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Kim McDonough, PhD

Professor, Education

Kim McDonough, PhD
Office: S-FG 6151 
Faubourg Ste-Catherine Building,
1610 St. Catherine W.
Phone: (514) 848-2424 ext. 5168
Website(s): Kim McDonough website

Kim McDonough is Professor in Applied Linguistics who joined the Department of Education at Concordia in 2010. Her research interests include psycholinguistic approaches to second language acquisition, classroom-based acquisition research, collaborative writing, and task-based language teaching. She carries out research on the acquisition of second language grammar in laboratory and classroom contexts. Her interests also include the development of oral and written communicative tasks to promote peer interaction in foreign language classrooms.


PhD Applied Linguistics, Georgetown University, 2001
MA TESOL, Michigan State University, 1998
BA Political Science and Studies in Religion, University of Michigan, 1992

Professional experience

Professor, Applied Linguistics, Concordia University, 2015-present
Associate Professor, Applied Linguistics, Concordia University, 2010-2015
Associate Professor, Applied Linguistics, Northern Arizona University, 2008-2010
Assistant Professor, Applied Linguistics, Northern Arizona University, 2005-2008
Assistant Professor, DEIL, University of Illinois at Urbana-Champaign, 2001-2005

Research interests and current projects

Dr. McDonough’s current research projects are exploring the role of social factors in English L2 speakers' ability to benefit from the learning opportunities that occur during task-based interaction. This work explores how an interlocutor's verbal and non-verbal cues affect whether learners attend to the accuracy of their speech. She is also carrying out a series of writing studies in both ESL and EFL settings to identify the benefits of collaboration for the learners’ writing and linguistic development.

Courses taught

Graduate courses:
Research methods (Concordia, APLI 660)
Second language acquisition (Concordia, APLI 621)
Pragmatics (Concordia, APLI 641)
Quantitative Research Methods (Concordia, EDUC 806)
Doctoral Seminar in Education
Fundamentals of second language learning and teaching
Cross cultural aspects of language learning
Topics in ESL: Task-based language teaching
PhD seminar: Interaction in SLA

Undergraduate courses:
Language acquisition (Concordia, TESL 341)

Modern English grammar (Concordia, TESL 232)
English grammar (Concordia, TESL 231
Language in the US
English grammar and usage
Introduction to linguistics
Introduction to English grammar
Senior seminar: Language acquisition


McDonough, K., Neumann, H., & Hubert-Smith, N. (in press). How accurately do EAP students use Academic Word List (AWL) words? BC TEAL Journal.

Crawford, W., McDonough, K., & Brun-Mercer, N. (2018). Identifying linguistic markers of collaboration in L2 peer interaction: A lexico-grammatical approach. TESOL Quarterly. Advance online publication. doi: 10.1002/tesq.477

Neumann, H.,Padden, N., & McDonough, K. (2018). Beyond English language proficiency scores: Understanding the academic performance of international undergraduate students during the first year of study. Higher Education Research and Development. Advance online publication. doi: 10.1080/07294360.2018.1522621.

McDonough, K., De Vleeschauwer, J., & Crawford, W. (2018). Exploring the benefits of collaborative prewriting in a Thai EFL context. Language Teaching Research. Advance online publication. doi: 10.1177/1362168818773525

McDonough, K., & Crawford, W. (2018). Identifying effective writing tasks for use in EFL write to learn language contexts. The Language Learning Journal. Advance online publication. doi: 10.1080/09571736.2018.1465990

García Fuentes, C., & McDonough,K. (2018). The effect of explicit instruction and task repetition on Colombian EFL students’ use of politeness strategies during disagreements. The Language Learning Journal, 46, 470-482.

Dao, P., & McDonough, K. (2018). The effect of interlocutor proficiency on learner engagement during peer interaction. International Journal of Education Research, 88, 60–72.

McDonough, K., De Vleeschauwer, J., & Crawford, W. (2018) Comparing the quality of collaborative writing, collaborative prewriting, and individual texts in a Thai EFL context. System, 74, 109-120.

Han, Y.,& McDonough, K. (2018). Korean L2 speakers’ self-regulatory focus and oral task performance. International Review of Applied Linguistics,56, 181–203.

McDonough ,K., Trofimovich, P., Dao, P., & Dion, A. (2017). Interaction and L2 English speakers’ morphosyntactic pattern learning. Studies in Second Language Acquisition, 39, 851-868.

Crawford, W., & McDonough, K. (2017). Text differences between individual and collaborative writing: A lexico-grammatical perspective. Reflections, 24, 1-19.

Foote, J.,& McDonough, K. (2017). Using shadowing with mobile technology to improve L2 pronunciation. Journal of Second Language Pronunciation, 3, 34-56.

Dao, P.,& McDonough, K. (2017). The effect of task role on Vietnamese EFL learnerscollaboration in mixed proficiency dyads. System, 65, 15-24.

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