Reza Norouzian, Ph.D.

Professor: TESOL

Dr. Reza Norouzian is a professor of TESOL in the Anaheim University Graduate School of Education. His expertise encompasses two areas: Instructed Second Language Acquisition (ISLA) and quantitative research methods (study design, causality, meta-analysis) in second language (L2) research. Dr. Norouzian’s research has appeared in several L2 journals such as Language Learning, Modern Language Journal, Studies in Second Language Acquisition, and Second Language Research. His latest research addresses how ISLA studies can be designed to indicate causation, and how a meta-analysis of them can assess and generalize the direction and magnitude of those causal relationships across other L2 learners and learning contexts.

 

PUBLICATIONS

  • Norouzian, R. (2021). Interrater reliability in second language meta-analyses: The case of categorical moderators. Studies in Second Language Acquisition, 43, 896-915. [impact factor: 2.838]
  • Norouzian, R. (2020). Sample size planning in quantitative L2 research: A pragmatic approach. Studies in Second Language Acquisition, 42, 849-870. [impact factor: 2.838]
  • Norouzian, R., de Miranda, M. A., & Plonsky, L. (2019). A Bayesian approach to measuring evidence in L2 research: An empirical investigation. Modern Language Journal, 103, 248 – 261. [impact factor: 4.759]
  • Norouzian, R., de Miranda, M. A., & Plonsky, L. (2018). The Bayesian revolution in second language research: An applied approach. Language Learning, 64, 1032 – 1075. [impact factor: 3.408]
  • Norouzian, R. & Plonsky, L. (2018). Two effect size measures in L2 Research: A cautionary review and guide to more appropriate usage. Second Language Research, 34, 257 – 271. [impact factor: 2.178]
  • Norouzian, R. & Plonsky, L. (2018). Correlation and simple linear regression in applied linguistics. In Phakiti, A., De Costa, P., Plonsky, L., & Starfield, S. (eds.) The Palgrave handbook of applied linguistics research methodology (pp. 395 – 421). U.K., London: Palgrave.
  • Norouzian, R., Eslami, Z., R. (2016). Critical perspectives on interlanguage pragmatic development: An agenda for research. Issues in Applied Linguistics, 20, 25 – 50.
  • Norouzian, R. (2015). Does teaching experience affect type, amount, and precision of the written corrective feedback?. Advances in English Language Teaching, 5, 93 – 115.
  • Norouzian, R., Eslami, Z., R. (2013). Applying teacher feedback: Grounded theory perspective. Tennessee Foreign Language Teaching Association Journal, 4, 72 – 87.
  • Norouzian, R., Mehdizadeh, M. (2013). Reading strategy repertoires in EAP contexts: students and teachers in academic reading strategy use. International Journal of Language Learning and Applied Linguistics, 3, 5 – 12.
  • Norouzian, R., Eslami, Z., R. (2013). Does synchronous computer-mediated communication improve EFL learners’ oral proficiency? Modern English Teacher, 22, 40 – 42.
  • Norouzian, R. (2013). Teacher feedback: No to one-size-fits-all approach. Roshd FLT Journal, 110(3), 44 – 49.
  • Norouzian, R., Eslami, Z., R. (2013). Specialized teacher feedback: Teachers have some say. ELTWorld Online, 5, 1 – 22.
  • Norouzian, R., Khomeijani Farahani, A. (2012). Written error feedback: Feedback on feedback. Journal of Language Teaching and Research, 3, 11 – 22.
  • Norouzian, R. (2013). Feedback at the core of a language class: When it works best. Humansing Language Teaching, 15, 1 – 8.

Stephen Ryan, Ph.D.

Assistant Professor: TESOL

Dr. Stephen Ryan is a TESOL Assistant Professor in the Anaheim University Graduate School of Education and a professor in the School of Culture, Media, and Society at Waseda University in Tokyo. Stephen Ryan has been involved in language education for over 25 years, and for most of that time, he has been based in Japan. His research and publications cover various aspects of psychology in language learning, including the award-winning Exploring Psychology in Language Learning and Teaching, co-authored with Marion Williams and Sarah Mercer, and The Psychology of the Language Learner Revisited, co-authored with Zoltan Dörnyei. He is also series editor for the Multilingual Matters book series Psychology of Language Learning and Teaching. He holds a Ph.D. from the University of Nottingham School of English Studies and an M.A. in Linguistics (TESOL) from the University of Surrey.

Publications

  • Ryan, S. (2020)). Individual differences and motivation. In M. Lamb, K. Csizer, A. Henry, & S. Ryan (eds.). Palgrave handbook of motivation for language learning. Basingstoke: Palgrave Macmillan.
  • Lamb, M., Csizer, K. Henry, A. & Ryan. S. (eds.). (2020) Palgrave handbook of motivation for language learning. Basingstoke: Palgrave Macmillan.
  • Ryan, S. 2019). Language learner motivation: What motivates motivation researchers? In J. W. Schwieter & A. Benali (eds.) The Cambridge handbook of language learning., pp. 409-429) Cambridge: Cambridge University Press.
  • Ryan, S. & Irie, K. Learning Across Generations: A Small-Scale Initiative. In Innnovation in English Education in Japan.(pp. 97-116). Basingstoke: Palgrave Macmillan.
  • Reinders, H., Ryan, S., & Nakamura, S. (eds.) (2019) Innovation in English Education in Japan. Basingstoke: Palgrave Macmillan.
  • Ryan S., Nakamura S., Reinders H. (2019) Innovation in Japan: Looking to the Future. In: Reinders H., Ryan S., Nakamura S. (eds) Innovation in English Education in Japan, pp. 283-289). Basingstoke: Palgrave Macmillan.
  • Reinders H., Nakamura S., Ryan S. (2019) he Scope of Innovation in Japanese Language Education.. In: Reinders H., Ryan S., Nakamura S. (eds) Innovation in English Education in Japan, pp. 1-8). Basingstoke: Palgrave Macmillan.
  • Lamb, M., Csizer, K., Henry, A. & Ryan, S.(eds). (in press). Palgrave handbook of motivation for language learning. Basingstoke: Palgrave Macmillan.
  • Irie, K., Ryan, S., Mercer, S. (2018). Using Q methodology to investigate pre-service EFL teachers’ mindsets about teaching competences. Studies in Second Language Learning and Teaching, 8(3), 575-598.
  • Ryan, S. (2018). Motivation. In Richards, J. & Burns, A. (eds.). Cambridge Guide to Learning English as a Second Language. (pp. 55-62). Cambridge: Cambridge University Press.
  • Ryan, S. (2017). Emotion in Language Learning. Teaching Times. 7-8.
  • Ryan, S. (2016). Quantitative and qualitative methods. In A. Linn (Ed.) Investigating English in Europe. pp, 167-73. Berlin:De Gruyter Mouton.
  • Ryan, S.. (2016). Motivation and Foreign Language Learning: From theory to practice (Review). English Language Teaching Journal 70 (2), 225-227
  • Mercer, S. & Ryan, S. (2016). Stretching the boundaries: Language learning psychology. Palgrave Communications, 2, 1-5. Ryan, S. & Mercer, S. (eds.) (2015) Psychology in language learning : Special issue. Studies in Second Language Learning and Teaching, 5(3).
  • Boo, Z., Dörnyei, Z., & Ryan, S. (2015). L2 motivation research 2005-2014: Understanding a publication surge and a changing landscape. System 55, 145-157
  • Ryan, S. & Mercer, S. (eds.) (2015) Psychology in language learning : Special issue. Studies in Second Language Learning and Teaching, 5(2).
  • Ryan, S. (2015). An interview with Tomoko Yashima. The Language Teacher, 39 (4), 17-20.
  • Ryan, S. (2015). The horse, the water, and the horse’s reflection: Understanding language learner narrative identity in the classroom. Humanising Language Teaching., 17 (4).
  • Ryan, S. & Mercer, S. (eds.) (2015) Psychology in language learning 1: Special issue. Studies in Second Language Learning and Teaching.
  • Williams, M., Mercer, S. & Ryan, S. (2015). Exploring psychology for language teachers. Oxford: Oxford University Press.
  • Dörnyei. Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York: Routledge.
  • Yoshijima, S. & Ryan, S. (eds.) (2015). Foreign language education: Foreign language education in the era of glocalization. Asahi Press: Tokyo.
  • Irie, K. & Ryan, S. (2015). Identifying patterns of changes in self-perception: Q Methodology. In Sage research methods cases. London: Sage Publications.
  • Irie, K. & Ryan, S. (2015). Study abroad and the dynamics of change in learner L2 self-concept. In Z. Dörnyei, P.
  • MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 343-366). Bristol: Multilingual Matters. Ryan, S. & Irie, K. (2014). Imagined and possible self perspectives: Storied selves. In S. Mercer & M. Williams (Eds.). Multiple Perspectives on the Self in SLA (pp. 109-123). Bristol: Multilingual Matters.
  • Yoshijima, S. & Ryan, S. (eds.) (2014). Foreign language education: Roles and challenges in general education. Asahi Press: Tokyo.
  • Ryan, S. & Mercer, S. (Eds.) (2013). The role of the imagination in language learning. Studies in Second Language Learning and Teaching- Special Issue
  • Ryan, S. & Dörnyei, Z. (2013). The long-term evolution of language motivation and the L2 self. In A. Berndt (Ed.), Fremdsprachen in der Perspektive lebenslangen Lernens (Foreign languages in the perspective of lifelong learning) Frankfurt: Peter Lang.
  • Mercer, S. & Ryan, S. (2013). Praising to learn: Learning to praise. In M. Reitbauer, N. Campbell, S. Mercer, J. Schumm Fauster, R. Vaupetitsch (eds.) Feedback matters: Current feedback practices in the EFL classroom (pp. 21-36). Frankfurt: Peter Lang.
  • Ryan, S. (2012). Motivation. In M. Byram & A. Hu (Eds.) Routledge Encyclopedia of Language Teaching and Learning.. London: Routledge
  • Ryan, S. (2012). Theories of motivation. In M. Byram & A. Hu (Eds.) Routledge Encyclopedia of Language Teaching and Learning.. London: Routledge
  • Ryan, S. & Mercer, S. (2012). Implicit theories: Language learning mindsets. In S. Mercer, S. Ryan & M. Williams (Eds.) Psychology in Language Learning: Insights from theory and research (pp. 74-89). Basingstoke: Palgrave Macmillan.
  • Mercer, S., Ryan, S., & Williams, M. (Eds.). (2012). Psychology in Language Learning: Insights from theory and research. Basingstoke: Palgrave Macmillan.
  • Ryan, S. & Mercer, S. (2012). Language learning mindsets across cultural settings: English Learners in Austria and Japan. OnCUE Journal 6 (1), 6-22
  • Mercer, S., & Ryan, S. (2011). Advanced learners’ perceptions of effective language learning strategies: Are they ‘fit for purpose’? In In E. Schwarz, & S. Mercer (Eds.), Language Learning at the Tertiary Level (pp. 9-32). Graz: ITAT.
  • Ryan, S., & Mercer, S. (2011). Natural talent, natural acquisition and abroad: learner attributions of agency in language learning. In G. Muray, T. Lamb, & A. Gao (Eds.), Identity, Motivation and Autonomy: Exploring their links (pp. 160-176). Bristol: Multilingual Matters.
  • Ryan, S. (2011). Integrating an ELF perspective to English education in Japan: Motivational challenges and opportunities. Senshu University Annual Bulletin of the Humanities, 41
  • Mercer. S, & Ryan, S. (2010) A Mindset for EFL: Learners’ beliefs about the role of natural talent. English Language Teaching Journal 64 (4), 436-444

Talia Isaacs, Ph.D.

Associate Professor: TESOL

Dr. Talia Isaacs is a TESOL Associate Professor in the Anaheim University Graduate School of Education. She holds a Ph.D. in Second Language Education from McGill University and serves as Associate Professor of TESOL and Applied Linguistics at the UCL Institute of Education, University College London. She has designed and taught a wide range of courses in applied linguistics and TESOL at four UK and Canadian universities, including in language testing, aural/oral communication, TESOL pedagogy and curriculum, second language acquisition, and research methods. Her work on assessing second language speech (particularly pronunciation) has been shaped by her language teaching and learning experience and background in voice performance, particularly taking diction courses for opera singers. She has a strong track record of leading research and consultancy projects on language and communication and often serves in an assessment advisory capacity, most recently as a core expert group member for the OECD's PISA 2025 foreign language assessment questionnaire, and as a member of the TOEFL Committee of Examiners (ETS, 2020-24). With growing research interests in computer-mediated assessment and language for specific and academic purposes, she is increasingly active in the UK clinical trials methodology community, injecting a social sciences dimension into a complex, interdisciplinary research area. Her research is methodologically eclectic and mostly resides within the mixed methods paradigm.

Casey Keck, Ph.D.

Associate Professor: TESOL

Dr. Casey Keck is a TESOL Associate Professor in the Anaheim University Graduate School of Education and Associate Professor of Linguistics and Associate Chair of the English Department at Boise State University. She has over 20 years of experience teaching English as a second language to immigrants, refugees, and international students. She holds an MA in TESL and a PhD in Applied Linguistics from Northern Arizona University. Her research focuses on best practices in teaching English to adults in both community and university contexts, and her book, Pedagogical Grammar, is used in graduate teacher-training programs throughout the world. Her areas of expertise include corpus linguistics, second language acquisition, TESOL teacher education, and language program evaluation. Casey has provided technical assistance to nonprofits that focus on immigrant and refugee inclusion, including Welcoming America, the Idaho Office for Refugees, and LDS Charities. At Boise State, she coordinates Project SHINE, a service-learning initiative in which university students assist elder refugees in their efforts to obtain citizenship. Casey is a member of Boise’s Neighbors United Adult Education Task Force and the BSU-Jannus Refugee Collaboration Team. In 2016, she received the Exceptional Partnership Award from Boise State Service-Learning, for her long-standing partnerships with local ESL programs.

Julie Choi, Ph.D.Julie Choi, Ph.D.

Dr. Julie Choi is one of Anaheim's own, having graduated from the Anaheim University online Masters in TESOL program. She went on to earn her Ph.D. in Education at the University of Technology, Sydney, and she is currently a Senior Lecturer in Education (Additional Languages) at the Melbourne Graduate School of Education in Australia. Dr. Choi has worked in the areas of adult English as a Second Language (ESL) or English as a Foreign Language (EFL) teaching in China and Japan, and in professional Teaching English to Speakers of Other Languages (TESOL) teacher development with tertiary-level students in Australia. Her research projects focus on translingual pedagogies and the language and literacy needs of refugee background women and youths in Australia. She is currently completing a project collaborating with community centre language teachers of adult migrant emergent literacy learners focusing on the affordances and limitations of digital and linguistic resources of pre and beginner level adult English language learners, as well as young women from refugee backgrounds in Metropolitan Melbourne. Julie is co-editor of the book Language and Culture: Reflective Narratives and the Emergence of Identity (2010); Plurilingualism in Teaching and Learning: Complexities across Contexts (2018); and sole author of the book Creating a Multivocal Self: Autoethnography as Method (2017). She has also contributed to Immigrant and Refugee Women’s Resourcefulness in English Language Classrooms: Emerging possibilities through plurilingualism (2017); How do ‘we’ know what ‘they’ need? Learning together through duoethnography and English language teaching to immigrant and refugee women (2018); and Perspectives Matter (2018), in which she reflects on the complexities of her own multilingual upbringing speaking Korean, Chinese, Japanese and English.

Alessandro Benati, Ph.D.

Alessandro Benati is a TESOL Associate Professor in the Graduate School of Education at Anaheim University and Director of CAES at The University of Hong Kong (HKU). He is known for his work in second language acquisition and second language teaching. He has published ground-breaking research on the pedagogical framework called Processing Instruction. He is co-editor of a new online series for Cambridge University Press, a member of the REF Panel 2021, and Honorary Professor at York St John University. Alessandro earned his MA and PhD at the University of Greenwich, UK. He has previously worked at the University of Greenwich, University of London, Middlesex University, University of Portsmouth, and, most recently, the American University of Sharjah. Alessandro is author and co-author of several research monographs on various aspects of language learning and language teaching with noted publishers: Cambridge, Mouton de Gruyter, Bloomsbury, Multilingual Matters, Palgrave, Springer, and Routledge. His articles have appeared in high-impact and best ranked journals (Second Language Research, Language Teaching, IRAL, Language Awareness and Language Teaching Research). Alessandro has co-ordinated national and international high-impact research projects on language learning and teaching funded by the EU, Leverhulme Trust, and British Academy. He is also co-editor for the journal Instructed Second Language Acquisition and general editor of the book series Bloomsbury Applied Linguistics: Research issues and Methods. 

PUBLICATIONS & PRESENTATIONS

Monographs

1. Benati, A. (forthcoming in 2021) Key terms: A pocket guides for language teachers. London: Equinox.

2. Benati, A. (forthcoming in 2021). Input processing and processing instruction: The acquisition of Italian and Modern Standard Arabic. Benjamins Publishing – Bilingual Processing Series.

3. Chan, M., Benati, A. (2021). Challenges Encountered by Chinese ESL learners in L2 acquisition: Problems and Solutions from complementary perspectives. Springer.

4. Benati, A. (2020) Key Questions in Second Language Teaching. Cambridge University Press.

5. VanPatten, B., Smith, M., Benati, A., (2019). Key Questions in Second Language Acquisition: An Introduction (Cambridge University Press.

6. Schwieter, J., Benati, A. (2019). The Cambridge Handbook of Language Learning. Cambridge University Press.

7. Malovrh, P., Benati, A. (2018). The Handbook of Advanced Proficiency in Second Language Acquisition. Wiley-Blackwell.

8. Benati, A. Yamashita. (2017). S. Theory, Research and Pedagogy in Learning and Teaching Japanese Grammar. London: Palgrave.

9. Benati, A., Angelovska, T. (2016). Second Language Acquisition: A Theoretical Introduction to Real World Application. Bloomsbury: London.

10. Van Patten, B., Benati, A. (2015). Second Language Acquisition: Key Terms. 2nd Edition. London: Bloomsbury (translated into Japanese).

11. Benati, A. (2015) Key Methodological frameworks in Second Language Research. London: Equinox.

12. Benati, A., Laval, C., Arche, M. (2014). The Grammar Dimension in Instructed Second Language Learning. London: Bloomsbury.

13. Lee, J., Benati, A. (2013). Individual Differences and Processing Instruction. London: Equinox.

14. Benati, A. (2013). Key Issues in Second Language Teaching. London: Equinox.

15. Benati, A. (2011). (Ed.) A Guidebook for Language Teaching. High Commissioner For Minority Languages & British Council Macedonia. (translated into Macedonian, Turkish, Serb, and Albanian).

16. Van Patten, B., Benati, A. (2010). Second Language Acquisition: Key Terms. London: Continuum.

17. Benati, A., Lee, J. (2010). Processing Instruction and Discourse. London: Continuum.

18. Benati, A. (2009). (Ed.) Issues in Second Language Proficiency. London: Continuum.

19. Benati, A. (2009). Japanese Language Teaching: A Communicative Approach. London: Continuum.

20. Lee, J., Benati, A. (2009). Research and Perspectives on Processing Instruction. New York: Mouton de Gruyter.

21. Benati, A., Lee, J. (2008). Grammar Acquisition and Processing Instruction: Secondary And Cumulative Effects. Clevedon: Multilingual Matters.

22. Lee, J., Benati, A. (2007). Delivering Processing Instruction in Classroom and in Virtual Contexts: Research and Practice. London: Equinox.

23. Lee, J., Benati, A. (2007). Second Language Processing: An Analysis of Theory, Problems and Possible Solutions. London: Continuum.

24. Benati, A., Van Patten, B., Wong, W. (2005). Input Processing and Processing Instruction. (Teoria e sperimentazione nell’acquisizione dell’italiano come lingua straniera). Roma: Armando.

25. Liverani-Bertinelli, F., Benati, A. (2001). Grammatica: Perchè? Quando? Come? Perugia: Perugia: Edizioni Guerra Perugia.

Book chapters

1. Benati, A., Schwieter, J. (forthcoming in 2022). Input processing in L1 acquisition and simultaneous bilingualism. In Handbook of SLA and Input Processing. Routledge.

2. Benati, A. (forthcoming in 2022). Processing instruction and individual differences. Springer.

3. Benati, A. (2021). Processing Instruction: Research, theory and practical implications of the learning and. teaching of English grammar to Chinese L1 speakers. In M. Chan & Benati, A. Challenges Encountered by Chinese ESL learners in L2 acquisition: Problems and Solutions from complementary perspectives. Springer.

4. Benati, A. (2021). Focus on Form. Cambridge Elements in SLA: Cambridge University Press.

5. Benati. A. (2020). Focus on Form. Entry in the reference book Research Questions in Language Education and Applied Linguistics. Springer.

6. Benati, A., Schwieter, J. (2019). Pedagogical interventions to L2 grammar instruction. In J. Schwieter & A. Benati, A. (Ed.) (475-499). The Cambridge Handbook of Language Learning. Cambridge: Cambridge University Press.

7. Benati, A. (2018). Structured Input. In J. I. Liontas (Gen. Ed.), The TESOL Encyclopedia of English Language Teaching. NewYork: Wiley.

8. Benati, A. (2018). Direct Method. In J. I. Liontas (Gen. Ed.), The TESOL Encyclopedia of English Language Teaching. NewYork: Wiley.

9. Benati, A. (2018). Role Play. In J. I. Liontas (Gen. Ed.), The TESOL Encyclopedia of English Language Teaching. NewYork: Wiley.

10. Benati, A. (2018). Grammar Translation Method. In J. I. Liontas (Gen. Ed.), The TESOL Encyclopedia of English Language Teaching. NewYork: Wiley.

11. Benati, A. (2018). Interlanguage Grammar. In J. I. Liontas (Gen. Ed.), The TESOL Encyclopedia of English Language Teaching. NewYork: Wiley.

12. Benati, A., Schwieter, J. (2017). Input Processing and Processing Instruction: Pedagogical and cognitive considerations for L3 acquisition In A. Tanja & A. Hahn (eds.), L3 Syntactic Transfer: Models, New Developments and Implications (195-223). Amsterdam: Benjamins.

13. Benati, A., Basile, B. (2017). Theoretical and Pedagogical Views on the Role of Grammar Instruction. In A. Benati & S. Yamashita, Theory, Research and Pedagogy in Learning and Teaching Japanese Grammar (7-38). London: Palgrave.

14. Benati, A.(2017). Processing Instruction and the Acquisition of Japanese Morphology and Syntax. In A. Benati & S. Yamashita, Theory, Research and Pedagogy in Learning and Teaching Japanese Grammar (73-98). London: Palgrave.

15. Benati, A. Rastelli, S. (2014). Input processing theory: imparare a processare la seconda lingua", in S. Rastelli, Il processing nella seconda lingua: teorie, dati sperimentali, didattica (139-156). Roma: Carocci.

16. Benati, A. (2014). Second Language Acquisition. In C. Fäcke (Ed.). Language Acquisition (179-197). New York: Mouton de Gruyter.

17. Benati, A. (2013). Proficiency (entry in Encyclopedia). In P. Robinson (Ed.). The Routledge Encyclopedia of Second Language Acquisition. New York/London: Routledge.

18. Benati, A. (2013). Introduction. Grammar Dimension in Instructed Second Language Learning. In A.Benati, C.Laval & M.Arche. The Grammar Dimension in Instructed Second Language Learning (1-25). London: Bolomsbury.

19. Benati, A. (2013). The Input Processing Theory. In P. Garcia Mayo, Contemporary Approaches to Second Language Acquisition (93-110). Amsterdam: John Benjamins.

20. Angelovska, T., Benati, A. (2013). Processing instruction and the age factor: Can adults and school-age native speakers of German process English simple past tense correctly? In J. F. Lee & A. Benati (eds.), Individual differences and Processing Instruction (131-152). Sheffield, UK: Equinox.

21. Mavrantoni, M., Benati, A. (2013). The effects of processing instruction and traditional instruction on two different school-age learners: The case of English present simple tense third person singular. In J. F. Lee & A. Benati (eds.), Individual differences and Processing Instruction (185-210). Sheffield, UK: Equinox.

22. Benati, A. (2013). Age and the effects of processing instruction on the acquisition of English passive constructions among school children and adult native speakers of Turkish. In J. F. Lee & A. Benati (eds.), Individual differences and Processing Instruction (83-104). Sheffield, UK: Equinox.

23. Benati, A., Lee, J., Hikima, N. (2010). Exploring the effects of processing instruction on discourse-level interpretation tasks with the Japanese passive construction. In A. Benati & J. F. Lee, Processing instruction and discourse (148-177). London: Continuum.

24. Benati, A., Lee, J.., McNulty,E. (2010). Exploring the effects of processing instruction on a discourse-level guided composition with the Spanish subjunctive after the adverb cuando. In A. Benati & J. F. Lee, Processing instruction and discourse (97-147). London: Continuum.

25. Benati, A. (2009) Issues in second language proficiency. In A. Benati. (Ed.) Issues in Second Language Proficiency (3-6). London: Continuum.

26. Benati, A. (2009). Secondary and cumulative effects in attaining L2 proficiency in the classroom (with Cecile Laval). In A. Benati. (Ed.) Issues in Second Language Proficiency (189-201). London: Continuum.

27. Benati, A., Lee, J., Houghton, S. (2008). From processing instruction on the acquisition of English past tense to secondary transfer-of-training effects on English third person singular present tense. In A.Benati & J. Lee, Grammar acquisition and processing instruction: Secondary and cumulative effects (88-120). Bristol: Multilingual Matters.

28. Benati, A., Lee, J., Laval, C. (2008). From processing instruction on the acquisition of French imparfait to secondary transfer-of-training effects on French subjunctive and to cumulative transfer-of-training effects with French causative constructions. In A. Benati & J. F. Lee, Grammar acquisition and processing instruction: Secondary and cumulative effects (121-157). Bristol: Multilingual Matters.

29. Lee, J. F., Benati, A., Aguilar-Sánchez J., & McNulty, E. (2007). Comparing three modes of delivering processing instruction on preterite/imperfect distinction and negative informal commands in Spanish. In J. F. Lee & A. Benati, Delivering processing instruction in classrooms and virtual contexts: Research and practice (73-98). London: Equinox.

30. Benati, A. (2006). The effects of processing instruction and meaning output-based instruction on the acquisition of the Italian subjunctive of doubt. In R. Kiely, P.Rea-Dickins, H. Woodfield, and G. Clibbon (Eds.) Language, Culture and Identity in Applied Linguistics (181-198). London: Equinox

31. Benati, A. (2004). The effects of structured input and explicit information on the acquisition of gender agreement in Italian and the simple paste tense in Spanish (with P. Romero-Lopez). In M. Baynham, A. Deignan, and G.White (Eds.) Applied Linguistics at the Interface (29-46). London: Equinox.

32. Benati, A. (2004). The effects of structured input activities and explicit information on the acquisition of the Italian future tense. In B. Van Patten (Ed.), Processing Instruction: Theory Research and Commentary (207-226). NJ: Lawrence Erlbaum.

33. Benati, A. (1997). Classroom research in second language learning on the effects of different types of form- focused instruction. The input processing type. In S. Efstathiadis. and A. Tsangalidis (Eds.) Proceedings of the 11th International Symposium on Theoretical and Applied Linguistics (61-68). Aristotle University of Thessaloniki.

Journal articles

1. Benati, A. (2021). The effects of structured input and traditional instruction on the acquisition of the English causative forms: An eye-tracking study measuring accuracy in responses and processing patterns. (under review - Language Teaching Research)

2. Benati, A. (2020). The effects of structured input and traditional instruction on the acquisition of the passive constructions: An eye-tracking study. Forthcoming in Instructed Second Language Acquisition.

3. Chiucchiu, G., Benati, A. (2020). The effects of structured input and textual enhancement on the acquisition of Italian Subjunctive: A self-paced reading study. Forthcoming in Instructed Second Language Acquisition.

4. Benati, A., Batziou M. (2019). The relative effects of isolated and combined structured-input and structured-output on the acquisition of English causative. International Review of Applied Linguistics in Language Teaching, 57 (3), 265-288.

5. Benati, A. (2019). The role of instruction: An update. Language Teaching Research Quarterly, 11, 1-11.

6. Benati, A., Batziou M. (2019). Discourse and long-term effects of isolated and combined structured-input and structured-output on the acquisition of English causative form. Accepted and forthcoming in Language Awareness, 28, 1-18.

7. Benati, A., Farhat, A (2018). The effects of motivation and processing instruction in the acquisition of Modern Standard Arabic gender agreement. Instructed Second Language Acquisition, 2, 60-81.

8. Benati, A., Rastelli, S (2018). Special Issue: Perspectives in the neurocognition of the second language teaching-acquisition interface. Second Language Research, 34, 3-7.

9. Benati, A. (2017). The role of input and output tasks in grammar instruction: Theoretical, empirical and pedagogical considerations. Studies in Second Language Learning and Teaching, 3, 377-396.

10. Benati, A. (2017). Classroom-oriented research: Processing Instruction (findings and implications). Language Teaching, 343-359.

11. Benati, A. (2016). Input manipulation, enhancement and processing: theoretical views and empirical research. Studies in Second Language Learning and Teaching, 6, 65-88.

12. Benati, A. (2015). The Effects of Processing Instruction on the Acquisition of English Past Simple Tense: Age and Cognitive Task Demands, International Review of Applied Linguistics in Language Teaching, 53, 249-269.

13. Benati, A. (2015). The Effects of Re-exposure to Processing Instruction on the acquisition of Japanese Passive. International Review of Applied Linguistics in Language Teaching, 53, 127-150.

14. Benati, A. (2010). Grammar Instruction and Processing Instruction in second language acquisition. Journal of Applied Linguistics, 26, 43-58.

15. Benati, A. (2007). The effects of processing instruction on the lexical preference principle: generalizability of findings. Rivista di Psicolinguistica Applicata, 7, 93-104.

16. Benati, A. (2006). Some reflections on input and input processing. Scuola e Lingue Moderne, 4-5, 56-60.

17. Benati, A. (2005). The effects of processing instruction, traditional instruction and meaning-output instruction in the acquisition of English past simple tense. Language Teaching Research, 9, 67-93.

18. Benati, A. (2005). Ricercazione nella classe di lingua. Rassegna Italiana di Linguistica Applicata, 2-3, 53-73.

19. Benati, A. (2004). The effects of processing instruction and its components on the acquisition of gender agreement in Italian. Language Awareness, 13, 67-80.

20. Benati, A. (2004). Grammar and grammar instruction in a communicative framework: the processing instruction approach. Studies in Japanese Language Teaching, 11, 53-73.

21. Benati, A. (2003). The role of explicit instruction in instructed second language acquisition: New data from Italian. Rivista di Psicolinguistica Applicata, 2-3, 143-153.

22. Benati, A. (2001) A comparative study of the effects of processing instruction and output-based instruction on the acquisition of the Italian future tense. Language Teaching Research, 5, 95-127.

23. Benati, A. (2001). Focus on form in the classroom. The role of different type of form-focused instruction on the acquisition of a second language: theoretical, empirical and pedagogical issues. Rivista di Psicolinguistica Applicata, 1, 161-179.

24. Benati, A. (2000). What grammar?: A comprehension-based approach to grammar instruction in foreign language teaching. Rassegna Italiana di Linguistica Applicata, 2,109-127

25. Benati, A. (2000). Processing Instruction: un tipo di grammatica comunicativa per la classe di lingua straniera. Il caso del futuro italiano. Italica, 77, 473-494.

26. Benati, A. (1998). Processing grammar instruction: a type of grammar instruction for the language classroom. TUTTITALIA, 18, 22-26.

27. Benati, A. (1997). Evoluzione nella ricerca sperimentale sugli effetti dell’insegnamento formale in programmi comunicativi per l’apprendimento di una lingua due. Annali Università di Perugia, 24, 65-73.

28. Benati, A. (1996). Evaluating oral communicative competence. A pilot test in the Italian classroom. Bulletin of the Society for Italian Studies, 29, 12-18.

29. Benati, A. (1996). L’insegnamento comunicativo della lingua (ICL) nel corso di lingua straniera: un modello di insegnamento. TUTTITALIA, 14, 3-8.

30. Benati, A. (1995). The role of formal instruction: theoretical-empirical and pedagogical consideration. TUTTITALIA 12, 19-26.