections, 24, 1-19. https://so05.tci-thaijo.org/index.php/reflections/article/view/112291
  4. Dao, P., & McDonough, K. (2017). The effect of task role on Vietnamese EFL learners’ collaboration in mixed proficiency dyads. System, 65, 15-24. https://doi.org/10.1016/j.system.2016.12.012
  5. Foote, J., & McDonough, K. (2017). Using shadowing with mobile technology to improve L2 pronunciation. Journal of Second Language Pronunciation, 3, 34-56. https://doi.org/10.1075/jslp.3.1.02foo
  6. Isaacs, T., & Trofimovich, P. (2017). Key themes, constructs and interdisciplinary perspectives in second language pronunciation assessment. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 3-11). Multilingual Matters.
  7. Kennedy, S., & Trofimovich, P. (2017). Acquisition of pronunciation. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 260-279). Routledge.
  8. McDonough, K., (2017). Experimental research methods. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 562-576). Routledge. 
  9. McDonough, K., Trofimovich, P., & Dao, P., & Dion, A. (2017). Eye gaze and production accuracy predict English L2 speakers’ morphosyntactic learning. Studies in Second Language Acquisition, 39, 851–868. https://doi.org/10.1017/S0272263116000395
  10. Saito, K., Trofimovich, P., & Isaacs, T. (2017). Using listener judgements to investigate linguistic influences on L2 comprehensibility and accentedness: A validation and generalization study. Applied Linguistics, 38, 439–462. https://doi.org/10.1093/applin/amv047
  11. Saito, K., Trofimovich, P., Isaacs, T., & Webb, S. (2017). Re-examining phonological and lexical correlates of second language comprehensibility: The role of rater experience. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 141-156). Multilingual Matters.
  12. Trofimovich, P., & Isaacs, T. (2017). Second language pronunciation assessment: A look at the present and the future. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 259-271). Multilingual Matters.
  13. Trofimovich, P., Kennedy, S., & Blanchet, J. (2017). Development of L2 French oral skills in an instructed setting: A focus on speech ratings. Canadian Journal of Applied Linguistics, 20, 32–50. https://journals.lib.unb.ca/index.php/CJAL/article/view/24573
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