Contact Bill Crawford for Research Questions
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.
2017-2018 Accordion Closed
- Mohammadreza Dalman —Effect of Familiarity with Nonnative Accents on Listening Comprehension Across Proficiency Levels
- Daniel Keller — The Effect of Task Design on Interactional Authenticity in TBLT: A Mixed Methods Conversation and Register Analysis
- Alyssa A.D. Kermad — The Effect of Individual Differences on English Learners’ Oral Performance
- Garrett M. Larson — Identifying Word Definitions: ESL Students’ Uses and Perceptions of Online Resources
- Roman Lesnov — The Role of Content-Rich Visuals in the L2 Academic Listening Assessment Construct: Pilot Study
- Roman Lesnov — The Role of Content-Rich Videos in the L2 Academic Listening Assessment Construct: Dissertation Study
- Mark McAndrews — An Investigation of the Empirical Basis for Discourse Intonation as a Model of American English Intonation
- Mendez, S., Grandorff, C., Heasley, P. — Academic (In)equalities in Knowledge Exchange: The Reasons Students From Around the Globe Study Abroad
- Paolini, Gladys Alida — Developing Two Instruments to Assess Note-taking Ability in Listening Activities
- Tedesco, Katelyn — Assessing Pragmatics: Listening for Implied Meaning
- Wolf, Eleanor Kashmar — Linguistic Predictors of L2 Reading Growth
- Wood, Margaret — Impact of Interlocutor Gender on Oral Proficiency Interview Interactions
- Yaw, Katherine — Listener Response Time in Comprehensibility, Accentedness, and Fluency Judgments
- Acton, Steven — Complexity Factors in the L2 Paraphrasing Process
- Black, Amanda — Non-native and Native Acceptability of Variable Slots in Fixed Sequences: A Corpus Driven Approach
- Black, Amanda — Assessing the Answer Selections of SILL
- Bogorevich, Valeriia — Native and Non-Native Raters of L2 Speaking Performance
- Brown, M., Berry, C. — Nonnative Speakers’ Use of Negotiation Strategies with Different Interlocutors
- Chen, Shi — Rater Variability in a Paired Speaking Task: A Mixed-Methods Approach
2016-2017 Accordion Closed
- Valeriia Bogorevich – Cognitive Processes of Native and Nonnative Teachers as Raters of L2 Speaking Performance
- Shi Chen – Linguistic, Grammatical and Lexical Features of Examinees’ Responses during Semi-direct and Direct Speaking Assessments
- Shi Chen, Natalie Ferguson, Jocelyn Rarey – Developing a Task-based Speaking Pragmatic Assessment for Undergraduate International Students
- Hillary Gale, Chelsea Jordan, Nicholas Rhea – Language and Stance in English 105 Papers: An Analysis of Genre, L1, and Scores
- Seval Karakoc – *Effects of Interaction-Based Instruction on Second Language Learner Recognition of Sarcasm in American English
- Alyssa A. D. Kermad – *The Impact of Learner Attitudes and Motivation on Phonological Features
- Elnaz Kia – Teachers’ Attitudes Towards Authority and Their Use of Directives in IEP Classrooms
- Elnaz Kia – Linking Rater Behavior to Criteria on a Local Paired speaking Task: A Mixed-Methods Approach
- Roman Lesnov – Effects of Textual Visuals on L2 Academic Listening Difficulty
- Alexandra H. Michaud, Siqun Dan – A Diagnostic Collocation Test for Second Language Learners
2015-2016 Accordion Closed
- Justin Barbaree – The Relationships among L2 Motivation, Attitudes, Social Behavior, and Academic Success
- Valeriia Bogorevich – The Relationships among L2 Motivation, Attitudes, Social Behavior, and Academic Success
- Valeriia Bogorevich – Listening Test Development Skills of IEP Instructors in the US: Job Training Received and Desired
- Panjanit Chaipuapae – The Effects of Accents on English Listening Comprehension
- Panjanit Chaipuapae – The Impact of Proficiency and Familiarity on Listening Comprehension of English Accented Speech
- Jacqueline Church – Investigating the Validity and Reliability of an Abbreviated Placement Test and a Full Placement Test
- Jesse Conway – A Corpus-based Approach to Vocabulary Instruction in the CBI Classroom
- Jesse Conway – *Intensive English Program Location and Its Effects on Students’ Motivation and Inclusion
- Deirdre Derrick – Acoustic and Temporal Predictors of Listening Passage Difficulty
- Deirdre Derrick – Teachers’ Assessment Literacy in a North American IEP
- Deirdre Derrick – Inferences in L2 Reading and Listening: A Teacher Questionnaire
- Deirdre Derrick – The Use of Proficiency Rubrics in an IEP Placement Test
- Katherine Eccles – Evaluation of Advanced Level Writing Assessment
- Kevin Hirschi & Chelsea Moreno – *Conventional and Rater-Friendly Rubrics for L2 First Year Composition
- Tingting Kang – †Effectiveness of Strategy Instruction Using Podcasts in Second Language Listening and Speaking
- Alyssa A. D. Kermad – The Validity of Pronunciation Measures: Relative Impact of Assessment Methods on Learners’ Pronunciation
- Alyssa A. D. Kermad – The Validity of Speaking Measures: Relative Impact of Assessment Methods on Learners’ Production of Grammatical Complexity
- Alyssa A. D. Kermad – Learner Pronunciation Profile: A Survey of Learner Background vis à vis Pronunciation Development
- Elnaz Kia – The Use of Directives in EAP Classrooms: A Corpus-Based Study
- Roman Lesnov – Using Videos in ESL Listening Achievement Tests: The Effects on Difficulty
- Roman Lesnov – Investigating the Relationship between Suprasegmental Production and ESL Students’ Listening Comprehension
- Roman Lesnov – Is Seeing a Part of Listening: Opinions of ESL Teachers
- Roman Lesnov – *Using Videos in L2 Listening Achievement Tests: Rasch Analysis on Difficulty Effects
- Qiandi Liu – †The Effectiveness of Coded Corrective Feedback in the Development of L2 Writing Accuracy: Impacts of Error Types and Learner Attitudes
- Chelsea Moreno – Intonation and Perception of Successful and Unsuccessful Request Sequences
- Itha Priyastiti & Raisha Sastri Utami – Test of Organizational Skills in Academic Writing: ENG 105 Composition Class for ESL Students
- Nicholas Rhea & Seval Karakoc – The Effect of Explicit Instruction on English Language Learner Recognition of Sarcasm
- Sadiyah Sadiqqi – Assessing Pragmatic Competence in Emails
- Aysenur Sagdic – The Effects of Proficiency, Length of Residence, and Interaction on L2 Pragmatics
- Jihye Shin – *The Relationship between “Music Ear” and Phonetic Coding Ability
- Mike Suhan – Comprehension of Emblem Gestures in Adult English Language Learners
- David Tasker – Multifaceted Rasch Analysis: Program in Intensive English Writing Placement Exam
- Veronica Wright & Kevin Gowan – Analyzing Vocabulary and Content in a CBI Cumulative Unit Quiz
2014-2015 Accordion Closed
- Adnan Alobaid (University of Arizona) – Placement Test Results of Saudi Students in Arizona
- Valeriia Bogorevich – The Relationship between Teaching Metacognitive Strategies and Performance on Academic Listening Comprehension
- Dan Brown – The Relationship between Metalinguistic Knowledge, Error Type, and Explicitness in L2 Written Corrective Feedback
- Panjanit Chaipuapae – The Effects of Accents on English Listening Comprehension
- Deirdre Derrick – IEP Listening Tests: An Exploratory Study
- Romy Ghanem – Nonnative Speakers’ Use of Grammatical Features with Different Interlocutors
- Daniel Isbell – *Vocabulary through Reading Test: Multiple-Choice Version Development and Evaluation
- Tingting Kang – Effectiveness of Strategy Instruction Using Podcasts in Second Language Speaking and Listening
- Alyssa DiGiralmo Kermad – Non-Native Speakers, Intonation, Pragmatics, and Background
- Alyssa DiGiralmo Kermad – Non-Native Speakers’ Self-Assessment of English Pronunciation
- Alyssa DiGiralmo Kermad – NNS’ Comprehension of Intonational Meaning with Hours of English TV/Movies Watched
- Michael Jordan, Tatiana Shulyateva, & Ozge Yol – Task-Task-based Language Assessment in an Intensive English Program
- Ge Lan – *Investigating the Relationship between L2 Writing Proficiency and and Noun Modifications
- Roman Lesnov – Using Videos in ESL Listening Achievement Tests: The Effects on Difficulty
- Roman Lesnov, Panjanit Chaipuapae, & Meishan Chen – Assessing Reading and Writing Skills for Classroom Purposes
- Qiandi Liu – Learner Attitudes and Effectiveness of Coded Feedback in Second Language Writing
- Ulugbek Nurmukhamedov – †An Evaluation of Collocation Tools for Second Language Writers
- Ciarra Proulx, Melinda Cuyul, Andrew Mobbs, & Alison Scherer – Reading and Vocabulary Skills Assessment
- Nooriyyah Rochman – The Relationship between Working Memory Capacity and Inferential Reading Comprehension
- Aysenur Sagdic & Kevin Hirschi – Teaching Conversational Implicature: Indirect Criticism Through Inductive and Deductive Instruction
- Scott Stockton, et al. – Strategy Use by International Students during and after Intensive English
- Linxiao Wang – †Developing Rating Scales to Assess Interactional Competence in L2 Speaking Tasks
- Diana Yukhno & Yuchiao Viola Huang – Developing a Formative Test for a CBI Class
- Yuan Helen Zhuan – †Evaluating the Effectiveness of Teaching Intonation to Learners in an Intensive English Program
2013-2014 Accordion Closed
- Altynai Abdukarimova & Anastasiya Bezborodova – Assessing the Pragmatic Competence of Students in an Intensive English Program
- Mastoor Al-Kaboody – The Effects of Classroom Interaction on Vocabulary Development
- Mastoor Al-Kaboody & Rachel Stevens – Developing a Formative Grammar Test for Intensive English Program Students
- Dan Brown – Intelligibility as a Co-Construct in L2 Speakers’ Interaction
- Meishan Chen – Effects of Textual Enhancement on ESL Students’ Learning of English Passive Voice
- Meishan Chen – Influences of Task Complexity Manipulation on L2 Students’ Writing
- Euijung Cheong – Effects of Teaching Academic Spoken English Discourse Features on L2 Oral Fluency and Comprehensibility
- Euijung Cheong – *How Information Transfers in an L2 Integrated Speaking Task
- Euijung Cheong – The Effects of Guided Planning on L2 Oral Discourse Management
- Romy Ghanem – Nonnative Student Perception and Expectation of English Teachers in an ESL Setting
- Kristen Hughes More, Hanna Griffing, & Heather House – ESL Student Perception of Two Peer Review Styles
- Kristen Hughes More & Katie Morris – Research Skills Assessment
- Kristen Hughes More & Katie Morris – Noticing: L1 Use in Language Classrooms
- Dan Isbell – *Validity of the Vocabulary through Reading Test
- Hyojin Jeon – Assessing EFL Pronunciation: Diagnostic Pronunciation
- Hyojin Jeon – ESL Speaking Features and Language Background
- Tingting Kang – Assessing Students’ Listening Comprehension of Different University Spoken Registers
- Tingting Kang – Quality Indicators for English Language Learning Podcasts
- Tingting Kang – Student-created Podcasts: An Effective Way to Practice L2 Speaking?
- Amber Kantner, Hannah Landers, & Matteo Musumeci – Assessing Reading and Vocabulary
- Ge Lan – *Investigating the Relationship between Second Language Writing Proficiency and Noun Modification
- Geoff LaFlair, Dan Isbell, Maria Nelly Gutierrez Arvizu, Nic May, & Joan Jamieson – Equating at a Small Language Program
- Qiandi Liu – Responding to Corrective Feedback in L2 Writing: Voices from Students
- Qiandi Liu – Using Error Codes to Help Students’ Linguistic Accuracy in L2 Academic Writing
- Nosheen Malik, Kayla Rakita, Shihua Chen, & Maria Barbera – Assessing Second Language Speaking
- Margaret Malone, Center for Applied Linguistics & Lorena Llosa, & New York Univ. – Comparability of Students’ Writing Performance on TOEFL-iBT and Required University Writing Courses
- Nic May – Inferencing Subskills Reading Test
- Ulugbek (Bek) Nurmukhamedov – Evaluation of Collocation Tools for L2 Writers
- Alan Orr & Kyujin Lee – †Developing a Test for Assessing Listening through Text Patterns and Graphic Organization
- Ciarra Proulx – Brazilian Portuguese Interphonology: Consonant Clusters
- Jessica Sargent & Mastoor Al-Kaboody – The Effects of Tests on Students’ Attitudes and Motivation towards Extensive Reading
- Kelello Thamae & William Mtungwa – Vocabulary Learning of Intermediate ESL Students
- Linxiao Wang – Developing Rating Scales to Assess Interactional Competence in L2 Speaking
- Ozge Yol – Students’ Perception of Peer Feedback
- Aziz Yuldasev – Exploring Semantic Prosody among ESL Learners
- Meixiu Zhang – †Epistemic and Root Modals in Chinese Students’ English Argumentative Writings
- Meixiu Zhang – A Report on a Piloted Test for English Reading Skills
- Meixiu Zhang – Is There a Role for the First Language in Collaborative Writing?
- Yuan Helen Zhuan – Evaluating the Effectiveness of Teaching Intonation to Learners in an Intensive English Program
2012-2013 Accordion Closed
- Adnan Ajsic – *Effects of Corpus-based Instruction on L2 Recognition, Recall, and Use of Signal Markers
- Necla Arlic – Efficacy of Written Corrective Feedback for Improving Grammar in L2 Writing
- Marianna Beery & Dan Isbell – *Vocabulary through Reading Test
- Dan Brown – Test of Error Correction and Metalinguistic Knowledge
- Dan Brown – L2 Students’ and Composition Teachers’ Perceptions of Textual Borrowing
- James Carpenter, Nick Velde, Nadege Neta – Synthesis Rubric Development for Content-based Instruction
- Euijung Cheong – Self- Peer- & Teacher Assessments in ESL writing
- Euijung Cheong – Corpus-Informed Materials Development for Teaching Stance in ESL Writing
- Euijung Cheong – Stance Features in ESL Students’ Oral Presentations
- William Crawford & Kim McDonough – Frequent Linguistic Features in Collaborative Speaking Tasks
- Turkan Deperlioglu, Taichi Hardiman, Hongbo Zhu – Creating a New Writing Rubric
- Min Fan – **The Effect of Textual Enhancement Embedded in a Consciousness-Raising Task on English Subject-Verb Agreement
- Anna M. Gates Tapia – Instruction in Semantic Prosody and Collocation: Two Approaches for Deepening Lexical Knowledge
- Maria Nelly Guttierez Arvizu – Systematic Differences in Item Difficulty between Classical Test Theory and Item Response Theory
- Mathew Hammill, Arizona State University – Second Language Writing in Intensive English Programs and First Year Composition
- Sumi Han – Text Variables as Predictors of Reading Item Difficulty
- Joan Jamieson & Nic May – Expanding Scales of Speaking and Writing English Language Tests
- Rebecca Javorsky – Is English 100 Valuable for English As a Second Language Students?
- Hyojin Jeon, D. Brown, N. Arlic, K. Lenz, K. Pusey, K. Rakita, E. Schnur, J. Wright – Factors Associated with Writing
- Okim Kang – Enhancing Communication between US Undergraduates and International Students through Structured Contact Activities
- Tingting Kang – Self-controlled Podcasts: An Effective Way to Practice L2 Listening?
- Tingting Kang & Linxiao Wang – Using FACETS to Investigate the Appropriacy of an IEP Speaking Placement Test
- Yilman Koo – Students’ Attitudes toward Corpus-based Teaching Materials in ESL Settings
- Yilman Koo – Effects of Anxiety on Grammatical Errors and Writing Performance
- Qiandi Liu – Collaborative and Individual Form-focused Tasks
- Qiandi Liu – Learners’ and Instructors’ Perceptions and Preferences for Feedback in ESL Writing
- Robert Mitchell, Ohio State University – Views of Saudi Students
- Wendy McFeely (American University in Cairo, Egypt), CeAnn Myers (Toyo University, Tokyo, Japan) – Classroom Participation Self-Assessment
- Meghan Moran & Jim Dugan – Minimal Pairs Test
- Ulugbek Nurmukhameodov – Web-Based Collocation Instruction: Implications for L2 Writers
- Seonmin Park – *The Comparison between Input and Output Collocation Instruction
- Seonmin Park – Investigating Differences of Tasks and Examinees in the Writing Performance
- Seonmin Park – An Analysis of Noun Phrases in Academic Writing
- Seonmin Park – Does an Item Matter in a Multiple Choice Test of Listening Comprehension?
- Kerry Pusey & Karen Lenz – Investigating the Interaction of Visual Input, Working Memory, and Listening Comprehension
- Asif Qureshi – Age, Morphosyntax and Second Language Writing
- Asif Qureshi – Editing Task for Assessing L2 Writers’ Knowledge of Morphosyntax
- Kayla Rakita – Relationships among L2 Anxiety, Motivation, and the Production of Vocabulary
- Randall Rebman – Preferences for Word Collection Techniques
- Randall Rebman – Test Development of an Email Response Task for Academic Writing Assessment
- Erin Schnur – The Effects of Concordance Line Modification in DDL Materials
- Erin Schnur, Erin Aldrich, Joe Wright – Textual Organization in Listening
- Namhee Suk – Discovering the Effectiveness of Extensive Reading Activities on L2 Reading
- Nicholas Velde, Yuan Zhuang, Okim Kang – The Effect of Self-Evaluation on Oral Performance
- Xin Wang – Does Authenticity Really Matter in Grammar Teaching and Learning?
- Xin Wang – Evaluating task characteristics and grammar on speaking and writing tasks
- Joe Wright & Erin Schnur – Working Memory and L2 Writing
- Yuan Zhuang – ESL Students’ Intonation Learning in an IEP
*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.