Forthcoming Publications
Crawford, W., & McDonough, K. (in press). Introduction to the corpus of collaborative oral tasks. In W. Crawford (Ed.), Multiple perspectives on learner interaction:The corpus of collaborative oral tasks. Berlin: Mouton De Gruyter.
McDonough, K., & De Vleeschauwer, J.(accepted). A cross-sectional comparison of first and second year Thai EFL student writing: Syntactic, phrasal, and lexical features. rEFLections.
McDonough, K., & Uludag, P. (in press). Individual and shared assessment of ESL students’ paired oral test performance: Examining rater judgments and lexico-grammatical features. In W. Crawford (Ed.), Multiple perspectives on learner interaction: The corpus of collaborative oral tasks. Berlin: Mouton DeGruyter.
McDonough, K., Uludag, P., & Neumann, H.(accepted). Instructor evaluation of business student writing: Does language play a role? Business and Professional Communications Quarterly.
Uludag, P., Crawford, W., & McDonough,K.(accepted). EAP students’ use of reporting verbs in argumentative and cause-and-effect essay exams. BC TEAL Journal.
Uludag, P., McDonough, K., & Payant, C.(accepted). Does prewriting planning positively impact English L2 students’ integrated writing performance? Canadian Journal of Applied Linguistics.
Recent Publications
Han, Y., & McDonough, K. (2021). Motivation as individual differences and as task conditions: Their effects on L2 Korean complexity, accuracy, fluency and lexical dysfluency. Innovation in Language Learning and Teaching, 15(1), 1-12.
Neumann, H., Leu, S., McDonough, K., Gil, L., & Crawford, B. (2020). Does the quality of source notes matter? An exploratory study of source-based academic writing. TESL Canada Journal, 37(1), 1-21.
Neumann, H., Leu, S., McDonough, K., & Crawford, B. (2020). Improving students’ source integration skills: Does a focus on reading comprehension and vocabulary development work? Journal of English for Academic Purposes, 48, Article 100909.
McDonough, K., & Uludag,P., & Neumann, H. (2020). Morphological development in EAP student writing.TESOL Quarterly, 54(4),1065-1076.
Sato, M., & McDonough, K. (2020). Predicting L2 learners’ noticing of L2 errors: Proficiency, language analytical ability, and interaction mindset. System, 93, Article 102301.
McDonough, K., & Hernández González, T. (2020). Collaboration before writing: Exploring how student talk contributes to English L2 written narratives. rEFLections, 27(1), 62-80.
McDonough, K., Trofimovich, P., Lu, L., & Abashidze, D. (2020). Visual cues during interaction: Are recasts different from noncorrective repetition? Second Language Research, 36(3), 359-370.
McDonough, K., & Crawford, W. (2020). Identifying effective writing tasks for use in EFL write to learn language contexts. The Language Learning Journal, 48(4), 469-480.
Current Projects
Dr. McDonough’s current research projects are exploring the role of visual cues in signalling communication breakdowns during task-based interaction, the occurrence of linguistic and reverse linguistic stereotyping among university students, the contribution of peer interaction to L2 writing development, and the incorporation of online evaluation into ESL secondary classes.
Current Grants
McDonough, K., & Sato, M. (2020-2022). Expectancy violations in diverse English contexts: Exploring the role of intergroup contact. SSHRC Insight Development Grant ($65,672).
Corrigan, J., McDonough, K., & Neumann, H., (2020-2023). Promoting digital literacies for secondary students: A collaborative action research project. Concerted Actions Grant, FRQSC. ($221,082).
McDonough, K., & Trofimovich, P. (2019-2023). Identifying the visual signature of communication breakdowns. SSHRC Insight Grant ($235,651).
McDonough, K., & Ammar, A. (2017-2020). Using collaborative tasks to promote the development ofL2 French writing. Concerted Actions Grant, FQRSC ($149,837).
