SELECTED PUBLICATIONS

The following list (in alphabetical order, APA format) contains just a few publications that each CLR professor has selected. For a much more comprehensive list, please see each individual professor's website.

Benson, S. (2015). Communication Strategies in the Classroom: Increasing Efficiency Through Explicit Training. Studies in Linguistics and Language Teaching, 26, 1–13.

Benson, S. & Coxhead, A. (2022). Technical single and multiword unit vocabulary in spoken rugby discourse. English for Specific Purposes, 66, 111–130. doi

Benson, S., Fischer, D., Geluso, J., & Von Joo, L. (2013). Effects of Communication Strategy Training on EFL Students' Performance in Small-Group Discussions. Studies in Second Language Learning and Teaching, 3(2), 245–259. doi

Blake, J. & Holden, W. (2021). Engaging and empowering scientific writers in different disciplines. In B. Morrison, J. Chen, L. Lin & A. Urmston (Eds.), English Across the Curriculum: Voices from Around the World (pp. 73-89). WAC Clearinghouse / University Press of Colorado. doi

Blake, J. (2021). Scientific research articles: Twenty-two language errors to avoid. In G. Kurubacak-Meric & S. Sisman-Ugur (Eds.), Improving Scientific Communication for Lifelong Learners, (pp. 195-219). Hershey, PA: IGI Global. doi

Bogach, N., Boitsova, E., Chernonog, S., Lamtev, A., Lesnichaya, M., Lezhenin, I., Novopashenny, A., Svechnikov, R., Tsikach, D., Vasiliev, K., Pyshkin, E. & Blake, J. (2021). Speech processing for language learning: A practical approach to computer-assisted pronunciation teaching. Electronics, 10(3), 235. doi

Carr, N. (2023). The social consequences of talking to oneself: The dialectical continuum of social and private speech. Modern Language Journal, 2023, 1–17. doi

Carr, N. (2021). Internalizing interactions: Use of the dominant language and an inanimate expert. Language and Sociocultural Theory, 8(2), 180–205. doi

Carr, N. (2023). Feedback on writing through the lens of activity theory: An exploration of changes to peer-to-peer interactions. Assessing Writing, 56 Article 100720. doi

Hirose, Y., Kobayashi, Y., Chen T.-Y., Ito, A., & Ito, T. (2022). ERP Responses to Different Types of Pitch Accent Violation in Tokyo Japanese: Rule Application or Lexical Memory? Japanese/Korean Linguistics, 28, 333-344.

Chen, T.-Y. (2021). Unchanged Mandarin Tone 3 Sandhi as a Boundary Marker in Lexical Processing. In R. Okabe, J. Yashima, Y. Kubota, & T. Isono (Eds.), The Joy and Enjoyment of Linguistic Research: A Festschrift for Takane Ito (pp. 451–461). Tokyo: Kaitakusha. [岡部玲子,八島純,窪田悠介,磯野達也編,『言語研究の楽しさと楽しみ：伊藤たかね先生退職記念論文集』, 開拓社].

Chen, T.-Y. (2019). Mandarin Chinese Tone 3 Sandhi as a Prosodic Cue in Lexical Processing [Doctoral dissertation, The University of Tokyo]. [陳姿因, 『語彙処理過程における中国語三声変調の役割』, 博士論文, 東京大学]. doi

Heo, Y. (2008). Vowel epenthesis as perceptual intrusion in loanword adaptation: Evidence from Korean. In J. Whitman, P. Lee, C. Suh, S. Cho, Y. J. Chung & J. Han (Eds.), Inquiries into Korean Linguistics III (pp. 91–101). Seoul: Hankook Munhwasa.

Heo, Y. & Song, H. (2016). Influence of short-term native-like parsing practice on reading comprehension. Foreign Language Studies, 29, 33–55.

Ilic, P., Casebourne, I., & Wegerif, R. (2025). Artificial Intelligence in Education: The Intersection of Technology and Pedagogy. Springer Nature. doi

Ilic, P. (2020). Mapping the Digital Ecosystem for Education. In 2020 Sixth International Conference on e-Learning, Sakheer, Bahrain, pp. 275-278. doi

Ilic, P. (2015). The effects of mobile collaborative activities in a second language course. International Journal of Mobile and Blended Learning, 7(4), 16–37. doi

Ishii, D. & Wilson, I. (2024). Articulation of North American English /r/ by Japanese and Mandarin speakers. Proceedings of the Nineteenth Australasian International Conference on Speech Science and Technology, 77–81. link

Kaneko, E. (2012). On the motivation of science majors learning English as a second language: A case study from Japan. OnCue Journal for the Language Professional in Higher Education, 6, 3–26.

Kaneko, E. (2015). Corpus to gengo test [Corpora and language tests]. In Y. Tono (Ed.), Eigo Corpus Series: Vol. 2 [English Corpus Series: Vol. 2] (pp. 157–180). Tokyo: Hitsuji Shobo.

Kaneko, E. (2016). Non-communicative na eigo kotorenshu saiko [Revisiting non-communicative oral practice of English]. In Y. Ishikawa, S. Ishikawa, Y. Shimizu, T. Tabata, K. Cho, & T. Maeda (Eds.), Gengokenkyu to Ryoteki Approach [Language Research and Quantitative Approach] (pp. 19–31). Tokyo: Kinseido.

Kaneko, E., Heo, Y., Iverson, G. K., & Wilson, I. (2015). Quasi-neutralization in the acquisition of English coronal fricatives by native speakers of Japanese. Journal of Second Language Pronunciation, 1, 65–85. doi

Kilpatrick, A. J. (2025). The negativity bias is encoded in language. JASA Express Letters, 5(2), 025205. doi

Kilpatrick, A., & ?wiek, A. (2024). Using artificial intelligence to explore sound symbolic expressions of gender in American English. PeerJ Computer Science, 10, e1811. doi

Kilpatrick, A. J., ?wiek, A., & Kawahara, S. (2023). Random forests, sound symbolism, and Pokémon evolution. PLOS ONE, 18(1), e0279350. doi

Lingle, W. (2024). Teaching Critical Thinking Skills to EFL Learners via Micro-Lessons. In P. Ilic (Ed.), Optimizing Education Through Micro-Lessons: Engaging and Adaptive Learning Strategies (pp. 214-233). IGI Global Scientific Publishing. doi

Lingle, W. (2021). When do agentless passives mystify social actors in the minds of readers? Critical Discourse Studies, 20(2), 150–165. doi

Lingle, W. (2018). Nominalizations, Agentless Passives, and Social Actor Mystification: Newspaper Editorials on the Greek Financial Crisis. Ph.D. thesis, University of Birmingham, UK. link

Nicholas, A. (2020). Dynamic assessment and requesting: Assessing the development of Japanese EFL learners' oral requesting performance interactively. Intercultural Pragmatics, 17(5), 545–575. doi

Nicholas, A. & Blake, J. (2024). Profiling learner development with a computerized dynamic assessment of a Japanese learner's L2 email writing. Research Methods in Applied Linguistics, 3(3), 100164. doi

Nicholas, A., Blake, J., Perkins, J., & Mozgovoy, M. (2024). Evaluating the effectiveness of a computerized dynamic assessment of L2 English email requests. Computer Assisted Language Learning, 1–33. doi

Roy, D., Brine, J., & Murasawa, F. (2014). Usability of note-taking applications in a foreign language learning context. Computer Assisted Language Learning, 29, 61–87. doi

Roy, D., & Crabbe, S. (2015). Website analysis in an EFL context: Content comprehension, usability perceptions, and awareness of reading strategies. ReCALL, 27, 131–155. doi

Roy, D. & Grice, R. (2004). Helping readers connect text and visuals in sequential procedural instruction: Developing reader comprehension. Technical Communication, 51(4), 517–525.

Villegas, J., Perkins, J., & Wilson, I. (2021). Effects of task and language nativeness on the Lombard effect and its onset and offset timing. Journal of the Acoustical Society of America, 149(3). doi

Wilson, I., Perkins, J., Heo, Y., & Kaneko, E. (2025). Descriptive Record and Statistical Analysis of 14 Years of Changes in TOEIC® Scores at a Japanese University. JACET International Convention, selected papers, 11, 107-124. link