Publications Tracked
Scholarly Work
Publications and Presentations
This is the public-facing repository of scholarly work at the English Language Center. Visitors can search scholarly work, while logged-in users can submit new items for admin review.
267 publications
459 presentations
Presentations Tracked
459
Years Represented
27
Academic Work
Total and Last 5 Years
| Type | Total | 2026* | 2025 | 2024 | 2023 | 2022 |
|---|---|---|---|---|---|---|
| Dissertations | 3 | 0 | 0 | 0 | 0 | 0 |
| MA Theses | 86 | 0 | 0 | 0 | 2 | 0 |
| MA Projects | 66 | 0 | 0 | 0 | 0 | 0 |
| Publications | 112 | 1 | 1 | 4 | 6 | 5 |
| Presentations | 459 | 5 | 6 | 5 | 17 | 14 |
Search Scholarly Work
Scholarship Library
Showing 221-240 of 726 results
Stephens, C., & Summers, M. (2017). Using Poster Carousels to Maximize Participation and Build Oral Fluency. Presentation at the 2017 Annual Conference of Intermountain Teachers of English as a Second Language (I-TESOL). Provo, UT.
Stephens, C. (2017). Using YouGlish to Help Learners Notice Grammar and Pronunciation. Poster Presentation at the 2017 Annual Conference of Intermountain Teachers of English as a Second Language (I-TESOL). Provo, UT.
Sell, J. (2017). Taking the Foreign out of the Foreign Language Classroom Anxiety Scale: Anxiety in an ESL Setting. Brigham Young University.
Chase, B. (2017). An Acoustical Analysis of the American English /l, r/ Contrastas Produced by Adult Japanese Learners of English. Brigham Young University.
Decker, L. (2017). The Impact of Changing TOEFL Cut Scores. Brigham Young University.
Hernandez, M. M. (2017). Comparing the AWL and AVL in textbooks from an intensive English program. Brigham Young University.
Li, Y. (2017). ESL learner Experience Using Electropalatographic Biofeedback. Brigham Young University.
Trimble-Brown, H. (2017). Implementing mental contrasting to improve English language learner social networks. Brigham Young University.
David, N. (2017). Honoring Richard Ruiz and his work on language planning and bilingual education. International Journal of Bilingual Education and Bilingualism, 1–4. https://doi.org/10.1080/13670050.2017.1406183
Lynn, E. (2017). A graduate student's reflection: Applying theory to grammar instruction. TESOL Hawai'i The Word, 26)2, 3–4.
Lynn, E. (2017). An extensive reading success story: An ESL student's perspective. Ohio TESOL Journal, 9)2, 8–11.
Lynn, E. (2017). Promoting reading fluency through the use of rapid recognition activities. HEIS News, 36)1.
Hartshorn, K., Evans, N., Egbert, J., & Johnson, A. (2017). Discipline-specific reading expectation and challenges for ESL learners in US universities. Reading in a Foreign Language, 29, 36–60. https://doi.org/10.64152/10125/66727
Malyshkevych, V. (2017). The Effects of Real-life Listening Practice on ESL Students' Listening Comprehension Improvement. Brigham Young University.
Messenger, R. (2017). Managing Dynamic Written Corrective Feedback: A Case Study at an Intensive English Program. Brigham Young University.
Sanders, C. (2017). Teaching with intention: The perceived benefits of reflective teaching journals in TESOL teacher training. Brigham Young University.
Summers, M. (2017). Investigating the Use of the ACTFL Can-Do Statements in a Self-Assessment for Student Placement in an Intensive English Program. Brigham Young University.
Krauel, M. (2017). Designing and Developing an Online Self-Regulated Learning Course. Brigham Young University.
Lynn, E. (2017). Developing Reading Fluency by Combining Timed Reading and Repeated Reading. Intermountain TESOL Convention. Provo, Utah.
Nettgen, K., & Saunders, A. (2017). English for lunch. Presentation given at the Intermountain TESOL Conference. Aspen Grove, Utah.