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., 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. (2021). Internalizing interactions: Use of the dominant language and an inanimate expert. Language and Sociocultural Theory, 8(2), 180–205. doi
Carr, N. & Weinmann, M. (2018). Written corrective feedback: The need for collaboration and multidirectional interaction. TESOL in Context, 27(1), 1–27. doi
Gick, B., Wilson, I., & Derrick, D. (2013). Articulatory Phonetics. Chichester, UK: Wiley-Blackwell.
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. (2009). Using MDS to predict the educational expectations of students. Dialogos Journal, 9, 59–68.
Ilic, P. (2014). The relationship between students, mobile phones and their homework. In M. Kalz et al. (Eds.), mLearn2014, Communications in Computer and Information Science Series, Vol. 479 (pp. 146–155). Switzerland: Springer. 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
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
Lingle, W. (2021). When do agentless passives mystify social actors in the minds of readers? Critical Discourse Studies. [advance online publication]. 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. (2016). Developmentally Sensitive Assistance and Development: Collaboration Between Japanese EFL Learners. Pedagogies: An International Journal, 11(1), 22–42. doi:10.1080/1554480X.2015.1058713
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. (2015). A Concept-based Approach to the Teaching of Pragmatics: Speech Acts in the EFL Classroom. ELT Journal, 69(4), 383–394. doi
Nicholas, A., & Perkins, J. (2019). Developing speech act performance in computer science majors through conversation analysis: Japanese learners and oral requesting. In 2019 IEEE International Professional Communication Conference (ProComm), pp. 79–82. doi
Roy, D. and Grice, R. (2004). Helping readers connect text and visuals in sequential procedural instruction: Developing reader comprehension. Technical Communication, 51(4), 517–525.
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
Villegas, J., Markov, K.P., Perkins, J., & Lee, S.J. (2020). Prediction of creaky speech by recurrent neural networks using psychoacoustic roughness. IEEE Journal of Selected Topics in Signal Processing. doi
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. & Gick, B. (2014). Bilinguals use language-specific articulatory settings. Journal of Speech, Language, and Hearing Research, 57, 361–373. doi
Wilson, I. (2014). Using ultrasound for teaching and researching articulation. Acoustical Science and Technology, 35(6), 285–289. doi