research <---> Pedagogy
research <---> Pedagogy
I am broadly interested in the interfaces of instructed additional language (L2) development (second language acquisition) research, pedagogy, and teacher education. This includes language teaching, assessment, language teacher education, and language program design and evaluation. Broadly, my research focuses on three inter-related questions:
Why do students in Anglophone contexts choose (not) to begin and continue studying languages other than English (LOTE)?
How can LOTE language education experiences be optimized (i.e., by improving pedagogy, curriculum, and articulation) and documented/measured (i.e., by improving assessments and other outcome measures)?
How can researchers (better) engage with and share findings with non-researcher stakeholders to improve language education?
My dissertation is a program evaluation study of an undergraduate Spanish program in the United States which uses task-based language teaching (TBLT). I am investigating (a) to what extent the program's pedagogy adheres to the principles of TBLT, (b) students' language learning outcomes, and (c) the connection between pedagogical practices and learning outcomes. My research is supported by generous funding from the National Federation of Modern Language Teachers Association (NFMLTA), Language Learning, and Duolingo.
My full publication list is below (and on my CV). For more information about ongoing research projects, check out Current Projects.
Published
Books and Edited Volumes
Chu, C., Coss, M. D., & Zhang, P. Z. (Eds.). (2024). Transforming Hanzi Pedagogy in the Digital Age: Theory, Research, and Practice (电写时代的汉字教学：理论与实践). Routledge.
Peer-reviewed Journal Articles
Coss, M. D. (In press). Are we testing what we think we are? A multi-site investigation of typed and handwritten L2 Chinese writing assessments. Language Learning & Technology.
Poole, F., Clarke-Midura, J., & Coss, M. D. (In press). Developing Stealth Assessments To Assess Young Chinese Learners’ L2 Reading Comprehension. Language Learning & Technology.
Poole, F. J., & Coss, M. D. (2024). Can ChatGPT reliably apply a rubric to L2 writing assessments? The devil is in the prompt(s). Journal of Technology and Chinese Language Teaching, 15(1), 1-24. http://www.tclt.us/journal/abstractshow.php?id=149
Hwang, H., Coss, M. D., Loewen, S., & Tagarelli, K. (2024). Acceptance and Engagement Patterns of Mobile-Assisted Language Learning Among Non-Conventional Adult L2 Learners: A Survival Analysis. https://doi.org/10.1017/S0272263124000354
Coss, M. D., & Hwang, H. (2024). Issues with Pedagogical Implications in Applied Linguistics Research: A Mixed-Methods Systematic Evaluation. Research Methods in Applied Linguistics, 3(1). https://doi.org/10.1016/j.rmal.2023.100094
Cinaglia, C., Montgomery D. P., Coss, M. D. (2024). Emotionally (In)hospitable Spaces: Reflecting on Language Teacher-Teacher Educator Collaboration as a Source of Emotion Labor and Emotional Capital. International Review of Applied Linguistics. https://doi.org/10.1515/iral-2024-0087
Zhao, R., Coss, M. D., Ruan, H., Li, B., & Ma, J. (2023) Examining Secondary-Postsecondary Articulation of Chinese Language Programs: A Survey of US College Placement Procedures. Foreign Language Annals, 56(3), 690-719. https://doi.org/10.1111/flan.12709
Coss, M.D. (2022) The Case for a True Task-Based Curriculum for Medical Spanish Courses. Teaching and Learning in Medicine, 35(2), 224-239 https://doi.org/10.1080/10401334.2021.2020120
Book Chapters
Coss, M. D. (2024). The E-writing Approach to L2 Chinese Pedagogy: Educational Imperative and Empirical Evidence. In C. Osborne, Q. Zhang, & D. Wang (Eds). Teaching Chinese Characters: Expert Insights on Current Trends and Future Directions. Palgrave McMillian.
Coss, M. D. (2024). The E-Writing Approach to L2 Chinese Instruction: Clarifying Fundamental Principles and Core Concepts 二语中文教学的“电写为主、笔写为辅”模式：基本原理与核心概念. In C. Chu, C., M. D. Coss, & P. N. Zhang (Eds.). Transforming Hanzi Pedagogy in the Digital Age: Theory, Research, and Practice (电写时代的汉字教学：理论与实践). Routledge. [Preprint: https://osf.io/3nt24/]
Coss, M. D. (2024). Towards a Curricularized Approach to L2 Hanzi Teaching and Learning 电写模式下的汉字教学系统化方案. In C. Chu, C., M. D. Coss, & P. N. Zhang (Eds.). Transforming Hanzi Pedagogy in the Digital Age: Theory, Research, and Practice (电写时代的汉字教学：理论与实践). Routledge. [Preprint: https://edarxiv.org/b9ktc/]
Reviews
Coss, M. D. (2023). Review of Common Ground: Second Language Acquisition Theory Goes to the Classroom, by F. Henshaw and M. Hawkins. Spanish and Portuguese Review, 8, 103-106.
Refereed Practitioner-Focused Publications
Coss, M. D. & Van Gorp, K. (In press). What proficiency levels do K-16 world language learners achieve? An ACTFL Research Brief. ACTFL.
Coss, M. D. & Van Gorp, K. M. (2022). Developing Language Proficiency Through Informative Assessments and Actionable Feedback. The Language Educator, Summer 2022, 18-22. https://edarxiv.org/8c3qd/
Academic Interviews
Coss, M. D., Gilabert, R., Malicka, A., & Van den Branden, K. (In press). Task design, needs analysis, and task sequencing: An interview with Aleksandra Malicka and Roger Gilabert. TASK: Journal on Task-Based Language Teaching, 4(1).
Coss, M. D., Baralt, M., Anya, U., Clemons, A., & Gómez, D. (in press). Leveraging Transdisciplinary Expertise to Develop a Task-Based Spanish Curriculum to Combat Anti-Blackness in the United States TASK: Journal on Task-Based Language Teaching, 3(1).
De Costa, P. I., Coss, M. D., & Leung, C. (2022) Looking back and forward: Language assessment insights from Constant Leung. Language Assessment Quarterly, 19(5), 538-546. https://doi.org/10.1080/15434303.2022.2104722
In progress
Books and Edited Volumes
Loewen, S., Poole, F., Hwang, H., & Coss, M. D. (In press). Technology and Instructed Second Language Acquisition: Connecting Research and Pedagogy. John Benjamins.
Cinaglia, C., & Coss, M. D. (Eds.). (Under contract). The Story Behind the Study: Realities and Dilemmas of Conducting Research as Applied Linguistics Doctoral Students. Applied Linguistics Press.
Book Chapters
Hwang, H.-B., & Coss, M. D. (In press). Is technology research ripe for making impacts on L2 pedagogy? Reflections on research and relevance in CALL and instructed SLA. In Loewen, S., Poole, F., Hwang, H.-B., & Coss, M. D. (Eds.). Technology and Instructed Second Language Acquisition: Connecting Research and Pedagogy. John Benjamins.
Coss, M. D. (In Press). Research Without Relationships: Lessons Learned From a Well-Intentioned Project That Didn’t Pan Out. In. C. Cinaglia & M. D. Coss (Eds.). The Story Behind the Study: Realities and Dilemmas of Conducting Research as Applied Linguistics Doctoral Students. Applied Linguistics Press.
Peer-reviewed Journal Articles
Hwang, H., Lee, V. W.-Y., & Coss, M. D. (in revision). “I don’t want to make the owl cry”: Parental and child engagement in app-based language learning at home.
*Godfroid, A., & Coss, M. D. (in revision). The Interface Between Implicit and Explicit Learning in Second Language Acquisition. In C. Chapelle (Ed.) Encyclopedia of Applied Linguistics (2nd edition). Wiley.