Dombi, J., Sydorenko, T., & Timpe-Laughlin, V. (2025). Seeking common ground with a conversational chatbot. Intercultural Pragmatics, 22(2), 339–368. https://doi.org/10.1515/ip-2025-2007 [Open Access]
Timpe-Laughlin, V., Divekar, R., Sydorenko, T., Dombi, J., Oh, S. (2025). Intent-based vs. GPT-based conversational agents: Benefits and challenges for practicing and assessing oral interaction. TESOL Quarterly. https://doi.org/10.1002/tesq.3409
Sydorenko, T., Cárdenas-Claros, M. S., Huntley, E., & Montero Perez, M. (2024). Audiovisual input in language learning: Teachers’ perspectives. Language Learning & Technology, 28(1), 1–25. https://hdl.handle.net/10125/73587
Dombi, J., Sydorenko, T., & Timpe-Laughlin, V. (2024). Openings and closings in human-human versus human-spoken dialogue system conversations. Language Learning & Technology, 28(2), 32–61. https://hdl.handle.net/10125/73571
Timpe-Laughlin, V., Sydorenko, T., & Dombi, J. (2024). Human versus machine: Investigating L2 learner output in face-to-face versus fully-automated role-plays. Computer Assisted Language Learning, 37, 149-178. https://doi.org/10.1080/09588221.2022.2032184
Cárdenas Claros, M., Sydorenko, T., Montero-Perez, M., & Huntley, L. (2023). Teachers’ voices on multimodal input for second or foreign language learning. Language Teaching Research, 0(0). https://doi.org/10.1177/13621688231216044 [Pre-print]
Timpe-Laughlin, V., Dombi, J., Sydorenko, T., & Sasayama, S. (2023). L2 learners’ pragmatic output in a face-to-face versus a computer-guided role-play task: Implications for TBLT. Language Teaching Research. https://doi.org/10.1177/13621688231188310 [Pre-print]
Dombi, J., Sydorenko, T., & Timpe-Laughlin, V. (2022). Common ground, cooperation, and recipient design in human-computer interactions. Journal of Pragmatics, 193, 4-20. https://doi.org/10.1016/j.pragma.2022.03.001 [Open-access]
Timpe-Laughlin, V., Sydorenko, T., & Daurio, P. (2022). Using spoken dialogue technology for L2 speaking practice: What do teachers think? Computer Assisted Language Learning, 35(5-6), 1194-1217. https://doi.org/10.1080/09588221.2020.1774904 [Pre-print]
Sydorenko, T., Hellermann, J., Thorne, S., Sanchez, A., & Howe, V. (2021). Directives and the organization of task formation in augmented reality game interaction. The Modern Language Journal, 105(3), 720-739. https://doi.org/10.1111/modl.12722
Sydorenko, T., Jones, Z., Daurio, P., & Thorne, S. (2020). Beyond the curriculum: Extended discourse practice through self-access pragmatics simulations. Language Learning & Technology, 24(2), 48–69. http://hdl.handle.net/10125/44725
Sydorenko, T., Hellermann, J., Thorne, S., & Howe, V. (2019). Mobile augmented reality and language-related episodes. TESOL Quarterly, 53(3), 712-740. https://doi.org/10.1002/tesq.507 [Post-print]
Sydorenko, T., Smits, T., Evanini, K., & Ramanarayanan, V. (2019). Simulated speaking environments for language learning: Insights from three cases. Computer Assisted Language Learning, 32 (1-2), 17-48. https://doi.org/10.1080/09588221.2018.1466811
Sydorenko, T., Daurio, P., & Thorne, S. (2018). Refining pragmatically-appropriate oral communication via computer-simulated conversations. Computer Assisted Language Learning, 31, 157-180. https://doi.org/10.1080/09588221.2017.1394326
Sydorenko, T., Hsieh, C-N., Ahn, S., & Arnold, N. (2017). Foreign Language Learners’ Beliefs about CALL: The Case of a U.S. Midwestern University. CALICO Journal, 34(2), 196-218. https://doi.org/10.1558/cj.28226
Sydorenko, T. (2015). The use of computer-delivered structured tasks in pragmatic instruction: An exploratory study. Intercultural Pragmatics, 12(3), 333-362. https://doi.org/10.1515/ip-2015-0017
Sydorenko, T., Maynard, C., & Guntly, E. (2014). Rater behavior when judging language learners’ pragmatic appropriateness in extended discourse. TESL Canada Journal, 32(1), 19-41. https://doi.org/10.18806/tesl.v32i1.1197
Winke, P., Gass, S., Sydorenko, T. (2013). Factors influencing the use of captions by foreign language learners: An eye-tracking study. The Modern Language Journal, 97(1), 254-275. https://doi.org/10.1111/j.1540-4781.2013.01432.x
Sydorenko, T. (2011). Item writer judgments of item difficulty versus actual item difficulty: A case study. Language Assessment Quarterly, 8(1), 34-52. https://doi.org/10.1080/15434303.2010.536924
Sydorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning & Technology, 14(2), 50-73. http://dx.doi.org/10125/44214
Winke, P., Gass, S. M., & Sydorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 14(1), 66-87. http://dx.doi.org/10125/44203
Sydorenko, T., Arnold, N., & Thorne, S. L. (forthcoming). Augmented and virtual reality for L2 learning. In S. Loewen (Ed.), Technology and instructed second language acquisition: Connecting research and pedagogy.
Timpe-Laughlin, V., Dombi, J., & Sydorenko, T. (forthcoming). Pragmatics in primary school: A look into an EFL classroom. In G. Schauer, M. Economidou-Kogetsidis, M. Savić, & A. Myrset (Eds.), L2 Pragmatics and young language learners in the primary school context. Multilingual Matters.
Sydorenko, T., Dombi, J., Agrawal, A., Thorne, S. L., Lee, J. I., & Tao, Y. (in press). Spoken dialogue systems and ChatGPT for second language pragmatics research. In K. Sadeghi (Ed.), The Routledge handbook of technological advances and considerations in second language/applied linguistics research. Routledge.
Sydorenko, T., & Montero Perez, M. (in press). Technology and language: Quantitative methods. In C. Chapelle (Ed.), The encyclopedia of applied linguistics (2nd ed.). Wiley.
Montero Perez, M., Sydorenko, T., & Huntley, L. (2025). Incidental vocabulary learning from watching audiovisual input. In M. F. Teng & B. L. Reynolds (Eds.), Researching incidental vocabulary learning in a second language. Routledge.
Santelmann, L., & Sydorenko, T. (2020). Second language acquisition and the teaching of pragmatics. In S. Conrad, A. Hartig, & L. Santelmann (Eds.), The Cambridge Introduction to Applied Linguistics (pp. 41-55). Cambridge University Press.
https://doi.org/10.1017/9781108658089.003
Sydorenko, T., & Tuason, G. H. (2016). Noticing of pragmatic features during spoken interaction. In K. Bardovi-Harlig and C. Felix-Brasdefer (Eds.), Pragmatics and Language Learning, Vol. 14 (pp. 233-264). Hololulu, HI: University of Hawai’i, National Foreign Language Resource Center.
Lyddon, P. A., & Sydorenko, T. (2008). Assessing distance language learning. In S. Goertler & P. Winke (Eds.), Opening Doors through Distance Language Education: Principles, Perspectives, and Practices (pp. 109-128). San Marcos, TX: Computer Assisted Language Instruction Consortium.
Sydorenko, T., Myers, T., & Nakhimovsky, A. (2008). Pedagogical uses of multimedia annotators and players. In M. Lytras, D. Gasevic, P. Ordonez de Pablos, and W. Huang (Eds.), Technology Enhanced Learning: Best Practices (pp. 185-204). Hershey, NY: IDEA Group Publishing.
Divekar, R., Pepe, S., Timpe-Laughlin, V., Oh, S., Dombi, J., & Sydorenko, T. (forthcoming). Error and recovery analysis of intent-based and LLM-based SDS. In the Proceedings of the 10th Workshop on Speech and Language Technology in Education (SLaTE 2025).
Tao, Y., Agrawal, A., Sydorenko, T., Dombi, J., Lee, J. I. (2024). Conversations with ChatGPT: Dataset and analysis of user motives and model naturalness. In the Proceedings of the 2024 Joint International Conference on Computational Linguistics, Language Resources and Evaluation (LREC-COLING 2024). https://arxiv.org/abs/2403.18121
Sydorenko, T. (2017). Affordances of computer-simulated conversations for refining pragmatically-appropriate oral communication: The case of Fulbright scholars. In Proceedings of CALL in Context: 18th International CALL Research Conference (pp. 705-715). Berkeley, CA.
Almond, R., Deane, P., Quinlan, T., Wagner, M., and Sydorenko, T. (2012). A preliminary analysis of keystroke log data from a timed writing task. ETS Research Report, RR-12-23.