Hyun-Bin Hwang and I are systematically analyzing the pedagogical implications provided in different applied linguistics journals to see exactly how helpful they are (or aren't) to language teachers and other stakeholders. We are currently writing two articles to report our findings in this project. We recently published our first paper in this line of research.

This project is exploring whether Intermediate-level Chinese learners receive the same test scores when they hand-write or type composition-length responses to assessment tasks. The first article from this project will appear in a Special Issue of Language Learning & Technology in 2025.

Along with Kevin Fedewa and Charlene Polio, I am working on a scoping review to map out what research has been done and what research could and should be done next in the area of L2 Reading and Writing for Chinese. We have identified and coded hundreds of studies, and hope to share the results in a publication soon. We shared preliminary findings at the 2022 ACTFL Convention.

We have been working on a program of research related to a year-long TBLT course implementation in China. We are analyzing student learning outcomes (assessment data), student motivation, the teacher's experience implementing TBLT, and preparing reports detailing the course development and implementation process. We shared prelimiary findings in a colloquium at the TBLT conference in Innsbruck, Austria in 2022, and expect to share additional results in different venues soon.

In a recent interview, Dr. Rod Ellis also gave this work a shoutout (p. 280)!

Together with Charlene Polio, I am working to better understand the research training offered to graduate students in TESOL, and the extent to which this training aligns with their needs and goals.

Fred Poole and I are exploring whether ChatGPT (3.5) can be trained to give accurate proficiency ratings to L2 (Chinese) writing samples which were also scored by human raters.