Publications
​All publications by lab members and their colleagues in the past five years, with student lab members' names highlighted in bold.
FORTHCOMING
  1. Nagle, C., Trofimovich, P., O’Brien, M. G., & Kennedy, S. (in press). Comprehensible to whom? Examining rater, speaker, and interlocutor perspectives on comprehensibility in an interactive context. The Modern Language Journal, 106(4).
  2. ​Uludag, P., McDonough, K., & Trofimovich, P. (in press). Exploring the assessment of paired oral interactions: The combined and individual impact of rating focus and rating stimuli. Papers in Language Testing and Assessment.
  3. Tsunemoto, A., Uludag, P., McDonough, K., & Isaacs, T. (in press). The relationship between Japanese EFL learners’ perceived fluency and temporal speech measures in a read-aloud task. JALT Journal.
  4. ​Uchihara, T., Webb, S., Saito, K., & Trofimovich, P. (in press). Frequency of exposure influences accentedness and comprehensibility in learners’ pronunciation of second language words. Language Learning.​
2022
  1. Kennedy, S., & Trofimovich, P. (2022). What kind of pronunciation learning should teachers expect of their learners? In R. Woore and E. Macaro (Eds.), Debates in modern language education (pp. 247-261). Routledge.
  2. ​Liu, C., McDonough, K., Trofimovich, P., & Uludag, P. (2022). Verbal and nonverbal disagreement in an ELF academic discussion task. Applied Linguistics Review. Published online 13 April 2022. https://doi.org/10.1515/applirev-2021-0043
  3. McDonough, K., Ammar, A., & Michaud, G. (2022). L2 peer interaction before and after writing: How does each one promote writing development? Canadian Modern Language Review, 78, 1-16. https://doi.org/10.3138/cmlr-2020-0073
  4. McDonough, K., Ammar, A., & Sellami, A. (2022). Interaction mindset and L2 French students’ talk during interactive writing tasks. Foreign Language Annals, 55, 222-236. https://doi.org/10.1111/flan.12594
  5. McDonough, K., Kim, Y.-L., Uludag, P., Liu, C., & Trofimovich, P (2022). Exploring the relationship between behavior matching and interlocutor perceptions in L2 interaction. System, 108, Article 102865. https://doi.org/10.1016/j.system.2022.102865
  6. McDonough, K., Lindberg, R., & Trofimovich, P. (2022). Examining rater perception of holds as a visual cue of listener nonunderstanding. Studies in Second Language Acquisition. Published online 14 February 2022. https://doi.org/10.1017/S0272263122000018 [article pdf]
  7. Nagle, C., Trofimovich, P., O’Brien, M. G., & Kennedy, S. (2022). Beyond linguistic features: Exploring the behavioral and affective correlates of comprehensible second language speech. Studies in Second Language Acquisition, 44, 255–270. https://doi.org/10.1017/S0272263121000073 [article pdf]
  8. Stotz, Q., McDonough, K., & Ammar, A. (2022). Peer interaction before and after writing. Réflexions, 41, 37-41. 
  9. Taylor Reid, K., Trofimovich, P., & O’Brien, M. G. (2022). 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 (pp. 11–26). Springer. https://doi.org/10.1007/978-3-030-98218-8_2
  10. Tekin, O., Trofimovich, P., Chen, T.-H., & McDonough, K. (2022). Alignment in second language speakers’ perceptions of interaction and its relationship to perceived communicative success. System, 108, Article 102848. https://doi.org/10.1016/j.system.2022.102848 [article pdf]
  11. Trofimovich, P., Isaacs, T., Kennedy, S., & Tsunemoto, A. (2022). Speech comprehensibility. In T. M. Derwing, M. J. Munro, & R. Thomson (Eds.), The Routledge handbook of second language acquisition and speaking (pp. 174–187). Routledge.
  12. Trofimovich, P., McDonough, K., Dao, P., & Abashidze, D. (2022). Attitudinal bias, individual differences, and second language speakers’ interactional performance. Applied Linguistics Review, 13, 99–116. https://doi.org/10.1515/applirev-2019-0010 [article pdf]
  13. Trofimovich, P., Nagle, C. L., O’Brien, M. G., Kennedy, S., Taylor Reid, K., & Strachan, L. (2022). Second language comprehensibility as a dynamic construct. In J. M. Levis, T. M. Derwing, & M. J. Munro (Eds.), The evolution of pronunciation teaching and research: 25 years of intelligibility, comprehensibility, and accentedness (pp. 153–179). John Benjamins. https://doi.org/10.1075/bct.121.08tro
  14. Tsunemoto, A., McAndrews, M., Trofimovich, P., & Friginal, E. (2022). Listener perceptions of customer service agents’ performance: Do comprehensibility, accentedness, and fluency matter? Journal of Second Language Pronunciation. Published online 25 April 2022. https://doi.org/10.1075/jslp.21027.tsu [article pdf]
  15. ​Tsunemoto, A., Lindberg, R., Trofimovich, P., & McDonough, K. (2022). Visual cues and rater perceptions of second language comprehensibility, accentedness, and fluency. Studies in Second Language Acquisition, 44(3), 659–684. https://doi.org/10.1017/S0272263121000425
  16. Tsunemoto, A., Trofimovich, P., Blanchet, J., Bertrand, J., & Kennedy, S. (2022). Effects of benchmarking and peer-assessment on French learners’ self-assessments of accentedness, comprehensibility, and fluency. Foreign Language Annals, 55, 135–154. https://doi.org/10.1111/flan.12571 [article pdf]
  17. Uchihara, T., Webb, S., Saito, K., & Trofimovich, P. (2022). Does mode of input affect how second language learners create form-meaning connections and pronounce second language words? The Modern Language Journal, 106(2), 351–370. https://doi.org/10.1111/modl.12775
  18. Uchihara, T., Webb, S., Saito, K., & Trofimovich, P. (2022). The effects of talker variability and frequency of exposure on the acquisition of spoken word knowledge. Studies in Second Language Acquisition, 44, 357–380. https://doi.org/10.1017/S0272263121000218
  19. Uludag, P., & McDonough, K. (2022). Validating a rubric for assessing integrated writing in an EAP context. Assessing Writing, 52, Article 100609. https://doi.org/10.1016/j.asw.2022.100609
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., & 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
  5. 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
  6. 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
  7. 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.  
  8. ​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​
  9. 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
  10. Trofimovich, P., Tekin, O., & McDonough, K. (2021). Task engagement and comprehensibility in interaction: Moving from what second language speakers say to what they do. Journal of Second Language Pronunciation, 7, 435–461. https://doi.org/10.1075/jslp.21006.tro
  11. ​​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
  12. Uludag, P., McDonough, K., & Payant, C. (2021). Does prewriting planning positively impact English L2 students’ integrated writing performance? Canadian Journal of Applied Linguistics, 24, 166-185.​ https://doi.org/10.37213/cjal.2021.31313
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. ​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
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