Second Language Acquisition Graduate Research
The Ph.D. program in Second Language Acquisition emphasizes training in cognitive aspects of second and foreign language learning, as well as research methodology.
The course load is kept to a minimum to encourage students to start engaging in research as soon as possible. The faculty have conducted research in a variety of second languages using a wide range of methodologies, from behavioral psycholinguistic experiments and classroom research to participant observation and survey research. A wide variety of research interests are welcome.
Below is a list of publications authored by our graduate students. For publications authored by the current SLA faculty, visit our SLA People page and select the profile of any faculty member.
Recent Publications (co)authored by SLA Students
Hui, B., & Jia, R. (2024). Reflecting on the use of response times to index linguistic knowledge in SLA. Annual Review of Applied Linguistics, 1–11. doi:10.1017/S0267190524000047
Tytko, T. (2024, March 17). The Effect of Multimodal Input on L2 Learners’ Reading Comprehension: An Eye-tracking Study [Conference presentation]. American Association for Applied Linguistics (AAAL), Houston, TX, United States.
Ogawa, S. (2024, March 16). Investigation of Differential Item Functioning Analyses in Testlet-Based Assessment Due to Multiple Manifest Grouping Variables [Conference presentation]. American Association for Applied Linguistics (AAAL), Houston, TX, United States.
Woodward, J. (2024, March 16). Un coup d’œil : French as a Foreign Language Processing in an Eye-tracking study [Poster Presentation]. American Association for Applied Linguistics (AAAL), Houston, TX, United States.
Jia, R., & Jiang, N. (2024, March 16). The strength of L2 form-meaning connection: Task effect with advanced L2 learners [Poster Presentation]. American Association for Applied Linguistics (AAAL), Houston, TX, United States.
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), 100101. https://doi.org/10.1016/j.rmal.2024.100101
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/
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.
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/
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?". https://doi.org/10.1111/lang.12571
Wu, Z. (2023). The Role of Native Phonology in Speech Perception and Phonolexical Encoding among Spanish Learners. American Association for Applied Linguistics Annual Conference.
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. The 18th International Pragmatics Conference, Brussels, Belgium.
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
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/10.1111/lang.12581
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.
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.
Zheng, Q. (2022). Validating Task-Centered Self-Assessment on Second Language Proficiency Growth: A Cross-Lagged Panel Analysis. In Longitudinal Studies of Second Language Learning (pp. 171-192). Routledge. https://www.taylorfrancis.com/
Mackey, B. (2022). Investigating Language Aptitude and Attrition. In Longitudinal Studies of Second Language Learning (pp. 67-83). Routledge. https://www.taylorfrancis.com/
Bikowski, D., Park, H. K., & Tytko, T. (2022). Teaching large-enrollment online language courses: Faculty perspectives and an emerging curricular model. System, 105, 102711. https://doi.org/10.1016/j.system.2021.102711
Ross, S. & Zheng, Q. (2021). 9 Strategic competence and pragmatic proficiency in L2 role plays. In J. Félix-Brasdefer & R. Shively (Ed.), New Directions in Second Language Pragmatics (pp. 179-194). Berlin, Boston: De Gruyter Mouton. https://doi.org/10.1515/9783110721775-013
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, 100967. https://doi.org/10.1016/j.jeap.2021.100967
Montero, F. (2021, March). Investigating the episodic L2 hypothesis. Paper presented at the 2021 American Association for Applied Linguistics (AAAL) Annual Conference. (Virtual Conference.)
Pulupa, C. (2021). Presentation at the American Association for Applied Linguistics (AAAL) Annual Conference, Huston, TX, USA. (Virtual Conference.)
Tytko, T. (2021, June). Multidimensional L2 learners’ engagement in technology-mediated TBLT tasks. Paper presented at the 2021 Computer-Assisted Language Instruction Consortium (CALICO). (Virtual Conference.)
Tytko, T. (2021, June). Can reading be collaborative? Implementing computer-assisted collaborative reading in L2 instruction. Paper presented at the 2021 Computer-Assisted Language Instruction Consortium (CALICO). (Virtual Conference.)
Tytko, T. (2021, March). Can reading be collaborative? Implementing computer-assisted collaborative reading in L2 instruction. Paper presented at the TESOL 2021 Convention & English Language Expo Doctorate Forum. (Virtual Conference.)
Tytko, T. (2021, March). Can text messages reveal suicidal thoughts? A case study of graduate student’s online communication. Paper presented at the 2021 American Association for Applied Linguistics (AAAL) Annual Conference, USA. (Virtual Conference.)
Bikowski, D., Park. K., & Tytko, T. (2021, March). Teaching large-enrollment EFL course: Faculty perspectives and curricular models. Paper presented at the TESOL 2021 Convention & English Language Expo, Huston, TX, USA. (Virtual Conference.)
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 presented at the 2021 American Association for Applied Linguistics (AAAL) Annual Conference, Huston, TX, USA. (Virtual Conference.)
Tytko, T. (2021, February). Facilitating L2 writing instruction by introducing web-based collaborative reading tasks. Paper presented at the 13th Annual Meeting of the Illinois Language and Linguistics Society (ILLS13). (Virtual Conference.)
Tytko, T. (2021, February). Introducing web-based collaborative strategic reading into L2 instruction. Paper presented at the 27th ASU Annual Graduate Linguistics, Applied Linguistics, and TESOL Symposium. (Virtual Conference.)