Publications Tracked
Publications
Publications
Browse approved publications from the ELC community.
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 1-20 of 267 results
Hartshorn, K. J., Smemoe, W., Millar, M., & McMurry, B. (2026). Are We There Yet? Factors Affecting Proficiency Development for Speaking and Writing in Intensive English Study. Journal of Linguistics and Language Teaching (JLLT), 17(1), 11–36. https://doi.org/10.5281/zenodo.20595408
Thorpe, W. C., Baker-Smemoe, W., Hartshorn, K. J., McMurry, B. L., & Wilcox, M. (2025). The relationship of language anxiety and English learners’ accentedness, comprehensibility, and speech rate across three communication tasks. System, 133, 103721. https://doi.org/10.1016/j.system.2025.103721
Nissen, S. L., Kemmey, R., & Hartshorn, K. J. (May, 2024). Perceptual ratings of pronunciation for L2 learners of English as a function of task type, word position, and listener expertise. International Journal of Applied Linguistics, 34(2), 550-567. https://doi.org/10.1111/ijal.12513
Rogers, C., McMurry, B. L., & Dewey, D. P. (April 24, 2024). Teaching positive psychology lessons in an intensive English program. ELT Journal, 78(2), 137-148. https://doi.org/10.1093/elt/ccad052
Hansen, J. H., Eckstein, G., Cox, T. L., Luke, S. G., & Rich, K. (March 14, 2024). Immediate repeated reading has positive effects on reading rate for English language learners: An eye‐tracking study. TESOL Journal, e822. https://doi.org/10.1002/tesj.822
Eckstein, G., Coca, K., Lung, Y. S. M., & McMurry, B. L. (March 3, 2024). Praise in Written Feedback: How L2 Writers Perceive and Value Praise. Reading & Writing Quarterly, 40(2), 135-151. https://doi.org/10.1080/10573569.2023.2175341
Hartshorn, K. J., McMurry, B. L., & Rich, K. (November 2, 2023). ESL Learner and TESOL Practitioner Perceptions of Language Skill Difficulty. International Journal of TESOL Studies. https://doi.org/10.58304/ijts.20230401
Hartshorn, K. J., & Stephens, C. (November 2, 2023). The Effects of Transcript Use on Advanced ESL Listening Comprehension. International Journal of TESOL Studies. https://doi.org/10.58304/ijts.20230404
Hartshorn, K. J., & Surer, A. (July 21, 2023). Contributions toward Understanding the Acquisition of Eight Aspects of Vocabulary Knowledge. Theory and Practice of Second Language Acquisition, 1-31. https://doi.org/10.31261/TAPSLA.13865
Hartshorn, K., Mohebbi, H., & Wang, Y. (April 11, 2023). Teacher cognition, pedagogical practice, and meeting student needs in L2 writing. Insights into teaching and learning writing: A practical guide for early-career teachers, 71–86.
Woods, K., Hashimoto, B., & Brown, E. K. (January, 2023). A multi-measure approach for lexical diversity in writing assessments: Considerations in measurement and timing. Assessing Writing, 55, 100688. https://doi.org/10.1016/j.asw.2022.100688
Kehoe, M. (2023). The Effect of Shadowing with Text Presentation on Intermediate-Level ESL Learners' Pronunciation.
Matthews, K. (2023). Student Perceptions of Praise in L2 Written Feedback. Brigham Young University.
Hartshorn, K., Rice, S., Eckstein, G., & Evans, N. (2023). Dynamic Written Corrective Feedback Frequency and its Effects on ESL Writing Fluency, Accuracy, and Complexity. Feedback Research in Second Language, 1, 1–26. https://doi.org/10.32038/frsl.2023.01.02
Nymeyer, K., Dewey, D. P., Eggington, W., & Baker‐Smemoe, W. (March, 2022). Factors that affect native English speakers’ comfort levels when communicating with non‐native English speakers. International Journal of Applied Linguistics, 32(1), 158-174. https://doi.org/10.1111/ijal.12410
Phillips, M., Dewey, D. P., Rogers, C., Summers, M., & McMurry, B. L. (2022). Positive Psychology in the Classroom: Lesson Plans for English Language Teachers. EdTechBooks. https://edtechbooks.org/PositivePsychologyintheClassroom
Hartshorn, K., Hart, J., & McMurry, B. (2022). Factors leading to teacher promotion in ESL student evaluations of teachers. TESL Reporter, 54, 49–83.
Rich, K., Eckstein, G., & Lynn, E. (2022). Reading Rate Gain in a Second Language: The Effect of Unassisted Repeated Reading and Intensity on Word-level Reading Measures. The Reading Matrix, 22(1), 1 19. https://www.readingmatrix.com/files/27-h5uwmwzv.pdf
Eckstein, G., Evans, N. W., Hartshorn, K. J., & McMurry, B. L. (2022). Curriculum Development for Intensive English Programs: A Contextualized Framework for Language Program Design and Implementation. Routledge. https://www.taylorfrancis.com/books/mono/10.4324/9781003306122/curriculum-development-intensive-english-programs-grant-eckstein-norman-evans-james-hartshorn-benjamin-mcmurry
Brown, H., Dewey, D., Lee, V., Eggett, D., Carhill-Poza, A., & Kurata, N. (January 14, 2021). Implementing mental contrasting to improve English language learner social networks.. Social Networks in Language Learning and Language Teaching.