Publications (in bold members of DEFINERS)

Peer-reviewed articles

Allué, C., & Cassany, D. (2023). Grabando vídeos: educación literaria multimodal. Texto Livre, 16, e41797. http://dx.doi.org/10.1590/19833652.2023.41797

Amo Sánchez-Fortún, J. M. D., & García Roca, A. (2022). El potencial epistémico en los proyectos creativos del fandom: análisis de los procesos argumentativos en las teorías fans. Revista interuniversitaria de formación del profesorado, 53-70. https://dialnet.unirioja.es/servlet/articulo?codigo=8724895

Fan, C. W., Lin, J., & Reynolds, B. L. (2023). A Bibliometric Analysis of Trending Mobile Teaching and Learning Research from the Social Sciences. Sustainability, 15(7), 6143. https://doi.org/10.3390/su15076143

Fernández Gutiérrez, B., Reljanovic Glimäng, M., Sauro, S., & O’Dowd, R. (2022). Preparing Students for Successful Online Intercultural Communication and Collaboration in Virtual Exchange. Journal of International Students, 12(S3), 149–167. https://doi.org/10.32674/jis.v12iS3.4630

García-Roca, A. (2023). Lecturas y lectores digitales en comunidades virtuales de escritura creativa. LIJ Ibero Revista de Literatura Infantil y Juvenil Contemporánea, (16), 22-34. https://doi.org/10.48102/lijibero.16.351

García-Roca, A., Manzano León, A., & Rodriguez-Ferrer, J. (2023). Adaptation and training model of the board game Untold for narrative competence. International Journal of Instruction., 16(4), 579–596. https://www.e-iji.net/dosyalar/iji_2023_4_33.pdf

Gironzetti, E., & Muñoz-Basols, J. (2022). Research Engagement and Research Culture in Spanish Language Teaching (SLT): Empowering the Profession. Applied Linguistics, 43(5), 978–1005. https://doi.org/10.1093/applin/amac016

Han, Y., & Reinhardt, J. (2022). Autonomy in the Digital Wilds: Agency, Competence, and Self‐efficacy in the Development of L2 Digital Identities. TESOL Quarterly, 56(3), 985–1015. https://doi.org/10.1002/tesq.3142

Hellermann, J., & Thorne S. L. (2022). Collaborative Mobilizations of Interbodied Communication for Cooperative Action. The Modern Language Journal, 106(S1), 89–112. https://doi.org/10.1111/modl.12754

Honarzad, R., & Soyoof, A. (2023). Two Vocabulary Learning Tools Used by Iranian EFL Learners: Physical Flashcards versus a Mobile App. CALL-EJ, 24(1), 160–178. https://www.researchgate.net/publication/367340741_Two_Vocabulary_Learning_Tools_Used_by_Iranian_EFL_Learners_Physical_Flashcards_versus_a_Mobile_App

Li, R., Zou, D., Reynolds, B. L., & Vazquez-Calvo, B. (2023). Editorial: Mobile assisted language learning: developments, affordances, and solutions. Frontiers in Psychology, 14(4), 533. https://doi.org/10.3389/fpsyg.2023.1293483

Mark Feng Teng, B., Ning REN, by, & Lee Reynolds, B. (2023). Language Learning Through Captioned Videos: Incidental Vocabulary Acquisition. Asian Journal of English Language Teaching, 32(1), 167–172. http://dx.doi.org/10.1558/cj.21741

Mujtaba, Syed & Parkash, Rekesh & Reynolds, B. L. (2022). The Effects of Language Proficiency and Online Translator Training on Second Language Writing Complexity, Accuracy, Fluency, and Lexical Complexity. CALL-EJ, (23), 150-167. https://www.researchgate.net/publication/358349796_The_Effects_of_Language_Proficiency_and_Online_Translator_Training_on_Second_Language_Writing_Complexity_Accuracy_Fluency_and_Lexical_Complexity

Muñoz-Basols, J. (2023). Networking digital global para el español: la plataforma COMUN-ES / Global Digital Networking in Spanish: the COMUN-ES Platform. UNAM Internacional, 4, 220–231. https://revista.unaminternacional.unam.mx/en/nota/4/networking-digital-global-para-el-espanol-la-plataforma-comun-es

Muñoz-basols, J., Gutiérrez, M. F., & Strawbridge, T. (2023). Interactional patterns in the online language classroom : a quantitative analysis across proficiency levels and lesson types. Computer Assisted Language Learning, 0(0), 1–27. https://doi.org/10.1080/09588221.2023.2286536

Muñoz-Basols, J., Neville, C., Lafford, B. A., & Godev, C. (2023). Potentialities of Applied Translation for Language Learning in the Era of Artificial Intelligence. Hispania, 106(2), 171–194. https://doi.org/10.1353/hpn.2023.a899427

O’Grady, R. J., Cassany, D., & Knight, J. (2023). ‘For All the Fanatics of Drama Out There - This is Your Book!’. An Analysis of Student Podcast Compositions for Responding to Literary Texts. Changing English, 30(1), 25–42. https://doi.org/10.1080/1358684X.2022.2124149

Peng, S., & Bach, C. (2022, December 23). «¡La conjugación me está volviendo loco!»: comentarios metalingüísticos sobre el español en Netease Cloud Music. Rilce Revista de Filología Hispánica, 39(1), 305–329. https://doi.org/10.15581/008.39.1.305-29

Reynolds, B. L., Shieh, J.-J., & Ha, X. Van. (2022). Pre-Primary English Teacher Education in Macau: Investigating a Teacher Educator’s Beliefs and Practices. Education as Change, 26. https://doi.org/10.25159/1947-9417/10592

Reynolds, B. L., Xie, X. (Serina), & Pham, Q. H. P. (2023). The potentials for incidental vocabulary acquisition from listening to computer science academic lectures: a higher education corpus-based case study from Macau. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1219159

Shadiev, R., Yang, M. K., Reynolds, B. L., & Hwang, W. Y. (2022). Improving English as a foreign language–learning performance using mobile devices in unfamiliar environments. Computer Assisted Language Learning, 35(9), 2170-2200. https://doi.org/10.1080/09588221.2020.1868533

Shafirova, L., & Araújo e Sá, M. H. (2023). Multilingual encounters in online video practices: the case of Portuguese university students. International Journal of Multilingualism, 1–20. https://doi.org/10.1080/14790718.2023.2205142

Shieh, J. J., Reynolds, B. L., & Ha, X. V. (2023). Using a design‐based approach to develop a checklist for evaluating preservice teacher learning materials. TESOL Journal, e717. https://doi.org/10.1002/tesj.717

Soyoof, A. (2022). Iranian EFL students’ perception of willingness to communicate in an extramural digital context. Interactive Learning Environments, 1–18. https://doi.org/10.1080/10494820.2021.2024579

Soyoof, A. (2022). Uncovering Iranian mothers’ perceptions of their bilingual children’s home digital literacy practices in English. Interactive Learning Environments, 1–12. https://doi.org/10.1080/10494820.2022.2096643

Soyoof, A. (2022). Unearthing Iranian mothers’ mediation strategies during their children’s home digital literacy practices in English. Interactive Learning Environments, 1–15. https://doi.org/10.1080/10494820.2022.2121732

Soyoof, A., Reynolds, B. L., Chan, K. K., Tseng, W.-T., & McLay, K. (2023). Massive online multiplayer games as an environment for English learning among Iranian EFL students. Computer Assisted Language Learning, 1–44. https://doi.org/10.1080/09588221.2023.2171065

Soyoof, A., Reynolds, B., Shadiev, R., & Vazquez-Calvo, B. (2022). A mixed-methods study of the incidental acquisition of foreign language vocabulary and healthcare knowledge through serious game play. Computer Assisted Language Learning, 1–34. http://dx.doi.org/10.1080/09588221.2021.2021242

Teng, M. F., Reynolds, B. L., & Ha, X. Van. (2023). Social participation and identity change during study abroad: British sojourners in China. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12476

Thorne, S. L., & Hellermann, J. (2022). Coda: the interactional affordances and constraints of technology-rich teaching and learning environments. Classroom Discourse, 13(2), 231–239. https://doi.org/10.1080/19463014.2022.2071959

Thorne, S. L., & Hellermann, J. (2022). Interfacing Formal Education and Language Learning Beyond the Classroom. The Routledge Handbook of Language Learning and Teaching Beyond the Classroom, 36-51. https://doi.org/10.4324/9781003048169

Vazquez-Calvo, B., Duarte-Marti, S., & Zhang, L. T. (2023). Commenting on learning Korean on TikTok and YouTube. Interactive Learning Environments, 1-18. http://dx.doi.org/10.1080/10494820.2023.2249045

Vazquez-Calvo, B., & Thorne, S. (2022). Catalan Identity and Language Attitudes Through Fan Translation of Video Games in the Digital Wilds. Journal of Language Identity & Education, 1–18. http://dx.doi.org/10.1080/15348458.2022.2137168

Wei, R., & Reynolds, B. L. (2022). Special Issue on TESOL and New Technology: Opportunities and Challenges. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 12. https://doi.org/10.4018/IJCALLT.20220401

Zhang, L.-T., Vázquez-Calvo, B., & Cassany, D. (2023). The emerging phenomenon of L2 vlogging on Bilibili: characteristics, engagement, and informal language learning. Profesional de La Informacion, 32(3). https://doi.org/10.3145/epi.2023.may.01

Zhang, L.-T., & Cassany, D. (2023). From writing to drawing: Examining visual composition in danmu-mediated textual communication. Discourse, Context & Media, 53, 100699. https://doi.org/10.1016/j.dcm.2023.100699

Zhang, L.-T., & Vazquez-Calvo, B. (2022). “¿Triste estás? I don’t know nan molla.” ITL - International Journal of Applied Linguistics, 173(2), 197–227. https://doi.org/10.1075/itl.21007.zha

Books & chapters

García-Roca, A., León, A. M., Ferrer, J. M. R., & Sánchez, R. C. (2023). Creative Writing of Disinformation Narratives: Teaching Innovation Using Artificial Intelligence. New Perspectives in Teaching and Learning With ICTs in Global Higher Education Systems (pp. 216-235). IGI Global. http://dx.doi.org/10.4018/978-1-6684-8861-4.ch013

García-Roca, A., Oller, J. C. D., & García, C. P. (2023). Clubes de lectura en entornos virtuales: dinámicas y procesos implicados. La educación lectora: ciencia para la sociedad (p. 285). Octaedro. https://www.researchgate.net/publication/371292804_Clubes_de_lectura_en_entornos_virtuales_dinamicas_y_procesos_implicados

Reinhardt, J. (2022). Everyday technology-mediatized language learning: New opportunities and challenges. Foreign Language Learning in the Digital Age (pp. 67-78). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003032083-6/everyday-technology-mediatized-language-learning-jonathon-reinhardt

Reinhardt, J., & Kirby, S. (2022). Second Language Acquisition and Multiplayer Gaming. The Routledge Handbook of Second Language Acquisition and Technology (pp. 286-296). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781351117586-25/second-language-acquisition-multiplayer-gaming-jonathon-reinhardt-samantha-kirby

Reynolds, B. L. (Ed.). (2023). Vocabulary Learning in the Wild. Springer Nature. https://link.springer.com/book/10.1007/978-981-99-1490-6

Rodríguez-Ferrer, J. M., Sánchez, R. C., García-Roca, A., & León, A. M. (2023). Game-Based Learning to Teach Executive Functions: A Pilot Study in Higher Education. New Perspectives in Teaching and Learning With ICTs in Global Higher Education Systems (pp. 236-254). IGI Global. 10.4018/978-1-6684-8861-4.ch014

Sauro, S. (2022). Methods and Approaches to Investigating Language Learning in the Digital Wilds. The Routledge handbook of language learning and teaching beyond the classroom (pp. 327-339). Routledge. https://doi.org/10.4324/9781003048169

Soyoof, A., Vazquez-Calvo, B., & Mclay, K. (2022). Inclusive Language Education and Digital Games: A Literature Review and EFL Students’ Perceptions. In Research Anthology on Developments in Gamification and Game-Based Learning (pp. 1920–1937). http://dx.doi.org/10.4018/978-1-6684-3710-0.ch092

Trujillo Sáez, F., Cassany, D., Combe, C., Ferreira, A., Ollivier, C., & Román-Mendoza, E. (2022). Tecnología versus/para el aprendizaje de lenguas. Difusión (pp.14-40). https://difusion.com/wp-content/uploads/2022/07/whitepaper-difusion-2022.pdf

Vazquez-Calvo, B., Zhang, L.-T., & Shafirova, L. (2022). Language Learning Hashtags on TikTok in Chinese, Italian, and Russian. In L. Klimanova (Ed.), Identity, Multilingualism and CALL: Responding to New Global Realities (pp. 104–134). Equinox Publishing Ltd. https://doi.org/10.1558/equinox.43411 

Vazquez-Calvo, B., & Cassany, D. (2022). Prácticas letradas en línea:(Online Literacy Practices). In Estudios del discurso/The Routledge Handbook of Spanish Language Discourse Studies (pp. 525-543). Routledge. http://dx.doi.org/10.4324/9780367810214-42