Publications - SLA Speech Tools

Publications

☞Related to Research Tools

Dewaele, J. M. (2018). The relationship between trait emotional intelligence and experienced ESL/EFL teachers’ love of English, attitudes towards their students and institution, self-reported classroom practices, enjoyment and creativity. Chinese Journal of Applied Linguistics, 41, 468-487.
Dewaele, J. M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237-274.
Dewaele, J.-M. & MacIntyre, P.D. (2021) El flujo en el aula de Español como lengua extranjera. In M. del Carmen Méndez Santos & J. Andoni Duñabeitia Landaburu (Eds.), Factores cognitivos y afectivos en la enseñanza del español como LE/L2 – Cognitive and affective factors in Spanish as FL/L2 teaching. Cizur Menor: Thomson Reuters Aranzadi, pp. 303-330.
Dewaele, J.-M., & MacIntyre, P. D. (2022) “You can’t start a fire without a spark”. Enjoyment and the Emergence of Flow in Foreign Language Classrooms. Applied Linguistics Review.
Dewaele, J.-M. & MacIntyre, P.D. (2022) Do Flow, Enjoyment and Anxiety emerge equally in English Foreign Language Classrooms as in other Foreign Language Classrooms? Revista Brasileira de Linguística Aplicada, 22(1), 156-180.
Dewaele, J.-M., Albakistani, A. & Kamal Ahmed, I. (2022) Is flow possible in the Emergency Remote Teaching foreign language classroom? Education Sciences, 12(7), 444.
Kachlicka, M., Saito, K., & Tierney, A. (2019). Successful second language learning is tied to robust domain-general auditory processing and stable neural representation of sound. Brain and language, 192, 15-24.
Li, C., & Dewaele, J. M. (2020). The predictive effects of trait emotional intelligence and online learning achievement perceptions on foreign language class boredom among Chinese university students. Foreign Languages and Foreign Language Teaching, 5, 33-44.
Mora-Plaza, I., Mora, J.C., Ortega, M., & Aliaga-García, C. (2024). Is L2 pronunciation affected by increased task complexity in pronunciation-unfocused speaking tasks? Studies in Second Language Acquisition, 46(4), 1117–1149.
Mora-Plaza, I., Aliaga-Garcia, C., Mora, J.C., & Ortega, M. (2026). Diving into high-variability phonetic training: Stimuli type and learners’ auditory selective attention in second language vowel training. Language Learning. Online View.
Ogawa, Y., Shun, S. M. H., Lai, M. A comparative study of music aptitude test for elementary school children in Japan, Taiwan and Hong Kong. The 8th Asia-Pacific Symposium on Music Education Research.
Saito, K., Sun, H., & Tierney, A. (2019). Explicit and implicit aptitude effects on second language speech learning: Scrutinizing segmental and suprasegmental sensitivity and performance via behavioural and neurophysiological measures. Bilingualism: Language and Cognition, 22(5), 1123–1140.
Saito, K., Dewaele, J. M., Abe, M., & In’nami, Y. (2018). Motivation, emotion, learning experience, and second language comprehensibility development in classroom settings: A cross‐sectional and longitudinal study. Language Learning, 68(3), 709-743.
Saito, K., Kachlicka, M., Sun, H., & Tierney, A. (2020). Domain-general auditory processing as an anchor of post-pubertal L2 pronunciation learning: Behavioural and neurophysiological investigations of perceptual acuity, age, experience, development, and attainment. Journal of Memory and Language, 115, 1-15.
Saito., K., Suzukida, Y., Tran, M., & Tierney, A. (2021). Domain-general auditory processing partially explains L2 speech learning in classroom settings: A review and generalization study. Language Learning, 71, 669-715.
Saito, K., Uchihara, T., Takizawa, K., & Suzukida, Y. (2023). Individual Differences in L2 Listening Proficiency Revisited: Roles of Form, Meaning, and Use Aspects of Phonological Vocabulary Knowledge. Studies in Second Language Acquisition, 1-27.
Sun, H., Saito, K., & Dewaele, J-M. (2023). Cognitive and socio-psychological individual differences, experience, and naturalistic second language speech learning: A longitudinal study. Language Learning.
Suzukida, Y., & Saito, K. (2025). LexJP: A test to efficiently assess vocabulary knowledge of Japanese. Research Methods in Applied Linguistics, 4(2), 100208.
Uchihara, T. (2022). How Does the Test Modality of Weekly Quizzes Influence Learning the Spoken Forms of Second Language Vocabulary?. TESOL Quarterly.
Uchihara, T., Saito, K., Takizawa, K., Kurokawa, S., & Suzukida, Y. (in press). Revisiting the construct of vocabulary knowledge for L2 listening proficiency.
Zhou, L., Dewaele, J. M., Lochtman, K., & Xi, Y. (2021). Foreign language peace of mind: a positive emotion drawn from the Chinese EFL learning context. Applied Linguistics Review.

☞Related to Teaching and Training Tools

Gordon, J. (2021). Pronunciation and task-based instruction: Effects of a classroom intervention. RELC Journal, 52(1), 94-109.
Gordon, J. (2022). Chapter 4: Making the teaching of segmentals purposeful. In J. Levis, T. Derwing, & S. Sonsaat-Hegelheimer, Second language pronunciation: Bridging the gap between research and practice (pp. 61-84). Hoboken, NJ: Wiley.
Hewings, M. (2004). Pronunciation practice activities: A resource book for teaching English pronunciation. Cambridge, UK: Cambridge University Press.
Mora, J. C. & Levkina, M, (2018). Training vowel perception through map tasks: The role of linguistic and
cognitive complexity. In J. Levis (Ed.), Proceedings of the 9th Pronunciation in Second Language
Learning and Teaching conference, ISSN 2380-9566, University of Utah, September, 2017 (pp. 151-
162). Ames, IA: Iowa State University.
Mora-Plaza, I. (2021). What can I do when I travel? In L. Gurzynski-Weiss, & IATBLT (n.d.). The TBLT Language Learning Task Bank. https://tblt.indiana.edu/tasks/details.html?id=71.
Mora-Plaza, I. (2021). Our Spotify playlist. In L. Gurzynski-Weiss, & IATBLT (n.d.). The TBLT Language Learning Task Bank. https://tblt.indiana.edu/tasks/details.html?id=72
Mora-Plaza, I. (2021). Off to the library! In L. Gurzynski-Weiss, & IATBLT (n.d.). The TBLT Language Learning Task Bank. https://tblt.indiana.edu/tasks/details.html?id=73
Mora-Plaza, I. (2023). Task-based pronunciation teaching helps to improve L2 vowel production: Generalisation effects. In A. Henderson & A. Kirkova-Naskova (Eds.), Proceedings of the 7th International Conference on English Pronunciation: Issues and Practices (pp. 172–187). Université Grenoble-Alpes.
Mora-Plaza, I. (in press, 2027). Task-Based Pronunciation Teaching and Learning: L2 Learners’ Insights from a Classroom Intervention. In E. Tergujeff & A. Kirkova-Naskova (Eds.), Achievements in L2 pronunciation. Cambridge University Press.
Mora-Plaza, I., Mora, J. C., & Gilabert, R. (2018). Focus on phonetic form and cognitive complexity in the acquisition of an L2 vowel contrast. In J. Levis (Ed.), Proceedings of the 9th Pronunciation in Second Language Learning and Teaching conference, ISSN 2380-9566, University of Utah, September, 2017 (pp. 174-184). Ames, IA: Iowa State University.
Mora-Plaza, I., Aliaga-Garcia, C., Mora, J.C., & Ortega, M. (2026). Diving into high-variability phonetic training: Stimuli type and learners’ auditory selective attention in second language vowel training. Language Learning. Online View.
Saito, K. (2011). Identifying problematic segmental features to acquire comprehensible pronunciation in EFL settings: The case of Japanese learners of English. RELC Journal, 42, 363-378.
Saito, K. (2013a). Re-examining effects of form-focused instruction on L2 pronunciation development: The role of explicit phonetic information. Studies in Second Language Acquisition, 35, 1-29.
Saito, K. (2013b). The acquisitional value of recasts in instructed second language speech learning: Teaching the perception and production of English /r/ to adult Japanese learners . Language Learning, 63, 499-529.
Saito, K. (2015). Communicative focus on L2 phonetic form: Teaching Japanese learners to perceive and produce English /r/ without explicit instruction. Applied Psycholinguistics, 36, 377-409.
Saito, K., & Lyster, R. (2012). Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /r/ by Japanese learners of English. Language Learning, 62, 595-633.
Saito, K., Hanzawa, K., Petrova, K., Suzukida, Y., Kachlicka, M, & Tierney, A. (2022). Incidental and multimodal high variability phonetic training: Potential, limits, and future directions. Language Learning.
Suzukida, Y., & Saito, K. (2019). Which segmental features matter for successful L2 comprehensibility? Revisiting and generalizing the pedagogical value of the functional load principle. Language Teaching Research, 25, 431-450.
Suzukida, Y., & Saito, K. (2022). What Is Second Language Pronunciation Proficiency? An Empirical Study. System, 106.

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