How does the feedback that international graduate students receive on their writing impact their academic experiences and trajectories?

How does the writing of Spanish heritage learners and L2s develop over the course of composition-focused classes?

How does the writing, and plurilingual-pluricultural competence, of HLs and L2s develop during immersive study abroad?

How do token and contingent frequency predict learners' production of the preterit and imperfect?

What role do task modality, verb regularity, and verb frequency play in learners' accuracy of preterit-imperfect use?

What are instructors' perspectives about the challenges in learning and teaching the preterit-imperfect?