PUBLICATIONS Peer-Reviewed Journal Articles (** indicates published work with students)
Kessler, M. (In press). Replication research in L2 collaborative writing. Language Teaching.
Kessler, M. (2024). Leveraging multimodal visualization reflections for L2 writing research. Research Methods in Applied Linguistics, 3(3), 100126. https://doi.org/10.1016/j.rmal.2024.100126
Xia, D., Kessler, M., Chen, Y., & Pae, H. (2024). Making requests at work: An examination of phrase frames in workplace email communication. Ibérica, 47, 67-92. https://doi.org/10.17398/2340-2784.47.67
**Akay, M., & Kessler, M. (2024). The impact of virtual reality (VR) pedagogy on L2 English learners' oral communication and pragmatic competence. Language Learning & Technology, 28(1), 1-11. https://hdl.handle.net/10125/73568
Casal, J. E., & Kessler, M. (2024). New theoretical and practical horizons in data-driven learning: Introduction to the special issue. TESOL Quarterly. https://doi.org/10.1002/tesq.3331
Kessler, M., & Casal, J. E. (2024). English writing instructors' use of theories, genres, and activities: A survey of teachers' beliefs and practices. Journal of English for Academic Purposes, 69, 101384. https://doi.org/10.1016/j.jeap.2024.101384
Kessler, M. (2024). Do we know our language learners?: Investigating students' and teachers' technology ownership, access, literacy, and interest in online education. E-Learning and Digital Media, 1-19. https://doi.org/10.1177/20427530241239404
Hakim, A., Xu, W., Fedewa, K., Lo, W. H., Kessler, M., & Tardy, C. M. (2024). Researching genre knowledge across languages and contexts. Language Teaching, 1-5. https://doi.org/10.1017/S0261444823000484
Kessler, M. (2023). Autoethnography for language teacher education programs: Connecting identities, ideologies, and experiences to curricular design practices. TESOL Journal, 15(2), e772. https://doi.org/10.1002/tesj.772
**Kessler, M., Marino, F., & Liska, D. (2023). Netnographic research ethics in applied linguistics: A systematic review of data collection and reporting practices. Research Methods in Applied Linguistics, 2(3), 100082. https://doi.org/10.1016/j.rmal.2023.100082
Kessler, M., & Tuckley, L. (2023). Mapping metacognitive genre awareness with L1 and L2 writers: Investigating novices' engagement with an occluded genre. Journal of Second Language Writing, 62, 101042. https://doi.org/10.1016/j.jslw.2023.101042
Casal, J. E., & Kessler, M. (2023). Can linguists distinguish between ChatGPT/AI and human writing?: A study of research ethics and academic publishing. Research Methods in Applied Linguistics, 2(3), 100068. https://doi.org/10.1016/j.rmal.2023.100068
Kessler, M., Loewen, S., & Gönülal, T. (2023). Mobile-assisted language learning with Babbel and Duolingo: Comparing L2 learning gains and user experience. Computer Assisted Language Learning, 1-25. https://doi.org/10.1080/09588221.2023.2215294
Kessler, M. (2023). Written corrective feedback in an online community: A typology of English language learners' requests and interlocutors' responses. Computers and Composition, 67, 102752. https://doi.org/10.1016/j.compcom.2023.102752
** Kessler, M., & Marino, F. (2023). Digital multimodal composing in English language teaching. ELT Journal, 77(3), 370-376.https://doi.org/10.1093/elt/ccac047
Loewen, S., Buttiler, M., Kessler, M., & Trego, D. (2022). Conversation and transcription activities with synchronous video computer-mediated communication: A classroom investigation. System, 106, 102760. https://doi.org/10.1016/j.system.2022.102760
Kim, S., & Kessler, M. (2022). Examining L2 English university students' uses of lexical bundles and their relationship to writing quality. Assessing Writing, 51, 100589. https://doi.org/10.1016/j.asw.2021.100589
Kessler, M., Ma, W., & Solheim, I. (2021). The effects of topic familiarity on text quality, complexity, accuracy, and fluency: A conceptual replication. TESOL Quarterly, 56(4), 1163-1190. https://doi.org.10.1002/tesq.3096
Kessler, M. (2021). Supplementing mobile-assisted language learning with reflective journal writing: A case study of Duolingo users' metacognitive awareness. Computer Assisted Language Learning, 36(5-6), 1040-1063. https://doi.org/10.1080/09588221.2021.1968915
Kessler M. (2021). Prospective English language teachers' projected identities in personal statements plus experienced teachers' reactions. International Journal of Applied Linguistics, 32(1), 76-93. https://doi.org/10.1111/ijal.12381
Kessler, M. (2021). The longitudinal development of second language writers’ metacognitive genre awareness. Journal of Second Language Writing, 53, 100832. https://doi.org/10.1016/j.jslw.2021.100832
Kessler, M., De Costa, P. I., Isbell, D., & Gajasinghe, K. (2021). Conducting a netnography in second language acquisition research. Language Learning,71(4), 1122-1148. https://doi.org/10.1111/lang.12456
Kessler, M. (2021). Investigating connections between teacher identity and pedagogy in a content-based classroom. System, 100, 102551. https://doi.org/10.1016/j.system.2021.102551
Kessler, M., Loewen, S., & Trego, D. (2021). Synchronous video computer-mediated communication in English language teaching. ELT Journal, 75(3), 371-376. https://doi.org/10.1093/elt/ccab007
Kessler, M., Polio, C., Xu, C., & Hao, X. (2020). The effects of oral discussion and text chat on L2 Chinese writing. Foreign Language Annals, 53(4), 666-685. https://doi.org/10.1111/flan.12491
Casal, J. E., & Kessler, M. (2020). Form and rhetorical function of phrase-frames in promotional writing: A corpus- and genre-based analysis. System, 95, 102370. https://doi.org/10.1016/j.system.2020.102370
Kessler, M., Loewen, S., & Trego, D. (2020). Synchronous VCMC with TalkAbroad: Exploring noticing, transcription, and learner perceptions in Spanish FL pedagogy. Language Teaching Research, 27(3), 642-659. https://doi.org/10.1177/1362168820954456
Kessler, M. (2020). A text analysis and gatekeepers' perspectives of a promotional genre: Understanding the rhetoric of Fulbright grant statements. English for Specific Purposes, 60, 182-192. https://doi.org/10.1016/j.esp.2020.07.003
Kessler, M., Solheim, I., & Zhao, M. (2020). Can task-based language teaching be "authentic" in foreign language contexts?: Exploring the case of China. TESOL Journal, 12(1). http://dx.doi.org/10.1002/tesj.534
Kessler, M. (2020). Technology-mediated writing: Exploring incoming graduate students' L2 writing strategies with Activity Theory. Computers and Composition, 55, 102542.https://doi.org/10.1016/j.compcom.2020.102542
Kessler, M. (2019). Promoting text co-ownership and peer interactions in collaborative writing. TESOL Journal, 11(2), e476. https://doi.org/10.1002/tesj.476