Research at PIE

One of PIE's three missions is research. PIE benefits greatly from our teachers, many of whom are PhD in Applied Linguistics students, and the Applied Linguistics faculty.  Their research continues to make the field—and the Program in Intensive English—richer and better.

Publication and conference participation

  • Our teachers give academic presentations at state, national, and international conferences including:
    • Arizona TESOL
    • Teachers of English to Speakers of Other Languages, Inc. (TESOL)
    • American Association for Applied Linguistics (AAAL) 
  • Journal articles and book chapters are published by our teachers and Applied Linguistics faculty each year. 

Research projects

We actively engage in research about second language learning and teaching.  Click on the years below to see our projects.

2016-20172015-2016

Number

Principal Investigator(s)

Project Title

1Justin Barbaree     The Relationships among L2 Motivation, Attitudes, Social Behavior, and Academic Success

2

Valeriia Bogorevich

The Relationship between Awareness of Metacognitive Strategies and Listening Comprehension Performance

3

Valeriia Bogorevich

Listening Test Development Skills of IEP Instructors in the US: Job Training Received and Desired

4

Panjanit Chaipuapae

The Effects of Accents on English Listening Comprehension

5

Panjanit Chaipuapae

The Impact of Proficiency and Familiarity on Listening Comprehension of English Accented Speech

6

Jacqueline Church

Investigating the Validity and Reliability of an Abbreviated Placement Test and a Full Placement Test

7

Jesse Conway     

A Corpus-based Approach to Vocabulary Instruction in the CBI Classroom

8

Jesse Conway

*Intensive English Program Location and Its Effects on Students' Motivation and Inclusion

9

Deirdre Derrick

Acoustic and Temporal Predictors of Listening Passage Difficulty

10

Deirdre Derrick

Teachers' Assessment Literacy in a North American IEP

11

Deirdre Derrick

Inferences in L2 Reading and Listening: A Teacher Questionnaire

12

Deirdre Derrick

The Use of Proficiency Rubrics in an IEP Placement Test

13

Katherine Eccles

Evaluation of Advanced Level Writing Assessment

14

Kevin Hirschi & Chelsea Moreno

*Conventional and Rater-Friendly Rubrics for L2 First Year Composition

15

Tingting Kang

†Effectiveness of Strategy Instruction Using Podcasts in Second Language Listening and Speaking

16

Alyssa A. D. Kermad

The Validity of Pronunciation Measures: Relative Impact of Assessment Methods on Learners' Pronunciation

17

Alyssa A. D. Kermad

The Validity of Speaking Measures: Relative Impact of Assessment Methods on Learners' Production of Grammatical Complexity

18

Alyssa A. D. Kermad

Learner Pronunciation Profile: A Survey of Learner Background vis à vis Pronunciation Development

19

Elnaz Kia

The Use of Directives in EAP Classrooms: A Corpus-Based Study

20

Roman Lesnov

Using Videos in ESL Listening Achievement Tests: The Effects on Difficulty

21

Roman Lesnov

Investigating the Relationship between Suprasegmental Production and ESL Students' Listening Comprehension

22

Roman Lesnov

Is Seeing a Part of Listening: Opinions of ESL Teachers

23

Roman Lesnov

*Using Videos in L2 Listening Achievement Tests: Rasch Analysis on Difficulty Effects

24

Qiandi Liu

†The Effectiveness of Coded Corrective Feedback in the Development of L2 Writing Accuracy: Impacts of Error Types and Learner Attitudes

25

Chelsea Moreno

Intonation and Perception of Successful and Unsuccessful Request Sequences

26

Itha Priyastiti & Raisha Sastri Utami

Test of Organizational Skills in Academic Writing: ENG 105 Composition Class for ESL Students

27

Nicholas Rhea & Seval Karakoc

The Effect of Explicit Instruction on English Language Learner Recognition of Sarcasm

28

Sadiyah Sadiqqi

Assessing Pragmatic Competence in Emails

29

Aysenur Sagdic

The Effects of Proficiency, Length of Residence, and Interaction on L2 Pragmatics

30

Jihye Shin

*The Relationship between "Music Ear" and Phonetic Coding Ability

31

Mike Suhan

Comprehension of Emblem Gestures in Adult English Language Learners

32

David Tasker

Multifaceted Rasch Analysis: Program in Intensive English Writing Placement Exam

33

Veronica Wright & Kevin Gowan

Analyzing Vocabulary and Content in a CBI Cumulative Unit Quiz

2014-2015

Number

Principal Investigator(s)

Project Title

1

Adnan Alobaid, University of Arizona

Placement Test Results of Saudi Students in Arizona

2

Valeriia Bogorevich

The Relationship between Teaching Metacognitive Strategiesand Performance on Academic Listening Comprehension

3

Dan Brown

The Relationship between Metalinguistic Knowledge, Error Type, and Explicitness in L2 Written Corrective Feedback

4

Panjanit Chaipuapae

The Effects ofAccents on English Listening Comprehension

5

Deirdre Derrick

IEP Listening Tests: An Exploratory Study

6

Romy Ghanem

Nonnative Speakers'Use of Grammatical Features with Different Interlocutors

7

Daniel Isbell*

Vocabulary through Reading Test: Multiple-Choice Version Development and Evaluation

8

Tingting Kang

Effectivnessof Stategy Instruction Using Podcasts in Second Language Speaking and Listening

9

Alyssa DiGiralmo Kermad

Non-Native Speakers,Intonation, Pragmatics, and Background

10

Alyssa DiGiralmo Kermad

Non-Native Speakers’Self-Assessment of English Pronunciation

11

Alyssa DiGiralmo Kermad

NNS’ Comprehension of Intonational Meaning with Hours of English TV/Movies Watched

12

Michael Jordan, Tatiana Shulyateva, & Ozge Yol

Task-based Language Assessment 
in an Intensive English Program

13

Ge Lan*

Investigating the Relationship between L2 Writing Proficiency and Noun Modifications

14

Roman Lesnov

Using Videos in ESL Listening Achievement Tests: The Effects on Difficulty

15

Roman Lesnov, Panjanit Chaipuapae, & Meishan Chen

Assessing Reading andWriting Skills for Classroom Purposes

16

Qiandi Liu

Learner Attitudes and Effectiveness of Coded Feedback in Second LanguageWriting

17

Ulugbek Nurmukhamedov

 †An Evaluation of Collocation Tools for Second Language Writers

18

Ciarra Proulx, Melinda Cuyul, Andrew Mobbs, & Alison Scherer

Reading and VocabularySkills Assessment

19

Nooriyyah Rochman

TheRelationship between Working Memory Capacity and Inferential Reading Comprehension

20

Aysenur Sagdic & Kevin Hirschi

TeachingConversational Implicature: Indirect Criticism Through Inductive and DeductiveInstruction

21

Scott Stockton, et al.

StrategyUse by International Students during and after Intensive English

22

Linxiao Wang

†Developing Rating Scales to Assess Interactional Competence in L2 Speaking Tasks

23

Diana Yukhno & Yuchiao Viola Huang

Developing a Formative Test for a CBI Class

24

Yuan Helen Zhuan

†Evaluating the Effectiveness of Teaching Intonation to Learners in an Intensive English Program

2013-2014

Number

Principal Investigator(s)

Project Title

1
Altynai Abdukarimova & Anastasiya Bezborodova

Assessing the Pragmatic Competence of Students in an Intensive English Program

2

Mastoor Al-Kaboody

The Effects of Classroom Interaction on Vocabulary Development

3

Mastoor Al-Kaboody & Rachel Stevens 

Developing a Formative Grammar Test for Intensive English Program Students

4

Dan Brown

The Contribution of Interactive Competence on Intelligibility in Task Performance

5

Meishan Chen     

Effects of Textual Enhancement on ESL Students’ Learning of English Passive Voice

6

Meishan Chen     

Influences of Task Complexity Manipulation on L2 Students’ Writing

7

Euijung Cheong

Effects of Teaching Academic Spoken English Discourse Features on L2 Oral Fluency and Comprehensibility

8

Euijung Cheong*

How Information Transfers in an L2 Integrated Speaking Task

9

Euijung Cheong

The Effects of Guided Planning on L2 Oral Discourse Management

10

Romy Ghanem

Nonnative Student Perception and Expectation of English Teachers in an ESL Setting

11

Kristen Hughes More, Hanna Griffing, Heather House

ESL Student Perception of Two Peer Review Styles

12

Kristen Hughes More, Katie Morris

Research Skills Assessment

13

Kristen Hughes More, Katie Morris

Noticing: L1 Use in Language Classrooms

14

Dan Isbell*

Validity of the Vocabulary through Reading Test

15

Hyojin Jean

Assessing EFL Pronunciation: Diagnostic Pronunciation

16

Hyojin Jeon     

ESL Speaking Features and Language Background

17

Tingting Kang

Assessing Students' Listening Comprehension of Different University Spoken Registers

18

Tingting Kang

Quality Indicators for English Language Learning Podcasts

19

Tingting Kang

Student-created Podcasts: An Effective Way to Practice L2 Speaking?

20

Amber Kantner, Hannah Landers, Matteo Musumeci

Assessing Reading and Vocabulary

21

Ge Lan*

Investigating the Relationship between Second Language Writing Proficiency and Noun Modification

22

Geoff LaFlair, Dan Isbell, Maria Nelly Gutierrez Arvizu, Nic May, Joan Jamieson

Equating at a Small Language Program

23

Qiandi Liu

Responding to Corrective Feedback in L2 Writing: Voices from Students

24

Qiandi Liu

Using Error Codes to Help Students’ Linguistic Accuracy in L2 Academic Writing  

25

Nosheen Malik, Kayla Rakita, Shihua Chen, Maria Barbera

Assessing Second Language Speaking

26

Margaret Malone, Center for Applied Linguistics, Lorena Llosa, New York University

Comparability of Students’ Writing Performance on TOEFL-iBT and Required University Writing Courses

27

Nic May

Inferencing Subskills Reading Test

28

Ulugbek (Bek) Nurmukhamedov

Evaluation of Collocation Tools  for L2 Writers

29

Alan Orr, Kyujin Lee**

Developing a Test for Assessing Listening through Text Patterns and Graphic Organization

30

Ciarra Proulx

Brazilian Portuguese Interphonology: Consonant Clusters

31

Jessica Sargent, Mastoor Al-Kaboody

The Effects of Tests on Students’ Attitudes and Motivation towards Extensive Reading

32

Kelello Thamae, William Mtungwa

Vocabulary Learning of Intermediate ESL Students

33

Linxiao Wang

Developing Rating Scales to Assess Interactional Competence in L2 Speaking 

34

Ozge Yol

Students' Perception of Peer Feedback

35

Aziz Yuldashev

Exploring Semantic Prosody among ESL Learners


36
Meixiu Zhang**Epistemic and Root Modals in Chinese Students’ English Argumentative Writings

37

Meixiu Zhang

A Report on a Piloted Test for English Reading Skills

38

Meixiu Zhang

Is There a Role for the First Language in Collaborative Writing?

39

Yuan Helen Zhuang

Evaluating the Effectiveness of Teaching Intonation to Learners in an Intensive English Program

2012-2013

Number

Principal Investigator(s)

Project Title

1Adnan Ajsic*Effects of Corpus-based Instruction on L2 Recognition, Recall, and Use of Signal Markers

2

Necla Arlic

Efficacy of Written Corrective Feedback for Improving Grammar in L2 Writing

3

Marianna Beery & Dan Isbell*

Vocabulary through Reading Test

4

Dan Brown

Test of Error Correction and Metalinguistic Knowledge

5

Dan Brown

L2 Students’ and Composition Teachers’ Perceptions of Textual Borrowing

6

James Carpenter, Nick Velde, Nadege Neta

Synthesis Rubric Development for Content-based Instruction

7

Euijung Cheong

Self - Peer - & Teacher Assessments in ESL Writing

8

Euijung Cheong

Corpus-Informed Materials Development for Teaching Stance in ESL Writing

9

Euijung Cheong

Stance Features in ESL Students' Oral Presentations

10

William Crawford & Kim McDonough

Frequent Linguistic Features in Collaborative Speaking Tasks

11

Turkan Deperlioglu, Taichi Hardiman, Hongbo Zhu

Creating a New Writing Rubric

12

Min Fan**

The Effect of Textual Enhancement Embedded in a Consciousness-Raising Task on English Subject-Verb Agreement

13

Anna M. Gates Tapia

Instruction in Semantic Prosody and Collocation: Two Approaches for Deepening Lexical Knowledge

14

Maria Nelly Guttierez Arvizu

Systematic Differences in Item Difficulty between Classical Test Theory and Item Response Theory

15

Mathew Hammill, Arizona State University

Second Language Writing in Intensive English Programs and First Year Composition

16

Sumi Han

Text Variables as Predictors of Reading Item Difficulty

17

Joan Jamieson & Nic May

Expanding Scales of Speaking and Writing English Language Tests

18

Rebecca Javorsky

Is English 100 Valuable for English As a Second Language Students?

19

Hyojin Jeon, D. Brown, N. Arlic, K. Lenz, K. Pusey, K. Rakita, E. Schnur, J. Wright

Factors Associated with Second Language Writing

20

Okim Kang

Enhancing Communication between US Undergraduates and International Students through Structured Contact Activities

21

Tingting Kang

Self-controlled Podcasts: An Effective Way to Practice L2 Listening?

22

Tingting Kang  & Linxiao Wang

Using FACETS to Investigate the Appropriacy of an IEP Speaking Placement Test

23

Yilman Koo

Students' Attitudes toward Corpus-based Teaching Materials in ESL Settings

24

Yilman Koo

Effects of Anxiety on Grammatical Errors and Writing Performance

25

Qiandi Liu

Collaborative and Individual Form-focused Tasks

26

Qiandi Liu

Learners’ and Instructors’ Perceptions and Preferences for Feedback in ESL Writing

27

Robert Mitchell, Ohio State University

Views of Saudi Students

28

Wendy McFeely

American University in Cairo, Egypt

CeAnn Myers

Toyo University, Tokyo, Japan

Classroom Participation Self-Assessment

29

Meghan Moran & Jim Dugan

Minimal Pairs Test

30

Ulugbek Nurmukhameodov

Web-Based Collocation Instruction: Implications for L2 Writers

31

Seonmin Park*

The Comparison between Input and Output Collocation Instruction

32

Seonmin Park

Investigating Differences of Tasks and Examinees in the Writing Performance

33

Seonmin Park

An Analysis of Noun Phrases in Academic Writing

34

Seonmin Park

Does an Item Matter in a Multiple Choice Test of Listening Comprehension?

35

Kerry Pusey & Karen Lenz

Investigating the Interaction of Visual Input, Working Memory, and Listening Comprehension

36

Muhammad Asif QureshiAge, Morphosyntax, and Second Language Writing

37

Muhammad Asif Qureshi

Editing Task for Assessing L2 Writers’ Knowledge of Morphosyntax

38

Kayla Rakita

Relationships among L2 Anxiety, Motivation, and the Production of Vocabulary

39

Randall Rebman

Preferences for Word Collection Techniques

40

Randall Rebman

Test Development of an Email Response Task for Academic Writing Assessment

41

Erin Schnur

The Effects of Concordance Line Modification in DDL Materials

42

Erin Schnur, Erin Aldrich, Joe Wright

Textual Organization in Listening

43

Namhee Suk

Discovering the Effectiveness of Extensive Reading Activities on L2 Reading

44

Nicholas Velde, Yuan Zhuang, Okim Kang

The Effect of Self-Evaluation on Oral Performance

45

Xin Wang

Does Authenticity Really Matter in Grammar Teaching and Learning?

46

Xin Wang

Evaluating task characteristics and grammar on speaking and writing tasks

47

Joe Wright & Erin Schnur

Working Memory and L2 Writing

48

Yuan Zhuang

ESL Students' Intonation Learning in an IEP

2011-2012

Number

Principal Investigator(s)

Project Title

1Ashley BoelterAccent Perception among Native and Non-native Listeners

2

James Carpenter

Phonological Awareness and Reading Comprehension of ESL Learners

3

James Carpenter

Effect of Grapheme/Phoneme Instruction on Reading Comprehension

4

Dongmei Cheng

Student-Instructor Apologies: How are They Produced and Perceived

5

Euijung Cheong

Self-, Peer-, and Teacher Assessments in ESL Writing

6

Turkan Deperlioglu

Use of Writing Strategies by Native and Non-Native Speakers of English

7

Jim Dugan

Teacher Awareness of Students' Posture as Nonverbal Indicators

8

Min Fan

Motivation, ESL Proficiency, & Metacognition in ESL Listening

9

William Grabe, Hannaliisa Savolainen, & Fredricka Stoller

Improvement of Reading Instruction in PIE

10

Joan Jamieson, Linxiao Wang, & Jacqueline Church

Considerations in Replacing the PIE Speaking Test with Versant

11

Rebecca Javorsky*

Changes in speech Perception and Comprehensibility after Interaction

12

Rebecca Javorsky

Perception of Accent, Comprehensibility, and Age of Listener

13

Okim Kang

Demonstrating PIE Students' Linguistic Gains in Pronunciation, Grammar, and Vocabulary

14

Yliman Koo

Use of Tense/Aspect by Native and Non-native English Writers

15

Geoff LaFlair*

The Generalizability of Summary Writing Tasks on Achievement Tests

16

Geoff LaFlair & Jesse Egbert

Grammatical Complexity in ESL Reading Textbook Series

17

Kim McDonough & Bill Crawford

Creativity and L2 Language Use

18

Qiandi Liu

The Effect of Outlining on the Accuracy, Fluency, and Complexity of Second Language Written Output

19

Seonmin Park

The Comparison of Input-Only to Input-and-Output Vocabulary Instruction

20

Seonmin Park

Students' Extrinsic Motivation and Literacy Skills, and Teachers' First Language

21

Luke Plonsky

Vocabulary Learning Strategies in PIE: A Diagnosis and Intervention

22

Randall Rebman

Reliability and Task Generality of Writing Test Performance

23

Randi Reppen & Shelley Staples

The Productive Vocabulary of Three First Language Groups in ENG 105

24

Jon Smart

Innovative Approaches to Grammar Instruction

25

Nicholas Velde

Effects of Twitter on ESL Writers' Motivation

26

Heidi Wright**

Do Multiple Revisions Improve Student Writing? Examining Student Drafts Using Coh-metrix

2010-2011

Number

Principal Investigator(s)

Project Title

1Tony Becker, Mansoor Al-Surmi, Sawako Matsugu*Receptive vs. Productive Skills: Distinguishing Levels of Proficiency

2

Maria Nelly Gutierrez Arvizu & Sable M. Helvie

The Correlation between Motivation Levels and Family Support in International Students

3

Jon Smart*

Using Language Corpora in Grammar Instruction

4

Namhee Suk

Extensive Reading and L2 Motivation

5

Cui Zhang

Effects of training on students' rhetorical patterns, use of source texts, language, and overall quality

2009-2010

Number

Principal Investigator(s)

Project Title

1Dongmei ChengCompliment Responses in Naturalistic Settings: L2 Speakers vs. Native Speakers

2

Phillip Heasley

The Relationship Between Reading Comprehension and Different Measures of Vocabulary Knowledge

3

Mark Johnson

Planning Sub-processes and Second Language Writing

4

Okim Kang

ESL Learners' Attitudes toward Pronunciation Instruction and Varieties of English

5

Okim Kang

Validation of an Oral Proficiency Test: Comparing Speech Performance Between High Stakes Situations and Regular Classroom Interaction

6

Rachael Koch & Renee Ziegler

Knowledge of Multi-word Lexical Bundles and Collocations Between L1 and L2 English Speakers

7

John Laird & Wendy McFreely

Classroom Discourse: Student/Teacher Question Initiation, Referential and Display Questions Frequency

8

Sawako Matsugu

Effects of Rater Background on Assessment of Second Language (L2) Writing

9

Christine Nicodemous & Kelly Yoshida

Alternative Modes in Vocabulary Testing

10

Ozgur Parlak

Does Pronunciation Instruction Promote Mandarin Speakers' Accurate Production in L2 English

11

Ozgur Parlak & Betsy Devine

Investigating Reliability of a Vocabulary Test

12

Jon Smart

Syntactic and Grammatical Differences in Placement Essay Writing Tasks

13

Cui Zhang

ESL Students' Retention of Vocabulary Knowledge

14Cui ZhangGrammatical Features in L2 students' Writing across Time and Proficiency Levels
2008-2009

Number

Principal Investigator(s)

Project Title

1Tony BeckerUse of Writing Rubrics in PIE

2

Anastacia Duk

Vocabulary Depth and Breadth of PIE students

3

Lyudmila Sidorov

Reading comprehension test for students in mathematics and medicine

4

Joan Jamieson & Mansoor Al-Surmi

Strategy Training and Self-Monitoring with CALL

5

Xiangying Jiang & William Grabe

Developing graphic organizers for English as a second language reading institution

6

Mark Johnson

Planning Strategies for Writing by PIE Students

7

Summer Liu & Jie Kunkel

Writing Abilities of PIE Students

8

Don Miller

Attitudes Towards PIE Assessment Program

9

WKirsten Novo & Jessica Davis

Reading Comprehension of Pre-academic Students

10

Julie O'Neal & Staci Hauschild

Knowledge of Vocabulary in the Academic Word List

11

Ali Yayali, Ahmed Al-Rahbi, & Navin Singh

Pragmatic Knowledge of PIE Students

*PIE Research Award recipient

*PIE Research Award honorable mention

PhD Dissertation

Research opportunities

If you are interested in conducting research in PIE, follow the steps in our Research Protocol.