FLE Recent Scholarship
Academic and Business Writing
Sardegna, V. G., & Slutsky, J. (2009). The practiced business writer: An ESL/EFL handbook. Richmond, VA: Briefings Media Group, LLC. [242 pgs. and accompanying CD-ROM]
Sardegna, V. G., & Slutsky, J. (2006 – 2010). Project Discovery ESL Communications Handbook: Definitions, Explanations and Practice Exercises for the Most Common Errors in Business Writing. UIUC, IL.
Beliefs
Horwitz, E. K. (2008). Why student beliefs about language learning matter. The evolution of the Beliefs about Language Learning Inventory. In J. Siskin (Ed.) Issues in Language Program Direction. American Assoc. of University Supervisors and Coordinators, 2-8.
Horwitz, E. K. Bilingual education: Conceptions and misconceptions. GRETA: A journal for teachers of English, 13, 23-27.
Individual Differences
Pulido, D., & Hambrick, D.Z. (2008). The virtuous circle: Modeling individual differences in L2 reading and vocabulary growth. Reading in a Foreign Language: Special Issue on Reading and Vocabulary, 20, 2, pp. 164-190. University of Hawai‘i and the National Foreign Language Resource Center.
Incidental Learning
Pulido, D. (2007). The relationship between text comprehension and second language incidental vocabulary acquisition: A matter of topic familiarity. In K. Koda (Ed.), Reading and Language Learning (pp. 155-199). Best of Language Learning Series. Blackwell Publishing. Reprint of 2004 Language Learning article.
Instructional Technology
Sardegna, V. G., & Molle, D. (2010). Videoconferencing with strangers: Teaching Japanese EFL students verbal backchannel signals and reactive expressions. Intercultural Pragmatics, 7(2). 279-310.
Sardegna, V.G. (2010- present). Blog: Literacy Sharing – Sharing Literacy Resources.
Sardegna, V. G. (2008 – present). Blog: Instructional Technology Resources for Language Teachers: Resources to Teach and Learn.
Language Learning Anxiety
Horwitz, E. K. (2012). The theoretical, practical, and emotional journey to English Teaching. In The Proceedings of 2012 International Conference and Workshop on TEFL and Applied Linguistics, Department of Applied English, Ming Chuan University, Crane Publishing 422-430.
Horwitz, E. K. (2010). Foreign and second language anxiety, Language Teaching, 43, 154-167.
Yan, X. & Horwitz, E. K. (2008). How anxiety interacts with other learner factors to influence language achievement: A theoretical model. Language Learning, 58, 151–183.
Horwitz, E. K., M. Tallon, & H. Luo, (2010). Foreign Language Anxiety, In J. Cassady (Ed.) Anxiety in Schools: The Causes, Consequences, and Solutions for Academic Anxieties. Peter Lang, 95-115.
Horwitz, E. K. (2008). Cultural identity and language anxiety: How self-concept and cultural expectations mediate performance in a second language. In Who Are We: Cultural Identity and Language Anxiety, City University of Hong Kong, 57-69.
Learner Autonomy
Slutsky, J. M. & Sardegna, V. G. (2010). Web-based writing materials that promote non-native accounting students' autonomous learning. Proceedings from the 75th Annual Convention of The Association for Business Communication, Chicago, IL.
Pronunciation Learning Strategies and Instruction
Sardegna, V. G. (2012). Learner differences in strategy use, self-efficacy beliefs, and pronunciation improvement. In. J. Levis & K. LeVelle (Eds.). Proceedings of the 3rd Pronunciation in Second Language Learning and Teaching Conference, Sept. 2011. (pp. 39-53), Ames, IA: Iowa State University.
Pdf can be retrieved from
Sardegna, V. G. (2011). Pronunciation learning strategies that improve ESL learners’ linking. In. J. Levis & K. LeVelle (Eds.). Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference, Sept. 2010. (pp. 105-121), Ames, IA: Iowa State University.
Sardegna, V. G., & McGregor, A. (2012). Principles for teaching pronunciation to international teaching assistants. TESOL SPLIS Newsletter, 8(1).
Sardegna, V. G. (2010). Review on Rules by the sound (2009), Feinstein-Whittaker, M., & Katz Wilner, L. TESOL SPLIS Newsletter, 7(1).
Sardegna, V. G. (2009). Improving English stress through pronunciation learning strategies. Doctoral dissertation, University of Illinois at Urbana-Champaign (UMI No. 3363085).
Reading Development
Brantmeier, C., & Pulido, D. (2010). The Role of Reading in Reconfiguring Foreign Language Programs: A Supplement to Reading in a Foreign Language (Co-edited). Volume 22, Supplement 1. University of Hawai‘i and the National Foreign Language Resource Center.
Pulido, D. (2009). How involved are American L2 learners of Spanish in lexical input processing tasks during reading? Studies in Second Language Acquisition, 31, pp. 31-58. Cambridge University Press.
Pulido, D. (2009). Developing reading skills in a foreign/second language. In Extensive Reading in English Language Teaching (Ed. Andrzej Cirocki), pp. 27- 45. Munich, Germany: LINCOM EUROPA Studies in Second Language Teaching.
Teacher Education
Horwitz, E.K. (2013). Becoming a language teacher: A practical guide to second language learning and teaching, 2nd edition, Pearson.
Horwitz, E. K. Classroom management for teachers of Japanese and other foreign languages. Foreign Language Annals, 2005, 38, 56-68.
Horwitz, E. K, Pei-Hsuan Hsieh, Joshua D. Bonzo, Dafu Huang, Yoon-Hee Na, and Brian G. Rubrecht. Case studies of language learners as a tool for helping teachers understand the experience of language learning. Hong Kong Journal of Applied Linguistics, 2004, 9, 1-14.
Vocabulary Acquisition
Pulido, D. (2009). Vocabulary processing and acquisition through reading: Evidence for the rich getting richer. In Second Language Reading Research and Instruction: Crossing the Boundaries (Eds. ZhaoHong Han and Neil J. Anderson), pp. 65-82. Ann Arbor, MI: University of Michigan Press.