LERC faculty have published in international journals in the fields of language education, language testing, educational psychology, and educational technology. Some highlights are listed below.
- Stewart, J. (2014). Do Multiple-Choice Options Inflate Estimates of Vocabulary Size on the VST?. Language Assessment Quarterly, 11(3), 271-282.
- Fryer, L. K., Ginns, P. & Walker, R. (2014). Between students’ instrumental goals and how they learn: Goal content is the gap to mind. British Journal of Educational Psychology. doi: 10.1111/bjep.12052
- Fryer, L. K., Bovee, H. N., & Nakao, K. (2014). E-learning: Reasons students in language learning courses don’t want to. Computers & Education. 74, 26-36.
- Fryer, L. K., Ginns, P., Walker, R. W., & Nakao, K. (2012). The adaptation and validation of the CEQ and the R-SPQ-2F to the Japanese tertiary environment. British Journal of Educational Psychology, 82, 549-563. doi: 10.1111/j.2044-8279.2011.02045.x
- Stewart, J., Batty, A. O., & Bovee, N. (2012). Comparing Multidimensional and Continuum Models of Vocabulary Acquisition: An Empirical Examination of the Vocabulary Knowledge Scale. TESOL Quarterly, 46(4), 695-721.
- Stubbe, R. (2012). Do pseudoword false alarm rates and overestimation rates in Yes/No vocabulary tests change with Japanese university students’ English ability levels? Language Testing, 29(4), 471-488.
- Stewart, J. & White, D. A. (2011). Estimating guessing effects on the Vocabulary Levels Test for differing degrees of word knowledge. TESOL Quarterly, 45(2), 370-380.