In chronological order, not order of significance.
Coyne, S., Galvan-Sosa, D., Spring, R., Guerraoui, C., Zock, M., Sakaguchi, K., & Inui, K. (2025). Annotating errors in English learners’ written language production: Advancing automated written feedback systems. In Cristea, A.I., Walker, E., Lu, Y., Santos, O.C., Isotani, S. (eds), Artificial Intelligence in Education (AIED) 2025, Lecture Notes in Computer Science (pp. 292–306). Springer. https://doi.org/10.1007/978-3-031-98459-4_21
Spring, R. (2025). Event conflation in high stakes testing: A comparison of usage and relationship to writing scores by language types. Cognitive Linguistics, 36(1), 121–150. https://doi.org/10.1515/cog-2024-0005
Sakurai, S., & Spring, R. (2025). What affects EGAP lecture listening? The dynamics of practice, notetaking ability, and perceived difficulty in an EFL context. JACET Journal of Developmental Education, 5, 1–19. <link>
Hien, A., & Spring, R. (2024). Negative transfer in the L2 acquisition of passive constructions among French learners in Burkina Faso. Studies in African Languages and Cultures, 58, 121–144. https://doi.org/10.32690/SALC58.5
Spring, R., & Chico, S. (2024). The impact of notetaking peer feedback, and automated feedback on summary writing: A study in the Japanese EFL context. International Journal of English for Academic Purposes, 4(2), 175–194. https://doi.org/10.3828/ijeap.2024.11
MacFarlane, E., & Spring, R. (2024). Automated feedback on fluency and complexity measures for L2 academic paragraphs: Student perspectives and impacts on human-rater scores. Technology in Language Teaching & Learning, 6(3), 1–18. https://doi.org/10.29140/tltl.v6n3.1536
Spring, R., & Ono, N. (2024). Creating an automated tool to assist with event-conflation studies: An explanation and argument for its importance. Research Methods in Applied Linguistics, 3(1), 100054. https://doi.org/10.1016/j.rmal.2023.100054 <F1_Calc_and_Comparison Scores> <Allowed Annotated Corpus> <Allowed Judgements>
Spring, R., & Takeda, J. (2024). Teaching phrasal verbs and idiomatic expressions through multimodal flashcards. Journal of English Teaching through Movies and Media, 25(2), 40–53. https://doi.org/10.16875/stem.2024.25.2.40
Nakamura, S., Spring, R., & Sakurai, S. (2024). The impact of ASR-based interactive video activities on speaking skills: Japanese EFL learners’ perceptions. Teaching English as a Second Language Electronic Journal (TESL-EJ), 27 (4). https://doi.org/10.55593/ej.27108a5
Spring, R., & Takeda, J. (2023). The effect of multimodal flashcards on L2 derivational vocabulary knowledge: A preliminary analysis of attempts and quiz question modes. Japan Association of Language Education and Technology Kanto Chapter, 8, 1–24. https://doi.org/10.24781/letkj.8.0_1
Spring, R. (2023). Transformations of number of words and phrases signaling supporting details: Potential variables for automated rating. Language Education & Technology, 60, 1–24. https://doi.org/10.24539/let.60.0_1
Kato, F., Spring, R., & Mori, C. (2023). Incorporating project-based language learning into distance learning: Creating a homepage during computer-mediated learning sessions. Language Teaching Research, 27(3), 621–641. https://doi.org/10.1177/1362168820954454
Spring, R., & Sakurai, S. (2023). The impact of a curriculum-based formative assessment on EGAP. JACET Selected Papers, 9, 65–84. <link>
Otsuki, A., Spring, R., Hamagami, K., & Nakamura, S. (2023). A Study of Practical Usage of the Present Perfect of English: A Contribution toward English Education from Media Corpus. ATEM Journal: Teaching English through Multimedia, 28, 17–30.
Crowley, K., Haugh, S., & Spring, R. (2023). An examination of correlations between multiword expression interpretability and general proficiency test scores. APU Journal of Language Research, 8, 46–61. https://doi.org/10.34409/apujlr.8.1_47
Spring, R., & Tabuchi, R. (2022).The role of ASR training in EFL pronunciation improvement: An in-depth look at the impact of treatment length and guided practice on specific pronunciation points. Computer Assisted Language Learning Electronic Journal, 23(3), 163–185. http://old.callej.org/journal/23-3/Spring-Tabuchi2022.pdf
Spring, R., & Johnson, M. (2022). The possibility of improving automated calculation of measures of lexical richness for EFL writing: A comparison of the LCA, NLTK, and SpaCy tools. System, 106, 770–786. https://doi.org/10.1016/j.system.2022.102770
Spring, R., Soe, T., & Aiezza, C. (2022). Using digital storytelling and project-based learning with elementary school EFL learners. ATEM Journal: Teaching English through Multimedia, 27, 3–16. https://doi.org/10.24499/atemnew.27.0_3
Parimah, J., Spring, R., & Uehara, S. (2022). The typology of motion expressions in English, Japanese and Persian: Reconsidering the cline versus typology debate based on heading. Open Journal of Modern Linguistics, 12(1), 29–43. https://doi.org/10.4236/ojml.2022.121004
Wu, L., & Spring, R. (2022). Acquiring the core-peripheral distinction in split intransivity: Evidence from L2 English. Journal of Second Language Studies, 5(1), 144–169. https://doi.org/10.1075/jsls.19043.wu
Spring, R. (2021). Instructor- versus peer-based participation scores in EFL classes: Comparisons and correlation to oral proficiency. TESL-EJ, 25(3). https://tesl-ej.org/pdf/ej99/a15.pdf
Spring, R., & Tabuchi, R. (2021). Assessing the practicality of using an automatic speech recognition tool to teach English pronunciation online. Journal of English Teaching through Movies and Media, 22(2), 93–104. https://doi.org/10.16875/stem.2021.22.2.93
Spring, R. (2021). Factors influencing motion event categorization choices in non-linguistic tasks: The effects of manner noticeability and boundary crossing on English and Japanese speakers. Journal of Studies in Language Sciences, 19, 19–34. https://doi.org/10.34609/sls.19.0_19（非言語カテゴリータスクに作用する因子：日本語・英語母語話者が移動様態の特性と境界交差から受ける影響を対象に）
スプリング・ライアン、中村佐知子（2021）「同期型オンライン授業における学生のカメラ使用による効果」映像メディア英語教育研究、第26号、143–154. <link>
Spring, R. (2020). Maximizing the benefits of video-creation PBLL in the EFL classroom: A preliminary analysis of factors associated with improvement in oral proficiency. Journal of English Teaching through Movies and Media, 21(4), 107–126. https://doi.org/10.16875/stem.2020.21.4.107
Spring, R. (2020). Can Video-creation Project Work Affect Students’ Oral Proficiency? An Analysis of Fluency, Complexity and Accuracy. TESL-EJ, 24(2), 1–17. http://www.tesl-ej.org/pdf/ej94/a1.pdf
Hien, C. & Spring, R. (2020). A Comparative Study of Refusal Strategies among Chinese Learners of Japanese and English: Is there an L2 Centered Pragmatic Competence? Tohoku Psychologica Folia, 78, 1–18. <link>
Nakamura, S., & Spring, R. (2020). How Watching Subtitled YouTube Videos Can Affect EFL Listening and Reading Abilities. ATEM Journal: Teaching English through Multimedia, 25, 3–16. https://doi.org/10.24499/atemnew.25.0_3
Spring, R. (2020). Using Multimedia Tools to Objectively Rate the Pronunciation of L1 Japanese EFL Learners. ATEM Journal: Teaching English through Multimedia, 25, 113–124. <Link>
Spring, R. (2019). Using short animations to help teach phrasal verbs from a cognitive typology standpoint: Implications from two years of comparative data. STEM Journal, 20(4), 105-122. https://doi.org/10.16875/stem.2019.20.4.105
Spring, R., Kato, F., & Mori, C. (2019). Factors associated with improvement in oral fluency when using Video-Synchronous Mediated Communication with native speakers: An analysis of 3 years of data from a Skype partner program. Foreign Language Annals, 52(1), 87–100. https://doi.org/10.1111/flan.12381
スプリング・ライアン (2019) 「短編映画作成によるプロジェクト型英語学習：4技能の教育法の可能性として」映像メディア英語教育研究、第24号、3-16. https://doi.org/10.24499/atemnew.24.0_3
Spring, R. & Suarez, G. (2018). Teaching English metaphors to Japanese learners through visual media: How and why with practical examples from Steven Universe. STEM Journal, 19(4), 109–126. https://doi.org/10.16875/stem.2018.19.4.109
Hien, A. & Spring, R. (2018). The effect of L2 onset on L2 and L3 learning: The case of native speakers of Burkinabe languages. Proceedings of the 32nd Pacific Asia Conference on Language, Information and Computation (PACLIC), 1018–1022. <link>
Spring, R. (2018). Teaching phrasal verbs more efficiently: Using corpus studies and cognitive linguistics to create a particle list. Advances in Language and Literary Studies, 9(5), 121–135. https://doi.org/10.7575/aiac.alls.v.9n.5p.121
Kato, F., Spring, R., & Mori, C. (2016). Mutually beneficial foreign language learning: Creating meaningful interactions through video synchronous computer-mediated communication. Foreign Language Annals, 49(2), 355–366. https://doi.org/10.1111/flan.12195
Dolman, M. & Spring, R. (2014). To what extent does musical aptitude influence foreign language pronunciation skills? A multi-factorial analysis of Japanese learners of English. World Journal of English Language, 4(4), 1–11. https://doi.org/10.5430/wjel.v4n4p1
Spring, R. & Ono, N. (2014). Path doubling: Evidence for the existence of prototype-schema in motion event framing choices. Journal of Studies in Language Sciences, 13, 166–191. <link>
Spring, R. & Horie, K. (2013). How cognitive typology affects second language acquisition: A study of Japanese and Chinese learners of English. Cognitive Linguistics, 24(4), 689–710. https://doi.org/10.1515/cog-2013-0024