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Digital Multimodal Composing: Connecting Theory, Research and Practice in Second Language Acquisition

Kessler, Matt

1, 2024

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Conducting Genre-Based Research in Applied Linguistics: A Methodological Guide

1, 2024

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Supplementing mobile-assisted language learning with reflective journal writing: a case study of Duolingo users' metacognitive awareness

Computer assisted language learning, 2023-07, Vol.36 (5-6), p.1040-1063

Kessler, Matt

2023

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Making requests at work: An examination of phrase frames in workplace email communication

Ibérica (Castellón de la Plana, Spain), 2024-01 (47), p.67-92

2024

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The longitudinal development of second language writers’ metacognitive genre awareness

Journal of second language writing, 2021-09, Vol.53, p.100832, Article 100832

Kessler, Matt

2021

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Replication research in L2 collaborative writing: Replications of Fernández Dobao (2012) and Bikowski and Vithanage (2016)

Language teaching, 2024-10, p.1-9

Kessler, Matt

2024

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Investigating connections between teacher identity and pedagogy in a content-based classroom

System (Linköping), 2021-08, Vol.100, p.102551, Article 102551

Kessler, Matt

2021

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Multimodality

ELT journal, 2022-10, Vol.76 (4), p.551-554

Kessler, Matt

2022

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A text analysis and gatekeepers’ perspectives of a promotional genre: Understanding the rhetoric of Fulbright grant statements

English for specific purposes (New York, N.Y.), 2020-10, Vol.60, p.182-192

Kessler, Matt

2020

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Written corrective feedback in an online community: A typology of English language learners’ requests and interlocutors’ responses

Computers and composition, 2023-03, Vol.67, p.102752, Article 102752

Kessler, Matt

2023

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Autoethnography for language teacher education programs: Connecting identities, ideologies, and experiences to curricular design practices

TESOL journal, 2024-06, Vol.15 (2), p.n/a

Kessler, Matt

2024

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Do we know our language learners?: Investigating students’ and teachers’ technology ownership, access, literacy, and interest in online education

E-learning and digital media, 2024-03

Kessler, Matt

2024

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Prospective English language teachers’ projected identities in personal statements plus experienced teachers’ reactions

International journal of applied linguistics, 2022-03, Vol.32 (1), p.76-93

Kessler, Matt

2022

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Mapping metacognitive genre awareness with L1 and L2 writers: Investigating novices’ engagement with an occluded genre

Journal of second language writing, 2023-12, Vol.62, p.101042, Article 101042

2023

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Technology-Mediated Writing: Exploring Incoming Graduate Students’ L2 Writing Strategies with Activity Theory

Computers and composition, 2020-03, Vol.55, p.102542, Article 102542

Kessler, Matt

2020

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Multimodal composing and second language acquisition

Language teaching, 2024-04, Vol.57 (2), p.183-202

2024

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Examining L2 English University students’ uses of lexical bundles and their relationship to writing quality

Assessing writing, 2022-01, Vol.51, p.100589, Article 100589

2022

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Digital multimodal composing in English language teaching

ELT journal, 2023-07, Vol.77 (3), p.370-376

2023

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Promoting text co‐ownership and peer interactions in collaborative writing

TESOL journal, 2020-06, Vol.11 (2), p.n/a

Kessler, Matt

2020

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English writing instructors' use of theories, genres, and activities: A survey of teachers’ beliefs and practices

Journal of English for academic purposes, 2024-05, Vol.69, p.101384, Article 101384

2024

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The Effects of Topic Familiarity on Text Quality, Complexity, Accuracy, and Fluency: A Conceptual Replication

TESOL quarterly, 2022-12, Vol.56 (4), p.1163-1190

2022

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Alopecia: Possible Causes and Treatments, Particularly in Captive Nonhuman Primates

Comparative medicine, 2009-08, Vol.59 (4), p.320-320

Kessler, Matt J.

2009

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Synchronous VCMC with TalkAbroad: Exploring noticing, transcription, and learner perceptions in Spanish foreign-language pedagogy

Language teaching research : LTR, 2023-05, Vol.27 (3), p.642-659

2023

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New Theoretical and Practical Horizons in Data‐driven Learning: Introduction to the Special Issue

TESOL quarterly, 2024-09, Vol.58 (3), p.1027-1045

2024

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Form and rhetorical function of phrase-frames in promotional writing: A corpus- and genre-based analysis

System (Linköping), 2020-12, Vol.95, p.102370, Article 102370

2020

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Digital Multimodal Composing: Connecting Theory, Research and Practice in Second Language Acquisition

Conducting Genre-Based Research in Applied Linguistics: A Methodological Guide

Supplementing mobile-assisted language learning with reflective journal writing: a case study of Duolingo users' metacognitive awareness

Making requests at work: An examination of phrase frames in workplace email communication

The longitudinal development of second language writers’ metacognitive genre awareness

Replication research in L2 collaborative writing: Replications of Fernández Dobao (2012) and Bikowski and Vithanage (2016)

Investigating connections between teacher identity and pedagogy in a content-based classroom

Multimodality

A text analysis and gatekeepers’ perspectives of a promotional genre: Understanding the rhetoric of Fulbright grant statements

Written corrective feedback in an online community: A typology of English language learners’ requests and interlocutors’ responses

Autoethnography for language teacher education programs: Connecting identities, ideologies, and experiences to curricular design practices

Do we know our language learners?: Investigating students’ and teachers’ technology ownership, access, literacy, and interest in online education

Prospective English language teachers’ projected identities in personal statements plus experienced teachers’ reactions

Mapping metacognitive genre awareness with L1 and L2 writers: Investigating novices’ engagement with an occluded genre

Technology-Mediated Writing: Exploring Incoming Graduate Students’ L2 Writing Strategies with Activity Theory

Multimodal composing and second language acquisition

Examining L2 English University students’ uses of lexical bundles and their relationship to writing quality

Digital multimodal composing in English language teaching

Promoting text co‐ownership and peer interactions in collaborative writing

English writing instructors' use of theories, genres, and activities: A survey of teachers’ beliefs and practices

The Effects of Topic Familiarity on Text Quality, Complexity, Accuracy, and Fluency: A Conceptual Replication

Alopecia: Possible Causes and Treatments, Particularly in Captive Nonhuman Primates

Synchronous VCMC with TalkAbroad: Exploring noticing, transcription, and learner perceptions in Spanish foreign-language pedagogy

New Theoretical and Practical Horizons in Data‐driven Learning: Introduction to the Special Issue

Form and rhetorical function of phrase-frames in promotional writing: A corpus- and genre-based analysis

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