Randall Sadler
Washington State University; B.A., History; 1989.
Washington State University; B.A., Spanish; 1989.
Whitworth College; M.A., Teaching; 1991.
University of Arizona; M.A., TESL; 1998.
University of Arizona; Ph.D., Second Language Acquisition and Teaching; 2004.
B. List of Academic Positions since Final Degree
2004-2010, Assistant Professor, Department of Linguistics, University of Illinois at Urbana-Champaign.
2011-present, Associate Professor, Department of Linguistics, University of Illinois at Urbana-Champaign.
2004-present, Director, Illinois ESL Program, Department of Linguistics, University of Illinois at Urbana-Champaign.
2005-present, Affiliated faculty, Writing Studies, University of Illinois at Urbana-Champaign.
2011-present, Director, Illinois MATESL Program, University of Illinois at Urbana-Champaign.
2012-present, Affiliated faculty, Global Studies, University of Illinois at Urbana-Champaign.
2018-present, Affiliated faculty, Informatics, University of Illinois at Urbana-Champaign.
C. Other Professional Employment
1991-1995, Teacher of History, Social Studies, Spanish, Computing Skills, Northwood Junior High School, Spokane, WA.
1992, Assistant Director of ESL Summer Program, Whitworth College, Spokane, WA.
1992-1997, ESL Instructor, Summer English Language Program, Whitworth College, Spokane, WA.
1995-1996, Director, Senshu Summer English as a Second Language Intensive English Program, Susquehanna University, Selinsgrove, PA.
1997, Program Counselor, Kanto Gakuin University Program, Center for English as a Second Language, University of Arizona, Tucson, AZ.
1997-2003, Graduate Teaching Assistant, M.A. Program in English Language/Linguistics and Interdisciplinary Ph.D. Program in Second Language Acquisition and Teaching, University of Arizona, Tucson, AZ.
1998, Instructor, Kaplan Educational Center, Tucson, AZ.
1998, Research Assistant, Interdisciplinary Ph.D. Program in Second Language Acquisition and Teaching, University of Arizona, Tucson, AZ.
1999-2002, Summer Orientation Faculty Advisor, University of Arizona, Tucson, AZ.
2003-2004, Lecturer, Intensive English Institute, University of Illinois at Urbana-Champaign, Urbana, IL.
D. Honors, Recognitions, and Outstanding Achievements
1988, Fellowship for outstanding Spanish student, Washington State University, Pullman, Washington.
1996, Graduate College Fellowship, University of Arizona, Tucson, AZ, Graduate College Fellowship.
E. Invited Lectures and Invited Conference Presentations Since last Promotion
Sadler, R. (2002, February). ESL students in mainstream college composition: Dilemma or diversity? Invited workshop at Boise State University Faculty, Boise, ID.
Sadler, R., Blackburn, K., Deng, Y, Gonzalez, I., & Nurmukhamedov, U. (2005, August). Tutoring ESL students in the Writing Center. Invited workshop at University of Illinois at Urbana-Champaign Writer’s Workshop Orientation, Urbana, IL.
Sadler, R. (2006, May). Computer-Mediated Communication: An international collaboration. Invited talk at 9th Middle-Eastern Technical University International English Language Teaching Convention, ‘The Fusion of Theory and Practice,’ Ankara, Turkey.
Sadler, R. (2007, December). Ethics and issues in Virtual World research. Invited talk at Iowa State University, Ames, IA.
Sadler, R. et al. (2009, March). Virtual Worlds for newbies: An introduction to life, living, and teaching in Virtual Environments, Invited workshop at Computer-Assisted Language Instruction Consortium (CALICO), Tempe, AZ.
Sadler, R. et al. (2009, March). Virtual Worlds for advanced users: Beyond the basics, Invited workshop at CALICO, Tempe, AZ.
Sadler, R. (2009, April). The Shoulds, Whys, and Hows of performing research in Virtual Worlds. Invited workshop at European Association of Computer Assisted Language Learning (EUROCALL) regional workshop on Computer-Mediated Communication (CMC), Leon, Spain.
Sadler, R. (2009, May). Strange new worlds: Opportunities and cautions in Virtual World research. Keynote Address at Illinois Language and Linguistics Society 1: Language Online, University of Illinois at Urbana-Champaign, Urbana, IL.
Sadler, R. (2011, December). Virtual Worlds—An overview and examination. Invited presentation at Jornadas Valencianas en torno al aprendizaje de lenguas asistido por ordenador: explorando los mundos virtuales III. Valencian Workshop on Computer-Assisted Language Learning: Exploring Virtual Worlds, Valencia, Spain.
Sadler, R. (2012, December). Virtual Worlds, young learners, and language learning. Invited presentation at Université Blaise Pascal, Clermont-Ferrand, France.
Sadler, R. (2013, January). Young language learners and Virtual Worlds: A transnational experiment. Invited presentation for SLATE Lecture Series, University of Illinois at Urbana-Champaign.
Sadler, R. (2013, April). Integrating the virtual into education. Invited presentation at University of Georgia.
Sadler, R. & Dooly, M. (2014, February). Language teachers 4 a sustainable 2mrw. Invited presentation at International conference on telecollaboration in university foreign language education, University of León, Spain.
Sadler, R. (2014, April). Roundtable discussion on research and technology. Invited talk at Illinois Language and Linguistics Society, 6. University of Illinois, Urbana.
Dooly, M., & Sadler, R. (2015, July). The design of a technology-enhanced teacher education flipped classroom: a case study. Invited talk at XVII International CALL conference: Task design and CALL, Tarragona, Spain.
Sadler, R. (2015, December). Theoretical and pedagogical implications of holodeck technology for language teaching. MachinEVO, online.
Sadler, R. & Dooly, M. (2016, June). Critical perspectives on teacher education: A pedagogical proposal for the digital age. Invited Keynote at The Future of Learning Conference, University of Central Lancashire, Preston, UK.
Sadler. R. (2016, November). Virtual Worlds, Virtual Reality, and Language Teaching. Invited Workshop at Universidad Pedagógica Nacional Francisco Morazán, Tegucigalpa, Honduras. (ESL Language Specialist: US State Department).
Sadler. R. (2016, November). Telecollaboration and project-based language teaching. Invited Keynote at Congreso Nacional de Profesores de Lenguas, Universidad Nacional Autónoma de Honduras, Tegucigalpa, Honduras. (ESL Language Specialist: US State Department).
Sadler. R. (2016, November). Language teaching and technology: The impact of free applications. Invited Workshop at Congreso Nacional de Profesores de Lenguas, Universidad Nacional Autónoma de Honduras, Tegucigalpa, Honduras. (ESL Language Specialist: US State Department).
Sadler. R. (2016, November). How technology can impact teaching in Honduras. Invited television interview, Agape TV, Canal Ocho, Tegucigalpa, Honduras. (ESL Language Specialist: US State Department).
Sadler. R. (2016, November). The future of collaboration: Virtual reality and language teaching. Invited presentation at Congreso Nacional de Profesores de Lenguas, Universidad Nacional Autónoma de Honduras, Tegucigalpa, Honduras. (ESL Language Specialist: US State Department).
Sadler. R. (2016, November). Computer-mediated communication tools for enhancing language teaching and learning. Invited Workshop at Congreso Nacional de Profesores de Lenguas, Universidad Nacional Autónoma de Honduras, Tegucigalpa, Honduras. (ESL Language Specialist: US State Department).
Sadler. R. (2016, November). The impact of technology in the teaching of kanguages. Invited presentation at Congreso Nacional de Profesores de Lenguas, Universidad Nacional Autónoma de Honduras, Tegucigalpa, Honduras. (ESL Language Specialist: US State Department).
Sadler, R. (2017, February). Critical perspectives on teacher education: A pedagogical proposal for the digital age. Invited talk at Department of Linguistics Seminar Series, University of Illinois at Urbana-Champaign, Urbana, IL.
Sadler, R. (2017, October). Telecollaboration, language teaching, and enhancing student experiences. Invited Keynote at Congreso Internacional de Lingüística Aplicada, Universidad Nacional de Costa Rica, Brunca, Costa Rica.
Sadler, R. (2017, October). Computer-mediated communication: A workshop for language educators. Invited workshop at Congreso Internacional de Lingüística Aplicada, Universidad Nacional de Costa Rica, Brunca, Costa Rica.
Sadler, R. (2017, October). Virtual Worlds: An overview and examination. Invited talk at Congreso Internacional de Lingüística Aplicada, Universidad Nacional de Costa Rica, Brunca, Costa Rica.
Sadler. R. (2017, October). Collaboration, virtual reality and language teaching. Invited presentation at at Congreso Internacional de Lingüística Aplicada, Universidad Nacional de Costa Rica, Brunca, Costa Rica.
Sadler, R. (2018, April). Virtual Worlds: 3-D environments for telecollaboration. Invited talk at Southern Illinois University, Carbondale, IL.
Sadler, R., Stanley, G., & Philp, H. (2019, February). Escape the Room. Invited workshop at TESOL Electronic Village Online.
Sadler, R. (2019, November). Telecollaboration and the globalized EFL classroom. Invited talk at Indiana University-Purdue University, Indianapolis.
Sadler, R. (2019, November). Virtual worlds and VR for globalized EFL. Invited talk at Indiana University-Purdue University, Indianapolis.
Sadler, R. (2020, February). 3D environments and language education: From virtual worlds to virtual reality. Invited keynote at Illinois TESOL/Bilingual Education, Lisle, IL.
Nurmukhamedov, U. & Sadler, R. (2020, February). New ways in teaching with games. Invited talk at Illinois TESOL/Bilingual Education, Lisle, IL.
Sadler, R., Wolf, A., & Duncan, L. (2020, October). Gameful teaching in COVID. Invited talk at Playful by Design Annual Symposium, Champaign, IL.
Sadler, R. (2020, September). Escape the classroom: Virtual escape room scenarios for language learning. Invited workshop for Innovation Festival, 2020, online.
Robinson, J., Cornillie, F., Sadler, R. & Cameron, P. (2021, January). Game Exploration, Game Design Frameworks, and Game Prototyping with Twine. Invited workshop at CALICO Winter Workshops, 2021, online.
Sadler, R. (2021, March). Twine: A workshop on how to put the “interactive” in Interactive Fiction and text-based games. Invited workshop at Duke University.
Sadler, R., Kuhn, J., Schwartz, A., Stevens, V., & Briggs, L. (2021, March). Virtual Worlds for English Language Teaching. Invited panel at TESOL Annual Convention, TESOL Electronic Village, online.
Dressman, M., Sadler, R., Combe, C., et al (2021, March). Informal language learning: implications of digital and real-life contexts for research and teaching. American Association of Applied Linguistics Annual Convention, Denver, CO, online.
Sadler, R. (2021, April). English language learning & immersive environments: Past & present challenges, opportunities, and future directions. Keynote presentation for the English Language Learning in Immersive Environments Conference, online.
Sadler, R. & Nurmukhamedov, U. (2021, April). New ways in teaching with games. Invited presentation at TESOL International Convention, Denver, CO, online.
Sadler, R. (2020, June). Guided virtual adventures. Immersive Learning Research Network Annual Convention, online.
Sadler, R. & Thrasher, T. (2021, February). VR spaces and faces: An exploration of the usability of VR environments for telecollaboration. Annual Conference of Cambodia TESOL, online.
Sadler, R. (2021, April). English language learning & immersive environments: Past & present challenges, opportunities, & future directions. Invited presentation at English Language Learning in Immersive Environments, Annual Conference, U of N Texas.
Sadler, R. & Thrasher, T. (2021, July). Virtual reality: Immersion, exploration, & creation of VR spaces. Invited workshop at Computer-Assisted Language Consortium Summer Workshops, online.
Sadler, R., Cermak, D., Bequette, K, Roche, D. (2021, October). Teaching game design. Invited panel for Playful by Design 2021 Symposium.
Sadler, R., & Thrasher, T. (2021, October). Immersive environment for language teaching, and overview and analysis. Invited presentation for the Second Language Acquisition and Teaching Program, The University of Arizona.
Sadler, R. (2022, January). The creation and implementation of heads-up displays for language education. 22nd TESOL Electronic Village Online.
Sadler, R. (2022, April). Time travel in the Metaverse: is what is new, old again? Invited Keynote at 15th Annual Virtual Worlds Best Practices in Education Conference, online.
Sadler, R. (upcoming, 2022, May). Learning and research in the Metaworld. Invited presentation for Department of Linguistics and Communications, University of Management and Technology, Lahore, Pakistan, online.
Sadler, R. (upcoming, 2022, May). Newcomer’s Session: An Introduction to CALICO. Invited talk at the Computer-Assisted Language Instruction Consortium Annual Conference, Seattle, WA.
Sadler, R. & Thrasher, T. (Upcoming, 2022, June). How do we Immerse our students in language learning? Invited Showcase at the Computer-Assisted Language Instruction Consortium Annual Conference, Seattle, WA.
Sadler, R., Thrasher, T., Hartwick, P., Hartwick, P. Kaplan-Rakowski, R., Papin, K. & Lan, Y-J. (Upcoming, 2022, June). Language learning and teaching in extended reality. Invited Panel at the Computer-Assisted Language Instruction Consortium Annual Conference, Seattle, WA.
Sadler, R. (upcoming, 2022, September). Going meta for language learning: From text-based to immersive realities. Invited plenary at 2022 Korea Association of Multimedia-Assisted Language Learning Conference.
F. Offices Held in Professional Societies
2005-present. Member, Computer-Assisted Language Instruction Consortium (CALICO).
2005-present. Member, European Association for Computer Assisted Language Learning (EUROCALL).
1996-present. Member, Teachers of English to Speakers of Other Languages (TESOL).
2009-2010. Vice Chair, Computer-Assisted Language Instruction Consortium (CALICO), Virtual Worlds Special Interest Group.
2010-2018. Chair, CALICO Virtual Worlds Special Interest Group.
2012-2014. Co-Chair, CALICO Computer-Mediated Communication Special Interest Group.
2015-2018. Executive Board Member, Computer-Assisted Language Instruction Consortium (CALICO).
2020-2021. Vice President, Computer-Assisted Language Instruction Consortium (CALICO).
2021-2023. President, Computer-Assisted Language Instruction Consortium (CALICO).
G. Editorships of Journals or Other Learned Publications
Lead Editor. Arizona Working Papers in Second Language Acquisition and Teaching. Tucson, AZ: University of Arizona, Tucson AZ (2001).
Book Review Editor, The Reading Matrix (2004-present).
Editorial Board, Novitas-Royal Journal (2006-present).
Editorial Board, Journal of Asia TEFL (2019-present)
H. Grants Received Since Last Promotion at UIUC
1998. University of Arizona, Tucson, AZ, Curriculum development grant to incorporate and evaluate electronic technology into composition courses: $1,000.
1999. University of Arizona, Tucson, AZ, New Learning Environments and Instructional Technology Grant, For the study of computerized writing resources for English as a Second Language (ESL) students and instructors: $20,000.
2001. University of Arizona, Tucson, AZ, College of Humanities Dean’s Fellowship: $3,500.
2002. University of Arizona, Tucson, AZ, College of Humanities Dean's Fellowship: $3,500.
2005. University of Illinois at Urbana-Champaign, Urbana, IL, Scholars Travel Grant: $1,840.
2006. University of Maryland, College Park, MD, LangNet Foreign Language Review and Comprehension Check Project, National Foreign Language Center: $3,680.
2006. University of Illinois at Urbana-Champaign, Urbana, IL, Scholars Travel Grant, Spring: $640.
2006. University of Illinois at Urbana-Champaign, Urbana, IL, Scholars Travel Grant, Fall: $1,595.
2007. University of Illinois at Urbana-Champaign, Urbana, IL, Research Board, Humanities Released Time: $9,000 .
2008. University of Illinois at Urbana-Champaign, Urbana, IL, Scholars Travel Grant: $775.
2009. University of Illinois at Urbana-Champaign, Urbana, IL, Scholars Travel Grant: $2,042.
2009. University of Illinois at Urbana-Champaign, Urbana, IL, Scholars Travel Grant: $900.
2011. University of Illinois at Urbana-Champaign, Urbana, IL, Scholars Travel Grant: $530).
2013. University of Illinois at Urbana-Champaign, Urbana, IL, Scholars Travel Grant: $1,050.
2014. University of Illinois at Urbana-Champaign, Urbana, IL, Scholars Travel Grant: 2014.
2016. University of Illinois at Urbana-Champaign, Urbana, IL, Scholars Travel Grant: $1050.
2016. U.S. Department of State, English Language Specialist Grant for travel to Tegucigalpa, Honduras: $4,948.50
2017. U.S. Department of State, English Language Specialist Grant for travel to Costa Rica: $3,500
2017. Illinois Program for Research in the Humanities, Urbana, IL, Research Clusters Grant, Playful by Design: Gaming Pedagogies, Digital Literacies, and the Public Humanities, with Dr. Judith Pintar: $2,500.
2017. Birmingham Illinois Partnership for Discovery, EnGagement and Education Grant, Writing Development in Global Higher Education (WRIDGE), with Dr. Xun Yan (Illinois) and Dr. Paul Thompson (Birmingham University, UK): $17,000.
I. Review Panels (e.g., for Governmental Agencies, Educational Institutions)
2012, January. Program Reviewer for Jubail Industrial & University Colleges of the Royal Commission, Jubail, Saudi Arabia.
2021, March. Program Reviewer for Teaching English to Speakers of Other Languages Program. Northeastern Illinois University , Chicago, IL.
II. Publications and Creative Works
# Denotes any publication derived from the candidate’s thesis.
* Denotes publication that has undergone stringent editorial review by peers.
+ Denotes publication that was invited and carries special prestige and recognition.
A. Doctoral Thesis Title
Sadler, R. (2004). A case study examination of international and resident non-native speakers of English in freshman English composition. University of Arizona, Tucson, AZ.
B. Books Authored or Co-Authored (in print or accepted)
*Sadler, R. (2012). Virtual worlds, telecollaboration, and language learning: From theory to practice, Peter Lang.
C. Books Edited or Co-Edited (in print or accepted)
*Wigham, C., Panichi, L., Nocchi, S., & Sadler, R. (Eds). (2018). Interactions for language learning in and around virtual worlds [Special Issue]. ReCALL. 30(2), 153-249
Sadler, R., Pennell, J., & Kotnarowski, J. (Eds.). (2018). Academic writing for English language learners. University of Illinois e-Text.
*Dressman, M., & Sadler, R. (Eds.). (2020). The handbook of informal language learning. Wiley-Blackwell.
*Nurmukhamedov, U. & Sadler, R. (Eds.) (2020). New ways in teaching with games. TESOL Press.
*Sadler, R., & Thrasher, T. (Eds.). (Upcoming, 2023, February). XR: Crossing reality to enhance language learning. [Special Issue]. CALICO Journal
D. Chapters in Books (in print or accepted)
* Nurmukhamedov, U. & Sadler, R. (2011). Podcasts in four categories: Applications to language learning. In B. Facer & M. Abdous (Eds.), Academic podcasting and mobile assisted language learning: Applications and outcomes (pp. 176-195). IGI Global.
+Sadler, R. & Dooly, M. (2014). Language learning in virtual worlds: Research and practice. In M. Thomas, H. Reinders, & M. Warschauer (Eds.), Contemporary Computer-assisted language learning (pp. 159-182). Continuum.
+Sadler, R. (2013). Real ethical Issues in virtual world research. In C. Mallinson, B. Childs, & G. Van Herk (Eds.), Data collection in sociolinguistics: Methods and applications (pp. 58-62). Routledge.
+Sadler, R. (2017). The continuing evolution of virtual worlds for language learning. In C. Chapelle & S. Sauro (Eds.), The handbook of technology in second language teaching and learning (pp. 184-201). Wiley-Blackwell. https://doi.org/10.1002/9781118914069.ch13
+Sadler (2017). Virtual worlds and language education. In S. Thorne & S. May (Eds.), Language, education and technology. Encyclopedia of language and education (3rd ed., pp. 375-388). Springer. https://doi.org/10.1007/978-3-319-02237-6_29
+Sadler, R. (2018). Looking back and looking forward: What is the future of telecollaboration? In M. Dooly & R. O’Dowd (Eds.), In this together: Teachers’ experiences with transnational, telecollaborative language learning projects (pp. 217-226). https://www.peterlang.com/document/1068669
Dooly, M. & Sadler, R. (2019). Preparing English student-teachers with digital and collaborative knowledge: An illustrative synopsis. In D. Masats, M. Mont & N. Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 21-28). Paragon Publishing.
+Sadler, R. (2019). Language learning and the virtual world. In M. Peters & R. Heraud (Eds.). Encyclopedia of educational Innovation (pp. 1-7).. Springer. https://doi.org/10.1007/978-981-13-2262-4_88-2
Sadler, R. W., & Nurmukhamedov, U. (2020). Storytelling, Coherence, and Transition Devices. In U. Nurmukhamedov, & R. Sadler (Eds.), New Ways in Teaching with Games (pp. 57-58). TESOL Press.
Sadler, R. W. (2020). Virtual Landscapes. In M. Dressman, & R. W. Sadler (Eds.), The Handbook of Informal Language Learning (pp. 87-100). Wiley-Blackwell. https://doi.org/10.1002/9781119472384.ch6
+Marjanovic, J., Dooly, M., & Sadler, R. (2021). From autonomous learners to self-directed teachers in telecollaboration: Teachers look back and reflect. In C. Fuchs, M. Hauck & M. Dooly (Eds.). Language education in digital spaces: Perspectives on autonomy and interaction (pp. 113-133). Springer. https://doi.org/10.1007/978-3-030-74958-3_6
+Sadler, R. (2021). Foreword. In G. Panconesi & M. Guida (Eds). Handbook of research on teaching with virtual environments and AI (pp. xxiv-xxvi). IGI Global. DOI: 10.4018/978-1-7998-7638-0
+Sadler, R. & Dooly, M. (2022). Telecollaboration. In N. Ziegler & M González-Lloret, eds., Handbook of SLA & technology (pp. 245-257). Routledge. https://doi.org/10.4324/9781351117586
Nurmukhamedov, U., & Sadler, R. (in press). Using Google Scholar to support lexical choices in English for academic purposes. In V. Vianna (Ed.). New ways in teaching with corpora. TESOL Press.
E. Monographs (in print or accepted). Items longer than an article, but shorter than a book. Provide inclusive page numbers for monographs.
None
F. Articles in Journals (in print or accepted). Provide inclusive page numbers for publications in journals.
+Sadler, R. (2012). Virtual worlds: An overview and pedagogical examination. Bellaterra Journal of Teaching & Learning Language & Literature, 5(1), 1-22. https://raco.cat/index.php/Bellaterra/article/view/252382
*Dooly M. & Sadler, R. (2013). Filling in the gaps: Linking theory and practice through telecollaboration in teacher education. ReCALL, 25(1), 4-29. doi:10.1017/S0958344012000237
*Dooly, M. & Sadler, R. (2016).Becoming little scientists: A case study of technologically-enhanced project-based language learning. Language Learning & Technology, 20(1), 54-78. http://dx.doi.org/10125/44446
*Sadler, R. & Dooly, M. (2016). Twelve years of telecollaboration: What we’ve learnt from our students. ELT Journal, 70(4), 401-413. https://doi.org/10.1093/elt/ccw041
*Lee, J. S. (John), Nakamura, Y., & Sadler, R. (2016). Design and implementation of a videoconferencing-embedded flipped classroom (VEFC) in college-level EFL. IALLT Journal of Language Learning Technologies, 46(1), 105-118. https://doi.org/10.17161/iallt.v46i1.8557
*Lee, J.S. (John), Nakamura, Y., & Sadler, R. (2017). Effects of videoconference-embedded classrooms (VEC) on learners’ perceptions towards English as an international language. ReCALL, 30(3), 319-336. doi:10.1017/S095834401700026X
*Wigham, C., Panichi, L., Nocchi, S., & Sadler, R. (2018). Interactions for language learning in and around virtual worlds. ReCALL. 30(2), 153-160. doi:10.1017/S0958344018000022
*Dooly, M., & Sadler, R. (2019). ‘If you don’t improve, what’s the point?’ Investigating the impact of a ‘flipped’ online exchange in teacher education. ReCALL, 32(1), 4-24. doi:10.1017/S0958344019000107
Sadler. R. & Thrasher, T. (2021). Teaching languages with virtual reality: Things you may need to know. CALICO Infobytes. Available at: https://calico.org/wp-content/uploads/2021/11/Infobyte_December_2021.pdf
*Marjanovic, J., Dooly, M., & Sadler, R. (to appear). From Autonomous Learners to Self-Directed Teachers: Myth or Reality? Journal of Virtual Exchange.
G. Creative Works. Includes exhibitions, commissions, competitions, performances, designs, art, and architecture executed.
Sadler, R. (2010, ongoing). The EduNation Islands [education-focused islands in the virtual world of Second Life]. Second Life, http://edunationislands.pbworks.com/w/page/126036206/FrontPage
Sadler, R. (2010, ongoing). The EduNation Islands Holodeck [a virtual world holodeck system with over one-hundred custom-created education and language teaching-focused scenes ranging from classrooms, to shops, to starships]. EduNation Island, Second Life. http://maps.secondlife.com/secondlife/EduNation/107/163/23
Sadler, R. (2019). Club Casablanca conference venue [a virtual conference venue with seating for sixty avatars]. EduNation Island, Second Life. http://maps.secondlife.com/secondlife/EduNation%20III/117/167/3991
Sadler R. (2020). The Renoir communication HUD [a virtual world heads-up display interface designed to ease non-verbal communication for avatars via integrated emojis, expressions, and movements]. EduNation Island, Second Life. http://maps.secondlife.com/secondlife/EduNation%20III/123/114/3503
Sadler, R. (2020). The Renoir Sky Gallery [A 3D virtual art gallery housing rotating art exhibits for educational use]. EduNation Island, Second Life. http://maps.secondlife.com/secondlife/EduNation%20III/117/197/1802
H. Patents
Not Applicable
I. Bulletins, Reports, or Conference Proceedings
Sadler, R., & Dooly, M. (2005). Computers as toolkits: Language e-learning through international collaboration. Proceedings of the Eighth Annual Conference of English, American, and Canadian Studies, Brno, CZECH REPUBLIC, 189-196.
Dooly, M., & Sadler, R. (2015). The design of a technology-enhanced teacher education flipped classroom: a case study. Proceedings of the seventeenth international CALL conference: Task design and CALL. Tarragona, Spain, 226-34.
J. Abstracts
NA
K. Book Reviews (
Sadler, R. (2001). [Review of on second language writing by T. Silva & P. Kei Matsuda]. The Reading Matrix, 1(2). Available at: http://www.readingmatrix.com/book_reviews/randall_sadler/book_review.html
Sadler, R. (2004). [Review of The sociolinguistics of foreign-language classrooms: Contributions of the Native, the near-native, and the non-native speaker by Carl Blyth]. The Reading Matrix, 4(3). Available at: http://www.readingmatrix.com/book_reviews/randall_sadler/book_review2.html
Sadler, R. 2018. Review of Learner Autonomy and Web 2.0, M. Cappellini, T. Lewis, & A.R. Mompean, Language Learning & Technology, 22(1), 60-64. DOI:10125/44579
+Sadler, R. & Thrasher, T. (2022, forthcoming). [Learning Technology Review of Mondly.] CALICO Journal.
L. Refereed Conference Papers and Presentations
Sadler, R. (1998, September). Virtual realia and other on-line resources for teachers of ESL. Second Language Teacher’s Symposium, University of Arizona, Tucson, AZ.
Sadler, R., & Gousseva, J. (1998, October). The use of collaborative writing software in ESL. Rocky Mountain TESOL Conference, University of Arizona, Tucson, AZ.
Sadler, R. & Eröz, B. (1998, November). English refusals by speakers of four languages. GPSC Student Showcase, University of Arizona, Tucson, AZ.
Sadler, R., Linden-Martin, M., Panferov, D., & Zhu, W. (2000, March). Current peer review research in ESL writing. Teachers of English to Speakers of Other Languages Conference, Vancouver, British Columbia, Canada.
Sadler, R., & Gunder, P. (2000, March). Effectiveness of computerized ESL writing resources. Teachers of English to Speakers of Other Languages Conference, Vancouver, British Columbia, Canada.
Sadler, R., & Eröz, B. (2001, February). Director-assisted analysis of cross-cultural presentations. Teachers of English to Speakers of Other Languages Conference, St. Louis, Missouri.
Sadler, R. (2001, February). An ethnographic examination of ESL students in freshman composition. 22nd Ethnography in Education Research Forum, Philadelphia, PA.
Sadler, R. & Eröz, B. (2001, February). Cross-cultural and cross-gender analysis of non-verbal behavior of American and International students. 22nd Ethnography in Education Research Forum, Philadelphia, PA.
Sadler, R., Schwartz, G., & Wang, B. (2002, March). The dilemma of placing non-native-English-speaking students in the composition classroom. 53rd Annual Conference on College Composition and Communication, Chicago, IL.
Sadler, R., & Eröz, B. (2003, March). Fables, folktales, and beyond in the ESL composition classroom. Teachers of English to Speakers of Other Languages, Baltimore, Maryland, MD.
Sadler, R. & Dooly, M. (2005, February). Computer-supported collaborative learning between a Spanish and an American university. Conference of English, American, and Canadian Studies 2005, Brno, Czech Republic.
Sadler, R. (2006, March). The good, the bad, and the ugly of CMC. Teachers of English to Speakers of Other Languages, Tampa, FL.
Sadler, R. & Eröz, B. (2006, September). Computer-mediated communication and language learning: From theory to practice. EUROSLA 16, Antalya, Turkey.
Sadler, R. (2007, May). Going beyond podcasting with live webcasting. CALICO, San Marcos, TX.
Sadler, R. (2007, May). Computer-mediated communication and video chat. CALICO, San Marcos, TX.
Sadler, R. (2008, April). Virtual worlds and language learning. CALICO, San Francisco, CA.
Sadler, R. & Nurmukhamedov, U. (2008, April). Task-based language teaching and Second Life: The reality of learning a language in a virtual world. CALICO, San Francisco, CA.
Sadler, R. (2008, September). How is computer-mediated communication actually being used in the classroom? EUROCALL, Székesfehérvár, Hungary.
Sadler, R. (2008, September). Ethical standards for research in virtual worlds: A call to virtual arms. EUROCALL, Székesfehérvár, Hungary.
Sadler, R. & Nurmukhamedov, U. (2009, March). Academic corpora to enhance the revision process: The Google alternative. CALICO, Tempe, AZ.
Sadler, R., Canfield, D. & Kaplan-Rakowski, R. (2009, March). CALL in Second Life: Instructional strategies and activities for language learning in a virtual world. CALICO, Tempe, AZ.
Rodriguez, J., Silva, K., & Sadler, R. (2010, June). Capturing video, audio, and text in Second Life: A hands-on experience. CALICO, Amherst, MA.
Sadler, R. & Davies, G. (2010, June). Holodecks as educational environments, or how to teach in Second Life for (almost) free. CALICO, Amherst, MA.
Sadler, R. & Dooly, M. (2010, June). Joint reflection on teaching practice through telecollaboration: Perspectives for teacher training and professional development. CALICO, Amherst, MA.
Sadler, R. (2010, June). Virtual worlds: Taking the broad (virtual) perspective. CALICO, Amherst, MA.
Sadler, R. (2013, May). Machinima enhanced language learning: Getting your virtual feet wet. CALICO, Honolulu, HI.
Sadler, R. (2013, May). Techniques and tools for conducting research with multi-modal CMC data. CALICO, Honolulu, HI.
Sadler, R., Faivre, S., & Kierski, J. (2014, March). iELF: An online international language learning resource. Teachers of English to Speakers of Other Languages, Portland, Oregon.
Sadler, R. (2015, November). Holodecks for language education in Virtual Learning Environments (VLEs). SLanguages Conference. Second Life.
Sadler, R., Lee, J.S., & Nakamura, Y. (2016, April). ELT Classrooms in 2020: Beyond borders via classroom-based online roundtables. Teachers of English to Speakers of Other Languages (TESOL), Baltimore, Maryland.
Sadler, R., & Dooly, M. (2016, May). A decade of telecollaborative teacher education: Lessons Learned. CALICO. Boulder, Colorado.
Sadler, R. (2018, March). Getting FIT for Increased Learner Autonomy: A Pedagogical Proposal for the 21st Century. Annual Conference of the American Association of Applied Linguistics, Chicago, IL.
Sadler, R. & Dooly, M. (2018, June). Tools for telecollaboration: Suggestions for success. CALICO, Champaign, IL
Robinson, J., Cornillie, F., Sadler, R., & Cameron, P. (2020, May). Explore games, make games, and game-based frameworks. CALICO Workshop
Sadler, R. & Nurmukhamedov. U. (2021, February). New Ways in Games. Annual Conference of Cambodia TESOL, online.
M. Other Specify type.
none
III. Resident Instruction
EIL 214: TESL in the Elementary School credit: 3 Hours.
On-site practical experience in an elementary school for students seeking the endorsement in TESL, involving at least 100 hours of classroom observations, consultations, teaching, tutoring, and assisting, to acquaint students with the many facets of ESL/bilingual education in a public school setting. Hours to be arranged with the cooperating teacher. Satisfies one requirement for those who wish to obtain an Illinois ESL endorsement on an Illinois teaching certificate. The supervising professor for this course works closely with the students to aid in their placement, communicate expectations to their supervising teacher in the school, and to track their progress during their classroom experience. In addition, the professor completes necessary paperwork needed for the student prior to submitting it to the Illinois Council on Teacher Education.
EIL 215: TESL in the Secondary School credit: 3 Hours.
On-site practical experience in a secondary school for students seeking the endorsement in TESL, involving at least 100 hours of classroom observations, consultations, teaching, tutoring, and assisting, to acquaint students with the many facets of ESL/bilingual education in a public school setting. Hours to be arranged with the cooperating teacher. Satisfies one requirement for those who wish to obtain an Illinois ESL endorsement on an Illinois teaching certificate. The supervising professor for this course works closely with the students to aid in their placement, communicate expectations to their supervising teacher in the school, and to track their progress during their classroom experience. In addition, the professor completes necessary paperwork needed for the student prior to submitting it to the Illinois Council on Teacher Education
EIL 445 Second Lang Reading & Writing credit: 3 or 4 Hours.
From the course syllabus: EIL 445 introduces students to Second Language Reading and Writing, including Theory, Research, and Practical applications. This course is designed to: First, give you some ideas about how people actually learn to read and write and the theories that we have come up with about the best ways to teach learners to do this (theory). While I do not want to drown you in theory, this information gives you a foundation for your future teaching. Over the course of the semester, what you learn about theory should influence your opinions on the research results presented and guide you in your pedagogy. Second, we will talk about some of the research being done in this field and how to do your own research on second language reading and writing topics. This will show you what we know and the many things we still do not know. While this course does not require that you do your own research, this component will, I hope, challenge your own pedagogical practices. Finally, this class will have a very significant practical component that will be spread out over the entire semester. You will design your own materials for teaching reading and writing, including a syllabus to use in such a class, etc. All the materials you create for this class will be shared with your classmates. This portion of the class will also include your taking control of the class to teach your own lesson. The end goal is to give you theoretical and research-based knowledge that will allow you to create well-designed pedagogical materials for your own classroom.
EIL 487: Technology for Language Teaching credit: 3 hours
This course explores how technology may be used to enhance the language teaching process via the use of both traditional Computer-Assisted Language Learning (CALL) resources and Computer-Mediated Communication (CMC). The course will begin by providing a firm theoretical orientation to these areas, linking them to existing theories regarding language learning. The majority of the course will consist of exploration of the two areas mentioned above. The section of the course dealing with CALL will survey software (e.g. Rosetta Stone,), multimedia (e.g., YouTube, news resources, online text and audio books, etc.), and other web-based resources. While this section focuses on humans interacting with materials that are computer-based, Computer-Mediated Communication (CMC) concentrates on the use of the computers as tools for communicating with other people. CMC tools include discussion boards, podcasts, video conferencing, social networks, virtual worlds, VR, etc. Students in the course will use a variety of these tools to devise their own lessons that they may use in the future. All students are welcome in this course, no matter their level of experience with technology.
EIL 587: Technology-Infused Language Teaching: credit: 3 or 4 Hours
From the syllabus: This course is based on a pedagogical model that we call FIT: (Flipped & In-class instruction & Telecollaboration). It stems from approximately 15 years of experience in telecollaboration between the two teacher partners. A core element of this course will be a 9-week interaction between students at the University of Illinois at Urbana-Champaign and at Universitat Autònoma de Barcelona (UAB). The content is focused on how to plan, develop, implement, and assess Telecollaboration-Enhanced Project-Based Language Learning (TePBLL).
EIL 591: Independent Study: credit 1 to 4 hours
Independent study guided by the professor
EIL 599: Thesis Research credit 0 to 4 hours
Individual direction of research and thesis writing
ESL 502 (now ESL 592): Advanced Academic Writing equivalent to 4 credit hours
Provides advanced international students additional support in the conventions of professional academic writing in their own fields. Through the use of Contract Learning, students define and pursue individualized writing goals for their own major programs with the support of the instructor. Lessons in genre analysis enable students to derive field-specific models for research articles, theses, and dissertations.
ESL 503 (now ESL 593): Advanced Presentation Skills equivalent to 4 credit hours
Provides international students with opportunities to improve skills in effectively presenting research in both oral and written formats in preparation for the professional conference presentation process. Students will practice orally explaining their research, asking and answering questions, giving and receiving feedback, and writing a conference proposal with the aim of creating and delivering compelling, professional presentations.
FR 599: Thesis/Dissertation Research for the French Department credit 0 to 4 hours
Individual direction of research and thesis writing
LING 489: Theoretical Foundations of SLA credit 3 or 4 hours
General introduction to second language acquisition (SLA) theory. Examines nativist, interactionist and cognitive approaches to SLA and explores the role of learner characteristics.
LING 590: Independent Study in Linguistics: credit 2 to 8 hours
Independent study guided by the professor
LING 599: Thesis/Dissertation Research for Linguistics: credit 0 to 4 hours
Individual direction of research and thesis writing
PhD Dissertation Committees Director
O’Neill, Errol. The effect of online translators on L2 writing in French. Department of French, 2012.
Iftikhar Haider Nagra. Re-envisioning assessment of interlanguage pragmatic competence through computer-mediated communicative tasks. Department of Linguistics, UIUC, 2017.
PhD Dissertation Committees Member
Sitthitikul, Pragasit: Analysis of situated learning practices in an EFL reading class: Multiple case studies of six college students. Curriculum and Instruction, UIUC, 2005.
Moon, Do-Sik: Impact of contract learning on learning to write in an EAP class: case studies of four international graduate students’ experience. Educational Psychology, UIUC, 2006.
Cho, Young Woo: Extensive focus on form, text-based online chat, and second language learning. Educational Psychology, UIUC, 2008.
Kim, Doe-Hyung: Explicitness in CALL feedback for enhancing advanced ESL learners’ grammar skills. Educational Psychology, UIUC, 2009.
Park, Seo Jung: Content-based instruction for English language learners: an exploration across multiple classroom settings. Elementary Education, UIUC, 2009.
Jang, So-young: The development and evaluation of a systematic training program for increasing both rater reliability and rater accuracy. Educational Psychology, UIUC, 2010.
Machida, Tomo. English language teaching anxiety among Japanese elementary school teachers. Curriculum & Instruction, UIUC, 2011.
Min, Young Kyung. The cultures of college writing programs. Curriculum & Instruction, UIUC, 2011.
Wigham, Ciara. The interplay between nonverbal and verbal interaction in synthetic worlds which supports verbal participation and production in a foreign language. Language Sciences, Université Blaise Pascal, Clermont-Ferrand, France, 2012.
Halvorsen, Andy. Facebook usage in Thailand: The plurilingual competencies of Thai high school students and teachers. Department of Curriculum & Instruction, UIUC, 2013.
Kim, Jungyin (Janice). Interdiscursive process of academic literacy socialization: A qualitative inquiry of Korean ESL students in a U.S. MBA program. Curriculum & Instruction, UIUC, 2014.
Chung, Sun Joo. Quality management and stakeholder accountability: Computerization of a mandate-driven placement test. Educational Psychology, UIUC, 2014.
Wang, Diana. Investigate ESL essay raters’ decision-making process within the framework of an interactional measurement model. Department of Educational Psychology, UIUC, 2014.
Nurmukhamedov, Ulugbek. An evaluation of collocation tools for second language writers. Department of Applied Linguistics, Northern Arizona University, 2015.
Park, Moonyoung. Development and validation of virtual interactive tasks for an aviation English assessment. Program in Applied Linguistics and Technology, Iowa State University, 2015.
Hinderliter, Andrew. The evolution of online asexual discourse. Department of Linguistics, UIUC, 2016.
Kim, Jung Sun (Kimmy). The effect of instruction on the acquisition of Japanese discourse marker ndesu. Department of East Asian Languages and Cultures, UIUC, 2017.
Mullen, Natalie. Internationalizing Illinois: English language policy at UIUC. Department of Educational Policy, Organization, & Leadership, UIUC, 2017.
Lee, Ju Seong. Informal, digital learning of English: The case of Korean university students. Department of Linguistics, UIUC, 2017.
Horlescu, Alina. Reconsidering TPACK for language teacher education: Bringing digital literacies to the core of the curriculum with Machinima. School of Applied Language and Intercultural Studies, Dublin City University, 2017.
Hartwick, Peggy. Exploring the affordances of online learning environments: 3DVLEs and eportfolios in second language learning and teaching. School of Linguistics and Language Studies, Carleton University, Canada, 2018.
Kim, Ha Ram (Hannah). Peer feedback in an integrated, process-oriented ESL writing placement test. Department of Linguistics, UIUC, 2019.
Chason, Lisa. Second language academic writing: What’s the target? Department of Educational Policy, Organization, & Leadership, UIUC, 2020.
Zhou, Lin. Let’s play a game while writing. Department of Second Language Studies, University of Hawaii at Manoa, 2020.
Cirit, Nazli Ceren. Video conference environments of students speaking English as a foreign language in a virtual world. Department of Foreign Language Education. Hasan Ali Yücel Faculty of Education, İstanbul University, 2020.
Rojas, Roberto Enrique. Spoken English at airport/border control customs: Designing and evaluating an interactive model for occupational English with adult second language learners on the go. Department of Curriculum & Instruction, UIUC, 2021.
Hetrovicz, Lauren. Developing second language confidence: The effect of videoconferencing on L2 and HL learners of Spanish. Department of Spanish, UIUC, 2021.
Thrasher, Tricia. Saying ‘au revoir’ to anxiety in a heartbeat: The benefits of virtual reality for language learning. Department of French and Italian, UIUC, 2022.
Davitova, Nuria. Department of Language & Literature Education and Social Science Education, Autonomous University of Barcelona, Spain. ongoing.
Kim, Alexis. Informatics, UIUC, ongoing.
Ju, Wiabi. Department of Language & Literature Education and Social Science Education, Autonomous University of Barcelona, Spain, ongoing.
Abdar, Omid. Department of Linguistics, UIUC, ongoing.
Clark, Sarah, Department of Linguistics, UIUC, ongoing.
Master’s Thesis Director
Chen, Chiao Ling (Lily). Cross cultural collaboration via Message Board for cultural understanding and language learning. Division of English as an International Language, UIUC, 2006.
Nurmukhamedov, Ulugbek. Feedback on ESL Writing: Students’ Preference on Feedback Types. Division of English as an International Language, UIUC, 2006.
Mumm, Anita. Give them what they need: A practical guide for tutoring adult ESL literacy students. Division of English as an International Language, UIUC, 2007.
Rouillon, Vanessa. Variability in a team of raters’ assessment discourses and talks: A qualitative approach. Division of English as an International Language, UIUC, 2008.
Kim, Soo Hyon. Effects of noticing and reformulation on revision in second language writing. Division of English as an International Language, UIUC, 2008.
Chason, Lisa. English-language editing in a non-English-speaking environment: On being a freelance editor in Amsterdam, NL. Division of English as an International Language, UIUC, 2008
Fassler, Susan. ESL online, A curriculum project: How to wire today’s education grid using Second Life and other internet resources. Department of Linguistics, UIUC, 2009.
Ozsevik, Zekariya, The use of communicative language teaching (CLT): Turkish EFL teachers’ perceived difficulties in implementing CLT in Turkey. Department of Linguistics, UIUC, 2010.
Haider, Iftikhar, Pakistani graduate students’ perspective on the effectiveness of ESL writing courses at an American University. Department of Linguistics, UIUC, 2012.
Choi, Seahee. The effects of written corrective feedback on second language writing focused on the English article system. Department of Linguistics, UIUC, 2013.
Lambert, Leyla. Occurrence of plagiarism in the writing of international graduate business students and its detection by Safeassign. Department of Linguistics, UIUC, 2014.
Zhou, Lin. Impact of awareness of cross-cultural contrastive rhetoric of academic writing in English and academic writing in students’ L1s. Department of Linguistics, UIUC, 2015.
Becker, Kathleen. Listening to undergraduate Chinese students’ perspectives on plagiarism. Department of Linguistics, UIUC, 2016.
Freitez, Freddy. Developing ESL teaching materials to enhance the language partners program at Danville correctional center. Department of Linguistics, UIUC, 2016.
Sandoval Muñoz, Catalina. Effective ESL writing practices: The impact of effective teachers’ principles and practices on their students’ learning outcomes. Department of Linguistics, UIUC, 2016.
Wells, Carrie. Evaluation of NES and NNES students’ perceptions of NES and NNES instructors in engineering. Department of Linguistics, UIUC, 2016.
Adbar, Omid. Compiling contextualized lists of frequent vocabulary from user-supplied corpora using natural language processing techniques. Department of Linguistics, UIUC, 2016.
Abbott, Valerie. A hybrid approach to reflection: An investigation of blogs and in-person meetings used to support pre-service teachers’ reflective practices, Department of Linguistics, UIUC, 2016.
Huang, Liwen. Perception of teacher written feedback: A case study. Department of Linguistics, UIUC, 2016.
Liu, Yilan (Elaine). Chinese ESL writers’ uses of the causative verb structure make:A corpus-based investigation, Department of Linguistics, UIUC, 2016.
Kim, Kyeongsuk. Topic development in the English oral proficiency interview for international teaching assistants at the University of Illinois at Urbana-Champaign. Department of Linguistics, UIUC, 2017.
Yang, Yinghua. Passive language learning application design, Department of Linguistics, UIUC, 2017.
Ho, Kallie-Jo. Experiences and perceptions of volunteer teachers and their adult refugee ELL students. Department of Linguistics, UIUC, 2017.
Harris, Hannah. Translingual students’ dialogic influence on teacher centric pedagogies, Department of Linguistics, UIUC, 2018.
Burkel, Alexander. Comparing the effects of traditional and virtual reality enhanced task-based language instruction on Chinese L1-English L2 knowledge of phrasal verbs. Department of Linguistics, UIUC, 2018.
Kearfott, Hana. ELL LaunchPad: Creating a practical online resource for elementary teachers of English language learners from the educator perspective. Department of Linguistics, UIUC, 2018.
Kim, Alexis. Colossal classroom adventure: Developing interactive fiction for English language learners. Department of Linguistics, UIUC, 2018.
Rocheleau, Sebastian. The English IPA ear trainer. Department of Linguistics, UIUC, 2018.
Almuhanna, Maryam. Exploring the emergence of an incipient English Pidgin in Kuwait: A continuum of bilingual behaviour. Department of Linguistics, UIUC, 2018.
Sims, Linda. Teaching pronunciation as a volunteer ESL tutor: Determining needs and designing support. Department of Linguistics, UIUC, 2018.
Sullivan, Rebecca. Comparing the interpretation of text message punctuation by native and non-native English speakers. Department of Linguistics, UIUC, 2019.
Nierenhausen, Megan. Effective teaching characteristics as perceived by ESL students and instructors. Department of Linguistics, UIUC, 2020.
Hewage, Nalaka. A study of the Illinois ESL Etextbook from the perspective of students and instructors. Department of Linguistics, UIUC, 2020.
Butler, Hannah. Literacy practices of Mexican and Ghanaian immigrant women with limited ESL literacy. Department of Linguistics, UIUC, 2020.
Jang, Timothy. Application of L2 motivational self system on Chinese learners of English in an ESL context. Department of Linguistics, UIUC, 2020.
Mohamed, Mai. Investment in and use of English: A case study of Egyptian Twitter users. Department of Linguistics, UIUC, 2020.
Schroeder, Robert. Duolingo and HelloTalk: analyzing and evaluating language learning applications using SLA theory and user feedback. Department of Linguistics, UIUC, 2021.
Dunn, Richard. An overview of teaching English in South Korea. Department of Linguistics, UIUC, 2021.
Kir, Furkan. The effect of racialization on EFL learners’ conceptualizations of the native speaker construct. Department of Linguistics, UIUC, 2021.
Kim, Esther. Department of Linguistics, UIUC, ongoing.
Bednarz, Agnes. Department of Linguistics, UIUC, ongoing.
Fabusoro, Adetutu. Department of Linguistics, UIUC, ongoing.
Teixeira, Bianca. Department of Linguistics, UIUC, ongoing.
Santos, Aria. Department of Linguistics, UIUC, ongoing.
Rodrigues Crespo, Ivan. Department of Linguistics, UIUC, ongoing.
Master’s Thesis Committee Member
Curry, Kate. Investigating the occurrence of learner-generated focus on form in the L2 classroom. Division of English as an International Language, UIUC, 2005.
Kim, Doe-Hyung. Finding feedback: An effective computer-assisted language learning feedback model for second language acquisition. Educational Psychology, UIUC, 2005.
Partin, Rick. Analysis of proficient essays in replicated EPT workshop exam. Division of English as an International Language, UIUC, 2005.
Li, Jinshu. Using audit trails for test validation in specification-driven tests of language for specific purposes. Division of English as an International Language, UIUC, 2006.
Fernandez, Julieta. The organization of one-on-one instant messaging between native speakers of English. Division of English as an International Language, UIUC, 2008.
Gabris, Lisa. English open doors: A portal to forgotten EFL teachers. Department of Linguistics, UIUC, 2009.
Kokhan, Kate. TOEFL as a prediction tool for placement into ESL writing courses at the University of Illinois at Urbana- Champaign. Department of Linguistics, UIUC, 2011.
Min, Kyung Eun (Karen). Patterns of English verb tense and aspect usage in L2
academic writing. Department of Linguistics, UIUC, 2013.
Kostenko, Olexandra. Adaptation of the EPT specification to a Ukrainian argumentative writing test within the contrastive rhetoric approach. Department of Linguistics, UIUC, 2013.
Jagusztyn, Ariel. Attitudes towards ESL use of corpora in second language writing courses and their effects on error-correction identification and learning by L2 learners of English. Department of Linguistics, UIUC, 2014.
Park, Ki Chan. Needs analysis of English for Korean naval officers. Department of Linguistics, UIUC, 2015.
Johnson, Daniel. Saudi students and IEP teachers: converging and diverging perspectives. Department of Linguistics, UIUC, 2015.
Wen, Fei Chen. Using corpora to aid in learning collocations. Department of Linguistics, UIUC, 2016.
Muramoto, Kokoro. The effects of speaking rate and pausing on comprehensibility of non-native English. Department of Linguistics, UIUC, 2016.
Jia, Hanju. A comparison of Chinese and American student academic email requests to faculty in higher education in the United States. Department of Linguistics, UIUC, 2019.
Greenfield, Anita. Polycentricity and agency in the construction of expatriate teacher identity and pedagogical practice. Department of Linguistics, UIUC, 2020.
Heald, Margaret. Examining maintained authenticity in a modified process oriented English placement test. Department of Linguistics, UIUC, 2020.
Ahn, Eunjeong. Input and output-based instruction on the acquisition of English articles. Department of Linguistics, UIUC, 2021.
Director of Illinois ESL
Director Illinois MATESL
IV. SERVICE (Public Engagement, Processional/Disciplinary, and University)
A. Summary of Service
1. Service to Professional and/or Disciplinary Societies or Associations.
1996-present. Member, Teachers of English to Speakers of Other Languages (TESOL).
2005-present. Member, Computer-Assisted Language Instruction Consortium (CALICO).
2005-present. Member, European Association for Computer Assisted Language Learning (EUROCALL).
2009-2010. Vice Chair, Computer-Assisted Language Instruction Consortium (CALICO), Virtual Worlds Special Interest Group.
2010-2018. Chair, CALICO Virtual Worlds Special Interest Group.
2012-2014. Co-Chair, CALICO Computer-Mediated Communication Special Interest Group.
2015-2018. Executive Board Member, Computer-Assisted Language Instruction Consortium (CALICO).
2020-2021. Vice President, Computer-Assisted Language Instruction Consortium (CALICO).
2021-2023. President, Computer-Assisted Language Instruction Consortium (CALICO).
Manuscript reviewers from journals, including:
Departmental Service
Director of Illinois ESL (2005-present) Duties include:
AY 2021-2022:
Director Illinois MATESL (2011-present) Duties include:
Additional Departmental Service
MATESL Admissions Committee, 2005-present.
MATESL Financial Aid Committee, 2005-present.
Member, Merger Committee, Division of English as an International Language and Linguistics, 2005-present.
Member, Faculty Search Committee, Linguistics and Division of English as an International Language, 2005-2006.
DEIL Research and Human Subjects Approval Committee, 2005-2007.
Student Evaluation and Examination Committee, Linguistics, 2008-present.
Admissions, Fellowships, and Awards Committee, Linguistics, 2008-present.
Webpage Supervisor, Linguistics, 2008-present.
Campus Service
Member, Writing Studies Graduate Program Committee (2004-present).
SPEAK Appeals Panel Member, 2005-2010.
Presenter at the Graduate Academy for College Teaching, 2007, 2008, fall.
SLATE Program Liaison, Linguistics, 2008-present.
Member, Campus-wide Advisory Committee for the Center for Writing Studies (CWS), 2008-present.
Reviewer for Graduate College Focal Point Competition, 2011.
Member, Campus-wide Advisory Committee for Writer’s Workshop, 2013-present.
Member Faculty Senate, 2013-2015, 2017-2019, 2020-present.
Member, Campus Committee on Information Technology, 2012-2015.
Member, Campus Committee on Information Technology, Security and Privacy, 2012-2015.
Member, Campus Committee on Information Technology, Governance Research, 2019-present.
Member, College of LAS Awards Committee, 2020-present.
Member, Search Committee for Lecturer for Foreign Language Teacher Education Program, 2021, Spring.
Member, Search Committee for ATLAS IT Supervisor for the School of Languages, Cultures, and Linguistics, 2021, Fall-2022, Spring.
Member, Search Committee for College of LAS Associate Dean of Student Academic Affairs, 2022, Spring.
Member, Search Committee for College of LAS Associate Dean for Curricula and Academic Policy, 2022, Spring.
Program Reviewer for Jubail Industrial & University Colleges of the Royal Commission, Jubail, Saudi Arabia, 2012, January.
Tenure Reviewer for Dr. Isabelle Drewelow, University of Alabama, 2016, Fall.
Tenure Reviewer for Dr. Kasumi Yamazaki, The University of Toledo, 2019, Fall.
Tenure Reviewer for Dr. John Tetteh Agor, University of Ghana, 2020, Fall.
Tenure Reviewer for Dr. Ellen Yeh, Columbia College, Chicago, 2021, Spring.
Program Reviewer for Northeastern Illinois University TESOL program, 2021, Fall.
- Personal History and Professional Experience
Washington State University; B.A., History; 1989.
Washington State University; B.A., Spanish; 1989.
Whitworth College; M.A., Teaching; 1991.
University of Arizona; M.A., TESL; 1998.
University of Arizona; Ph.D., Second Language Acquisition and Teaching; 2004.
B. List of Academic Positions since Final Degree
2004-2010, Assistant Professor, Department of Linguistics, University of Illinois at Urbana-Champaign.
2011-present, Associate Professor, Department of Linguistics, University of Illinois at Urbana-Champaign.
2004-present, Director, Illinois ESL Program, Department of Linguistics, University of Illinois at Urbana-Champaign.
2005-present, Affiliated faculty, Writing Studies, University of Illinois at Urbana-Champaign.
2011-present, Director, Illinois MATESL Program, University of Illinois at Urbana-Champaign.
2012-present, Affiliated faculty, Global Studies, University of Illinois at Urbana-Champaign.
2018-present, Affiliated faculty, Informatics, University of Illinois at Urbana-Champaign.
C. Other Professional Employment
1991-1995, Teacher of History, Social Studies, Spanish, Computing Skills, Northwood Junior High School, Spokane, WA.
1992, Assistant Director of ESL Summer Program, Whitworth College, Spokane, WA.
1992-1997, ESL Instructor, Summer English Language Program, Whitworth College, Spokane, WA.
1995-1996, Director, Senshu Summer English as a Second Language Intensive English Program, Susquehanna University, Selinsgrove, PA.
1997, Program Counselor, Kanto Gakuin University Program, Center for English as a Second Language, University of Arizona, Tucson, AZ.
1997-2003, Graduate Teaching Assistant, M.A. Program in English Language/Linguistics and Interdisciplinary Ph.D. Program in Second Language Acquisition and Teaching, University of Arizona, Tucson, AZ.
1998, Instructor, Kaplan Educational Center, Tucson, AZ.
1998, Research Assistant, Interdisciplinary Ph.D. Program in Second Language Acquisition and Teaching, University of Arizona, Tucson, AZ.
1999-2002, Summer Orientation Faculty Advisor, University of Arizona, Tucson, AZ.
2003-2004, Lecturer, Intensive English Institute, University of Illinois at Urbana-Champaign, Urbana, IL.
D. Honors, Recognitions, and Outstanding Achievements
1988, Fellowship for outstanding Spanish student, Washington State University, Pullman, Washington.
1996, Graduate College Fellowship, University of Arizona, Tucson, AZ, Graduate College Fellowship.
E. Invited Lectures and Invited Conference Presentations Since last Promotion
Sadler, R. (2002, February). ESL students in mainstream college composition: Dilemma or diversity? Invited workshop at Boise State University Faculty, Boise, ID.
Sadler, R., Blackburn, K., Deng, Y, Gonzalez, I., & Nurmukhamedov, U. (2005, August). Tutoring ESL students in the Writing Center. Invited workshop at University of Illinois at Urbana-Champaign Writer’s Workshop Orientation, Urbana, IL.
Sadler, R. (2006, May). Computer-Mediated Communication: An international collaboration. Invited talk at 9th Middle-Eastern Technical University International English Language Teaching Convention, ‘The Fusion of Theory and Practice,’ Ankara, Turkey.
Sadler, R. (2007, December). Ethics and issues in Virtual World research. Invited talk at Iowa State University, Ames, IA.
Sadler, R. et al. (2009, March). Virtual Worlds for newbies: An introduction to life, living, and teaching in Virtual Environments, Invited workshop at Computer-Assisted Language Instruction Consortium (CALICO), Tempe, AZ.
Sadler, R. et al. (2009, March). Virtual Worlds for advanced users: Beyond the basics, Invited workshop at CALICO, Tempe, AZ.
Sadler, R. (2009, April). The Shoulds, Whys, and Hows of performing research in Virtual Worlds. Invited workshop at European Association of Computer Assisted Language Learning (EUROCALL) regional workshop on Computer-Mediated Communication (CMC), Leon, Spain.
Sadler, R. (2009, May). Strange new worlds: Opportunities and cautions in Virtual World research. Keynote Address at Illinois Language and Linguistics Society 1: Language Online, University of Illinois at Urbana-Champaign, Urbana, IL.
Sadler, R. (2011, December). Virtual Worlds—An overview and examination. Invited presentation at Jornadas Valencianas en torno al aprendizaje de lenguas asistido por ordenador: explorando los mundos virtuales III. Valencian Workshop on Computer-Assisted Language Learning: Exploring Virtual Worlds, Valencia, Spain.
Sadler, R. (2012, December). Virtual Worlds, young learners, and language learning. Invited presentation at Université Blaise Pascal, Clermont-Ferrand, France.
Sadler, R. (2013, January). Young language learners and Virtual Worlds: A transnational experiment. Invited presentation for SLATE Lecture Series, University of Illinois at Urbana-Champaign.
Sadler, R. (2013, April). Integrating the virtual into education. Invited presentation at University of Georgia.
Sadler, R. & Dooly, M. (2014, February). Language teachers 4 a sustainable 2mrw. Invited presentation at International conference on telecollaboration in university foreign language education, University of León, Spain.
Sadler, R. (2014, April). Roundtable discussion on research and technology. Invited talk at Illinois Language and Linguistics Society, 6. University of Illinois, Urbana.
Dooly, M., & Sadler, R. (2015, July). The design of a technology-enhanced teacher education flipped classroom: a case study. Invited talk at XVII International CALL conference: Task design and CALL, Tarragona, Spain.
Sadler, R. (2015, December). Theoretical and pedagogical implications of holodeck technology for language teaching. MachinEVO, online.
Sadler, R. & Dooly, M. (2016, June). Critical perspectives on teacher education: A pedagogical proposal for the digital age. Invited Keynote at The Future of Learning Conference, University of Central Lancashire, Preston, UK.
Sadler. R. (2016, November). Virtual Worlds, Virtual Reality, and Language Teaching. Invited Workshop at Universidad Pedagógica Nacional Francisco Morazán, Tegucigalpa, Honduras. (ESL Language Specialist: US State Department).
Sadler. R. (2016, November). Telecollaboration and project-based language teaching. Invited Keynote at Congreso Nacional de Profesores de Lenguas, Universidad Nacional Autónoma de Honduras, Tegucigalpa, Honduras. (ESL Language Specialist: US State Department).
Sadler. R. (2016, November). Language teaching and technology: The impact of free applications. Invited Workshop at Congreso Nacional de Profesores de Lenguas, Universidad Nacional Autónoma de Honduras, Tegucigalpa, Honduras. (ESL Language Specialist: US State Department).
Sadler. R. (2016, November). How technology can impact teaching in Honduras. Invited television interview, Agape TV, Canal Ocho, Tegucigalpa, Honduras. (ESL Language Specialist: US State Department).
Sadler. R. (2016, November). The future of collaboration: Virtual reality and language teaching. Invited presentation at Congreso Nacional de Profesores de Lenguas, Universidad Nacional Autónoma de Honduras, Tegucigalpa, Honduras. (ESL Language Specialist: US State Department).
Sadler. R. (2016, November). Computer-mediated communication tools for enhancing language teaching and learning. Invited Workshop at Congreso Nacional de Profesores de Lenguas, Universidad Nacional Autónoma de Honduras, Tegucigalpa, Honduras. (ESL Language Specialist: US State Department).
Sadler. R. (2016, November). The impact of technology in the teaching of kanguages. Invited presentation at Congreso Nacional de Profesores de Lenguas, Universidad Nacional Autónoma de Honduras, Tegucigalpa, Honduras. (ESL Language Specialist: US State Department).
Sadler, R. (2017, February). Critical perspectives on teacher education: A pedagogical proposal for the digital age. Invited talk at Department of Linguistics Seminar Series, University of Illinois at Urbana-Champaign, Urbana, IL.
Sadler, R. (2017, October). Telecollaboration, language teaching, and enhancing student experiences. Invited Keynote at Congreso Internacional de Lingüística Aplicada, Universidad Nacional de Costa Rica, Brunca, Costa Rica.
Sadler, R. (2017, October). Computer-mediated communication: A workshop for language educators. Invited workshop at Congreso Internacional de Lingüística Aplicada, Universidad Nacional de Costa Rica, Brunca, Costa Rica.
Sadler, R. (2017, October). Virtual Worlds: An overview and examination. Invited talk at Congreso Internacional de Lingüística Aplicada, Universidad Nacional de Costa Rica, Brunca, Costa Rica.
Sadler. R. (2017, October). Collaboration, virtual reality and language teaching. Invited presentation at at Congreso Internacional de Lingüística Aplicada, Universidad Nacional de Costa Rica, Brunca, Costa Rica.
Sadler, R. (2018, April). Virtual Worlds: 3-D environments for telecollaboration. Invited talk at Southern Illinois University, Carbondale, IL.
Sadler, R., Stanley, G., & Philp, H. (2019, February). Escape the Room. Invited workshop at TESOL Electronic Village Online.
Sadler, R. (2019, November). Telecollaboration and the globalized EFL classroom. Invited talk at Indiana University-Purdue University, Indianapolis.
Sadler, R. (2019, November). Virtual worlds and VR for globalized EFL. Invited talk at Indiana University-Purdue University, Indianapolis.
Sadler, R. (2020, February). 3D environments and language education: From virtual worlds to virtual reality. Invited keynote at Illinois TESOL/Bilingual Education, Lisle, IL.
Nurmukhamedov, U. & Sadler, R. (2020, February). New ways in teaching with games. Invited talk at Illinois TESOL/Bilingual Education, Lisle, IL.
Sadler, R., Wolf, A., & Duncan, L. (2020, October). Gameful teaching in COVID. Invited talk at Playful by Design Annual Symposium, Champaign, IL.
Sadler, R. (2020, September). Escape the classroom: Virtual escape room scenarios for language learning. Invited workshop for Innovation Festival, 2020, online.
Robinson, J., Cornillie, F., Sadler, R. & Cameron, P. (2021, January). Game Exploration, Game Design Frameworks, and Game Prototyping with Twine. Invited workshop at CALICO Winter Workshops, 2021, online.
Sadler, R. (2021, March). Twine: A workshop on how to put the “interactive” in Interactive Fiction and text-based games. Invited workshop at Duke University.
Sadler, R., Kuhn, J., Schwartz, A., Stevens, V., & Briggs, L. (2021, March). Virtual Worlds for English Language Teaching. Invited panel at TESOL Annual Convention, TESOL Electronic Village, online.
Dressman, M., Sadler, R., Combe, C., et al (2021, March). Informal language learning: implications of digital and real-life contexts for research and teaching. American Association of Applied Linguistics Annual Convention, Denver, CO, online.
Sadler, R. (2021, April). English language learning & immersive environments: Past & present challenges, opportunities, and future directions. Keynote presentation for the English Language Learning in Immersive Environments Conference, online.
Sadler, R. & Nurmukhamedov, U. (2021, April). New ways in teaching with games. Invited presentation at TESOL International Convention, Denver, CO, online.
Sadler, R. (2020, June). Guided virtual adventures. Immersive Learning Research Network Annual Convention, online.
Sadler, R. & Thrasher, T. (2021, February). VR spaces and faces: An exploration of the usability of VR environments for telecollaboration. Annual Conference of Cambodia TESOL, online.
Sadler, R. (2021, April). English language learning & immersive environments: Past & present challenges, opportunities, & future directions. Invited presentation at English Language Learning in Immersive Environments, Annual Conference, U of N Texas.
Sadler, R. & Thrasher, T. (2021, July). Virtual reality: Immersion, exploration, & creation of VR spaces. Invited workshop at Computer-Assisted Language Consortium Summer Workshops, online.
Sadler, R., Cermak, D., Bequette, K, Roche, D. (2021, October). Teaching game design. Invited panel for Playful by Design 2021 Symposium.
Sadler, R., & Thrasher, T. (2021, October). Immersive environment for language teaching, and overview and analysis. Invited presentation for the Second Language Acquisition and Teaching Program, The University of Arizona.
Sadler, R. (2022, January). The creation and implementation of heads-up displays for language education. 22nd TESOL Electronic Village Online.
Sadler, R. (2022, April). Time travel in the Metaverse: is what is new, old again? Invited Keynote at 15th Annual Virtual Worlds Best Practices in Education Conference, online.
Sadler, R. (upcoming, 2022, May). Learning and research in the Metaworld. Invited presentation for Department of Linguistics and Communications, University of Management and Technology, Lahore, Pakistan, online.
Sadler, R. (upcoming, 2022, May). Newcomer’s Session: An Introduction to CALICO. Invited talk at the Computer-Assisted Language Instruction Consortium Annual Conference, Seattle, WA.
Sadler, R. & Thrasher, T. (Upcoming, 2022, June). How do we Immerse our students in language learning? Invited Showcase at the Computer-Assisted Language Instruction Consortium Annual Conference, Seattle, WA.
Sadler, R., Thrasher, T., Hartwick, P., Hartwick, P. Kaplan-Rakowski, R., Papin, K. & Lan, Y-J. (Upcoming, 2022, June). Language learning and teaching in extended reality. Invited Panel at the Computer-Assisted Language Instruction Consortium Annual Conference, Seattle, WA.
Sadler, R. (upcoming, 2022, September). Going meta for language learning: From text-based to immersive realities. Invited plenary at 2022 Korea Association of Multimedia-Assisted Language Learning Conference.
F. Offices Held in Professional Societies
2005-present. Member, Computer-Assisted Language Instruction Consortium (CALICO).
2005-present. Member, European Association for Computer Assisted Language Learning (EUROCALL).
1996-present. Member, Teachers of English to Speakers of Other Languages (TESOL).
2009-2010. Vice Chair, Computer-Assisted Language Instruction Consortium (CALICO), Virtual Worlds Special Interest Group.
2010-2018. Chair, CALICO Virtual Worlds Special Interest Group.
2012-2014. Co-Chair, CALICO Computer-Mediated Communication Special Interest Group.
2015-2018. Executive Board Member, Computer-Assisted Language Instruction Consortium (CALICO).
2020-2021. Vice President, Computer-Assisted Language Instruction Consortium (CALICO).
2021-2023. President, Computer-Assisted Language Instruction Consortium (CALICO).
G. Editorships of Journals or Other Learned Publications
Lead Editor. Arizona Working Papers in Second Language Acquisition and Teaching. Tucson, AZ: University of Arizona, Tucson AZ (2001).
Book Review Editor, The Reading Matrix (2004-present).
Editorial Board, Novitas-Royal Journal (2006-present).
Editorial Board, Journal of Asia TEFL (2019-present)
H. Grants Received Since Last Promotion at UIUC
1998. University of Arizona, Tucson, AZ, Curriculum development grant to incorporate and evaluate electronic technology into composition courses: $1,000.
1999. University of Arizona, Tucson, AZ, New Learning Environments and Instructional Technology Grant, For the study of computerized writing resources for English as a Second Language (ESL) students and instructors: $20,000.
2001. University of Arizona, Tucson, AZ, College of Humanities Dean’s Fellowship: $3,500.
2002. University of Arizona, Tucson, AZ, College of Humanities Dean's Fellowship: $3,500.
2005. University of Illinois at Urbana-Champaign, Urbana, IL, Scholars Travel Grant: $1,840.
2006. University of Maryland, College Park, MD, LangNet Foreign Language Review and Comprehension Check Project, National Foreign Language Center: $3,680.
2006. University of Illinois at Urbana-Champaign, Urbana, IL, Scholars Travel Grant, Spring: $640.
2006. University of Illinois at Urbana-Champaign, Urbana, IL, Scholars Travel Grant, Fall: $1,595.
2007. University of Illinois at Urbana-Champaign, Urbana, IL, Research Board, Humanities Released Time: $9,000 .
2008. University of Illinois at Urbana-Champaign, Urbana, IL, Scholars Travel Grant: $775.
2009. University of Illinois at Urbana-Champaign, Urbana, IL, Scholars Travel Grant: $2,042.
2009. University of Illinois at Urbana-Champaign, Urbana, IL, Scholars Travel Grant: $900.
2011. University of Illinois at Urbana-Champaign, Urbana, IL, Scholars Travel Grant: $530).
2013. University of Illinois at Urbana-Champaign, Urbana, IL, Scholars Travel Grant: $1,050.
2014. University of Illinois at Urbana-Champaign, Urbana, IL, Scholars Travel Grant: 2014.
2016. University of Illinois at Urbana-Champaign, Urbana, IL, Scholars Travel Grant: $1050.
2016. U.S. Department of State, English Language Specialist Grant for travel to Tegucigalpa, Honduras: $4,948.50
2017. U.S. Department of State, English Language Specialist Grant for travel to Costa Rica: $3,500
2017. Illinois Program for Research in the Humanities, Urbana, IL, Research Clusters Grant, Playful by Design: Gaming Pedagogies, Digital Literacies, and the Public Humanities, with Dr. Judith Pintar: $2,500.
2017. Birmingham Illinois Partnership for Discovery, EnGagement and Education Grant, Writing Development in Global Higher Education (WRIDGE), with Dr. Xun Yan (Illinois) and Dr. Paul Thompson (Birmingham University, UK): $17,000.
I. Review Panels (e.g., for Governmental Agencies, Educational Institutions)
2012, January. Program Reviewer for Jubail Industrial & University Colleges of the Royal Commission, Jubail, Saudi Arabia.
2021, March. Program Reviewer for Teaching English to Speakers of Other Languages Program. Northeastern Illinois University , Chicago, IL.
II. Publications and Creative Works
# Denotes any publication derived from the candidate’s thesis.
* Denotes publication that has undergone stringent editorial review by peers.
+ Denotes publication that was invited and carries special prestige and recognition.
A. Doctoral Thesis Title
Sadler, R. (2004). A case study examination of international and resident non-native speakers of English in freshman English composition. University of Arizona, Tucson, AZ.
B. Books Authored or Co-Authored (in print or accepted)
*Sadler, R. (2012). Virtual worlds, telecollaboration, and language learning: From theory to practice, Peter Lang.
C. Books Edited or Co-Edited (in print or accepted)
*Wigham, C., Panichi, L., Nocchi, S., & Sadler, R. (Eds). (2018). Interactions for language learning in and around virtual worlds [Special Issue]. ReCALL. 30(2), 153-249
Sadler, R., Pennell, J., & Kotnarowski, J. (Eds.). (2018). Academic writing for English language learners. University of Illinois e-Text.
*Dressman, M., & Sadler, R. (Eds.). (2020). The handbook of informal language learning. Wiley-Blackwell.
*Nurmukhamedov, U. & Sadler, R. (Eds.) (2020). New ways in teaching with games. TESOL Press.
*Sadler, R., & Thrasher, T. (Eds.). (Upcoming, 2023, February). XR: Crossing reality to enhance language learning. [Special Issue]. CALICO Journal
D. Chapters in Books (in print or accepted)
* Nurmukhamedov, U. & Sadler, R. (2011). Podcasts in four categories: Applications to language learning. In B. Facer & M. Abdous (Eds.), Academic podcasting and mobile assisted language learning: Applications and outcomes (pp. 176-195). IGI Global.
+Sadler, R. & Dooly, M. (2014). Language learning in virtual worlds: Research and practice. In M. Thomas, H. Reinders, & M. Warschauer (Eds.), Contemporary Computer-assisted language learning (pp. 159-182). Continuum.
+Sadler, R. (2013). Real ethical Issues in virtual world research. In C. Mallinson, B. Childs, & G. Van Herk (Eds.), Data collection in sociolinguistics: Methods and applications (pp. 58-62). Routledge.
+Sadler, R. (2017). The continuing evolution of virtual worlds for language learning. In C. Chapelle & S. Sauro (Eds.), The handbook of technology in second language teaching and learning (pp. 184-201). Wiley-Blackwell. https://doi.org/10.1002/9781118914069.ch13
+Sadler (2017). Virtual worlds and language education. In S. Thorne & S. May (Eds.), Language, education and technology. Encyclopedia of language and education (3rd ed., pp. 375-388). Springer. https://doi.org/10.1007/978-3-319-02237-6_29
+Sadler, R. (2018). Looking back and looking forward: What is the future of telecollaboration? In M. Dooly & R. O’Dowd (Eds.), In this together: Teachers’ experiences with transnational, telecollaborative language learning projects (pp. 217-226). https://www.peterlang.com/document/1068669
Dooly, M. & Sadler, R. (2019). Preparing English student-teachers with digital and collaborative knowledge: An illustrative synopsis. In D. Masats, M. Mont & N. Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 21-28). Paragon Publishing.
+Sadler, R. (2019). Language learning and the virtual world. In M. Peters & R. Heraud (Eds.). Encyclopedia of educational Innovation (pp. 1-7).. Springer. https://doi.org/10.1007/978-981-13-2262-4_88-2
Sadler, R. W., & Nurmukhamedov, U. (2020). Storytelling, Coherence, and Transition Devices. In U. Nurmukhamedov, & R. Sadler (Eds.), New Ways in Teaching with Games (pp. 57-58). TESOL Press.
Sadler, R. W. (2020). Virtual Landscapes. In M. Dressman, & R. W. Sadler (Eds.), The Handbook of Informal Language Learning (pp. 87-100). Wiley-Blackwell. https://doi.org/10.1002/9781119472384.ch6
+Marjanovic, J., Dooly, M., & Sadler, R. (2021). From autonomous learners to self-directed teachers in telecollaboration: Teachers look back and reflect. In C. Fuchs, M. Hauck & M. Dooly (Eds.). Language education in digital spaces: Perspectives on autonomy and interaction (pp. 113-133). Springer. https://doi.org/10.1007/978-3-030-74958-3_6
+Sadler, R. (2021). Foreword. In G. Panconesi & M. Guida (Eds). Handbook of research on teaching with virtual environments and AI (pp. xxiv-xxvi). IGI Global. DOI: 10.4018/978-1-7998-7638-0
+Sadler, R. & Dooly, M. (2022). Telecollaboration. In N. Ziegler & M González-Lloret, eds., Handbook of SLA & technology (pp. 245-257). Routledge. https://doi.org/10.4324/9781351117586
Nurmukhamedov, U., & Sadler, R. (in press). Using Google Scholar to support lexical choices in English for academic purposes. In V. Vianna (Ed.). New ways in teaching with corpora. TESOL Press.
E. Monographs (in print or accepted). Items longer than an article, but shorter than a book. Provide inclusive page numbers for monographs.
None
F. Articles in Journals (in print or accepted). Provide inclusive page numbers for publications in journals.
+Sadler, R. (2012). Virtual worlds: An overview and pedagogical examination. Bellaterra Journal of Teaching & Learning Language & Literature, 5(1), 1-22. https://raco.cat/index.php/Bellaterra/article/view/252382
*Dooly M. & Sadler, R. (2013). Filling in the gaps: Linking theory and practice through telecollaboration in teacher education. ReCALL, 25(1), 4-29. doi:10.1017/S0958344012000237
*Dooly, M. & Sadler, R. (2016).Becoming little scientists: A case study of technologically-enhanced project-based language learning. Language Learning & Technology, 20(1), 54-78. http://dx.doi.org/10125/44446
*Sadler, R. & Dooly, M. (2016). Twelve years of telecollaboration: What we’ve learnt from our students. ELT Journal, 70(4), 401-413. https://doi.org/10.1093/elt/ccw041
*Lee, J. S. (John), Nakamura, Y., & Sadler, R. (2016). Design and implementation of a videoconferencing-embedded flipped classroom (VEFC) in college-level EFL. IALLT Journal of Language Learning Technologies, 46(1), 105-118. https://doi.org/10.17161/iallt.v46i1.8557
*Lee, J.S. (John), Nakamura, Y., & Sadler, R. (2017). Effects of videoconference-embedded classrooms (VEC) on learners’ perceptions towards English as an international language. ReCALL, 30(3), 319-336. doi:10.1017/S095834401700026X
*Wigham, C., Panichi, L., Nocchi, S., & Sadler, R. (2018). Interactions for language learning in and around virtual worlds. ReCALL. 30(2), 153-160. doi:10.1017/S0958344018000022
*Dooly, M., & Sadler, R. (2019). ‘If you don’t improve, what’s the point?’ Investigating the impact of a ‘flipped’ online exchange in teacher education. ReCALL, 32(1), 4-24. doi:10.1017/S0958344019000107
Sadler. R. & Thrasher, T. (2021). Teaching languages with virtual reality: Things you may need to know. CALICO Infobytes. Available at: https://calico.org/wp-content/uploads/2021/11/Infobyte_December_2021.pdf
*Marjanovic, J., Dooly, M., & Sadler, R. (to appear). From Autonomous Learners to Self-Directed Teachers: Myth or Reality? Journal of Virtual Exchange.
G. Creative Works. Includes exhibitions, commissions, competitions, performances, designs, art, and architecture executed.
Sadler, R. (2010, ongoing). The EduNation Islands [education-focused islands in the virtual world of Second Life]. Second Life, http://edunationislands.pbworks.com/w/page/126036206/FrontPage
Sadler, R. (2010, ongoing). The EduNation Islands Holodeck [a virtual world holodeck system with over one-hundred custom-created education and language teaching-focused scenes ranging from classrooms, to shops, to starships]. EduNation Island, Second Life. http://maps.secondlife.com/secondlife/EduNation/107/163/23
Sadler, R. (2019). Club Casablanca conference venue [a virtual conference venue with seating for sixty avatars]. EduNation Island, Second Life. http://maps.secondlife.com/secondlife/EduNation%20III/117/167/3991
Sadler R. (2020). The Renoir communication HUD [a virtual world heads-up display interface designed to ease non-verbal communication for avatars via integrated emojis, expressions, and movements]. EduNation Island, Second Life. http://maps.secondlife.com/secondlife/EduNation%20III/123/114/3503
Sadler, R. (2020). The Renoir Sky Gallery [A 3D virtual art gallery housing rotating art exhibits for educational use]. EduNation Island, Second Life. http://maps.secondlife.com/secondlife/EduNation%20III/117/197/1802
H. Patents
Not Applicable
I. Bulletins, Reports, or Conference Proceedings
Sadler, R., & Dooly, M. (2005). Computers as toolkits: Language e-learning through international collaboration. Proceedings of the Eighth Annual Conference of English, American, and Canadian Studies, Brno, CZECH REPUBLIC, 189-196.
Dooly, M., & Sadler, R. (2015). The design of a technology-enhanced teacher education flipped classroom: a case study. Proceedings of the seventeenth international CALL conference: Task design and CALL. Tarragona, Spain, 226-34.
J. Abstracts
NA
K. Book Reviews (
Sadler, R. (2001). [Review of on second language writing by T. Silva & P. Kei Matsuda]. The Reading Matrix, 1(2). Available at: http://www.readingmatrix.com/book_reviews/randall_sadler/book_review.html
Sadler, R. (2004). [Review of The sociolinguistics of foreign-language classrooms: Contributions of the Native, the near-native, and the non-native speaker by Carl Blyth]. The Reading Matrix, 4(3). Available at: http://www.readingmatrix.com/book_reviews/randall_sadler/book_review2.html
Sadler, R. 2018. Review of Learner Autonomy and Web 2.0, M. Cappellini, T. Lewis, & A.R. Mompean, Language Learning & Technology, 22(1), 60-64. DOI:10125/44579
+Sadler, R. & Thrasher, T. (2022, forthcoming). [Learning Technology Review of Mondly.] CALICO Journal.
L. Refereed Conference Papers and Presentations
Sadler, R. (1998, September). Virtual realia and other on-line resources for teachers of ESL. Second Language Teacher’s Symposium, University of Arizona, Tucson, AZ.
Sadler, R., & Gousseva, J. (1998, October). The use of collaborative writing software in ESL. Rocky Mountain TESOL Conference, University of Arizona, Tucson, AZ.
Sadler, R. & Eröz, B. (1998, November). English refusals by speakers of four languages. GPSC Student Showcase, University of Arizona, Tucson, AZ.
Sadler, R., Linden-Martin, M., Panferov, D., & Zhu, W. (2000, March). Current peer review research in ESL writing. Teachers of English to Speakers of Other Languages Conference, Vancouver, British Columbia, Canada.
Sadler, R., & Gunder, P. (2000, March). Effectiveness of computerized ESL writing resources. Teachers of English to Speakers of Other Languages Conference, Vancouver, British Columbia, Canada.
Sadler, R., & Eröz, B. (2001, February). Director-assisted analysis of cross-cultural presentations. Teachers of English to Speakers of Other Languages Conference, St. Louis, Missouri.
Sadler, R. (2001, February). An ethnographic examination of ESL students in freshman composition. 22nd Ethnography in Education Research Forum, Philadelphia, PA.
Sadler, R. & Eröz, B. (2001, February). Cross-cultural and cross-gender analysis of non-verbal behavior of American and International students. 22nd Ethnography in Education Research Forum, Philadelphia, PA.
Sadler, R., Schwartz, G., & Wang, B. (2002, March). The dilemma of placing non-native-English-speaking students in the composition classroom. 53rd Annual Conference on College Composition and Communication, Chicago, IL.
Sadler, R., & Eröz, B. (2003, March). Fables, folktales, and beyond in the ESL composition classroom. Teachers of English to Speakers of Other Languages, Baltimore, Maryland, MD.
Sadler, R. & Dooly, M. (2005, February). Computer-supported collaborative learning between a Spanish and an American university. Conference of English, American, and Canadian Studies 2005, Brno, Czech Republic.
Sadler, R. (2006, March). The good, the bad, and the ugly of CMC. Teachers of English to Speakers of Other Languages, Tampa, FL.
Sadler, R. & Eröz, B. (2006, September). Computer-mediated communication and language learning: From theory to practice. EUROSLA 16, Antalya, Turkey.
Sadler, R. (2007, May). Going beyond podcasting with live webcasting. CALICO, San Marcos, TX.
Sadler, R. (2007, May). Computer-mediated communication and video chat. CALICO, San Marcos, TX.
Sadler, R. (2008, April). Virtual worlds and language learning. CALICO, San Francisco, CA.
Sadler, R. & Nurmukhamedov, U. (2008, April). Task-based language teaching and Second Life: The reality of learning a language in a virtual world. CALICO, San Francisco, CA.
Sadler, R. (2008, September). How is computer-mediated communication actually being used in the classroom? EUROCALL, Székesfehérvár, Hungary.
Sadler, R. (2008, September). Ethical standards for research in virtual worlds: A call to virtual arms. EUROCALL, Székesfehérvár, Hungary.
Sadler, R. & Nurmukhamedov, U. (2009, March). Academic corpora to enhance the revision process: The Google alternative. CALICO, Tempe, AZ.
Sadler, R., Canfield, D. & Kaplan-Rakowski, R. (2009, March). CALL in Second Life: Instructional strategies and activities for language learning in a virtual world. CALICO, Tempe, AZ.
Rodriguez, J., Silva, K., & Sadler, R. (2010, June). Capturing video, audio, and text in Second Life: A hands-on experience. CALICO, Amherst, MA.
Sadler, R. & Davies, G. (2010, June). Holodecks as educational environments, or how to teach in Second Life for (almost) free. CALICO, Amherst, MA.
Sadler, R. & Dooly, M. (2010, June). Joint reflection on teaching practice through telecollaboration: Perspectives for teacher training and professional development. CALICO, Amherst, MA.
Sadler, R. (2010, June). Virtual worlds: Taking the broad (virtual) perspective. CALICO, Amherst, MA.
Sadler, R. (2013, May). Machinima enhanced language learning: Getting your virtual feet wet. CALICO, Honolulu, HI.
Sadler, R. (2013, May). Techniques and tools for conducting research with multi-modal CMC data. CALICO, Honolulu, HI.
Sadler, R., Faivre, S., & Kierski, J. (2014, March). iELF: An online international language learning resource. Teachers of English to Speakers of Other Languages, Portland, Oregon.
Sadler, R. (2015, November). Holodecks for language education in Virtual Learning Environments (VLEs). SLanguages Conference. Second Life.
Sadler, R., Lee, J.S., & Nakamura, Y. (2016, April). ELT Classrooms in 2020: Beyond borders via classroom-based online roundtables. Teachers of English to Speakers of Other Languages (TESOL), Baltimore, Maryland.
Sadler, R., & Dooly, M. (2016, May). A decade of telecollaborative teacher education: Lessons Learned. CALICO. Boulder, Colorado.
Sadler, R. (2018, March). Getting FIT for Increased Learner Autonomy: A Pedagogical Proposal for the 21st Century. Annual Conference of the American Association of Applied Linguistics, Chicago, IL.
Sadler, R. & Dooly, M. (2018, June). Tools for telecollaboration: Suggestions for success. CALICO, Champaign, IL
Robinson, J., Cornillie, F., Sadler, R., & Cameron, P. (2020, May). Explore games, make games, and game-based frameworks. CALICO Workshop
Sadler, R. & Nurmukhamedov. U. (2021, February). New Ways in Games. Annual Conference of Cambodia TESOL, online.
M. Other Specify type.
none
III. Resident Instruction
EIL 214: TESL in the Elementary School credit: 3 Hours.
On-site practical experience in an elementary school for students seeking the endorsement in TESL, involving at least 100 hours of classroom observations, consultations, teaching, tutoring, and assisting, to acquaint students with the many facets of ESL/bilingual education in a public school setting. Hours to be arranged with the cooperating teacher. Satisfies one requirement for those who wish to obtain an Illinois ESL endorsement on an Illinois teaching certificate. The supervising professor for this course works closely with the students to aid in their placement, communicate expectations to their supervising teacher in the school, and to track their progress during their classroom experience. In addition, the professor completes necessary paperwork needed for the student prior to submitting it to the Illinois Council on Teacher Education.
EIL 215: TESL in the Secondary School credit: 3 Hours.
On-site practical experience in a secondary school for students seeking the endorsement in TESL, involving at least 100 hours of classroom observations, consultations, teaching, tutoring, and assisting, to acquaint students with the many facets of ESL/bilingual education in a public school setting. Hours to be arranged with the cooperating teacher. Satisfies one requirement for those who wish to obtain an Illinois ESL endorsement on an Illinois teaching certificate. The supervising professor for this course works closely with the students to aid in their placement, communicate expectations to their supervising teacher in the school, and to track their progress during their classroom experience. In addition, the professor completes necessary paperwork needed for the student prior to submitting it to the Illinois Council on Teacher Education
EIL 445 Second Lang Reading & Writing credit: 3 or 4 Hours.
From the course syllabus: EIL 445 introduces students to Second Language Reading and Writing, including Theory, Research, and Practical applications. This course is designed to: First, give you some ideas about how people actually learn to read and write and the theories that we have come up with about the best ways to teach learners to do this (theory). While I do not want to drown you in theory, this information gives you a foundation for your future teaching. Over the course of the semester, what you learn about theory should influence your opinions on the research results presented and guide you in your pedagogy. Second, we will talk about some of the research being done in this field and how to do your own research on second language reading and writing topics. This will show you what we know and the many things we still do not know. While this course does not require that you do your own research, this component will, I hope, challenge your own pedagogical practices. Finally, this class will have a very significant practical component that will be spread out over the entire semester. You will design your own materials for teaching reading and writing, including a syllabus to use in such a class, etc. All the materials you create for this class will be shared with your classmates. This portion of the class will also include your taking control of the class to teach your own lesson. The end goal is to give you theoretical and research-based knowledge that will allow you to create well-designed pedagogical materials for your own classroom.
EIL 487: Technology for Language Teaching credit: 3 hours
This course explores how technology may be used to enhance the language teaching process via the use of both traditional Computer-Assisted Language Learning (CALL) resources and Computer-Mediated Communication (CMC). The course will begin by providing a firm theoretical orientation to these areas, linking them to existing theories regarding language learning. The majority of the course will consist of exploration of the two areas mentioned above. The section of the course dealing with CALL will survey software (e.g. Rosetta Stone,), multimedia (e.g., YouTube, news resources, online text and audio books, etc.), and other web-based resources. While this section focuses on humans interacting with materials that are computer-based, Computer-Mediated Communication (CMC) concentrates on the use of the computers as tools for communicating with other people. CMC tools include discussion boards, podcasts, video conferencing, social networks, virtual worlds, VR, etc. Students in the course will use a variety of these tools to devise their own lessons that they may use in the future. All students are welcome in this course, no matter their level of experience with technology.
EIL 587: Technology-Infused Language Teaching: credit: 3 or 4 Hours
From the syllabus: This course is based on a pedagogical model that we call FIT: (Flipped & In-class instruction & Telecollaboration). It stems from approximately 15 years of experience in telecollaboration between the two teacher partners. A core element of this course will be a 9-week interaction between students at the University of Illinois at Urbana-Champaign and at Universitat Autònoma de Barcelona (UAB). The content is focused on how to plan, develop, implement, and assess Telecollaboration-Enhanced Project-Based Language Learning (TePBLL).
EIL 591: Independent Study: credit 1 to 4 hours
Independent study guided by the professor
EIL 599: Thesis Research credit 0 to 4 hours
Individual direction of research and thesis writing
ESL 502 (now ESL 592): Advanced Academic Writing equivalent to 4 credit hours
Provides advanced international students additional support in the conventions of professional academic writing in their own fields. Through the use of Contract Learning, students define and pursue individualized writing goals for their own major programs with the support of the instructor. Lessons in genre analysis enable students to derive field-specific models for research articles, theses, and dissertations.
ESL 503 (now ESL 593): Advanced Presentation Skills equivalent to 4 credit hours
Provides international students with opportunities to improve skills in effectively presenting research in both oral and written formats in preparation for the professional conference presentation process. Students will practice orally explaining their research, asking and answering questions, giving and receiving feedback, and writing a conference proposal with the aim of creating and delivering compelling, professional presentations.
FR 599: Thesis/Dissertation Research for the French Department credit 0 to 4 hours
Individual direction of research and thesis writing
LING 489: Theoretical Foundations of SLA credit 3 or 4 hours
General introduction to second language acquisition (SLA) theory. Examines nativist, interactionist and cognitive approaches to SLA and explores the role of learner characteristics.
LING 590: Independent Study in Linguistics: credit 2 to 8 hours
Independent study guided by the professor
LING 599: Thesis/Dissertation Research for Linguistics: credit 0 to 4 hours
Individual direction of research and thesis writing
- Supervision of Graduate Student Research
PhD Dissertation Committees Director
O’Neill, Errol. The effect of online translators on L2 writing in French. Department of French, 2012.
Iftikhar Haider Nagra. Re-envisioning assessment of interlanguage pragmatic competence through computer-mediated communicative tasks. Department of Linguistics, UIUC, 2017.
PhD Dissertation Committees Member
Sitthitikul, Pragasit: Analysis of situated learning practices in an EFL reading class: Multiple case studies of six college students. Curriculum and Instruction, UIUC, 2005.
Moon, Do-Sik: Impact of contract learning on learning to write in an EAP class: case studies of four international graduate students’ experience. Educational Psychology, UIUC, 2006.
Cho, Young Woo: Extensive focus on form, text-based online chat, and second language learning. Educational Psychology, UIUC, 2008.
Kim, Doe-Hyung: Explicitness in CALL feedback for enhancing advanced ESL learners’ grammar skills. Educational Psychology, UIUC, 2009.
Park, Seo Jung: Content-based instruction for English language learners: an exploration across multiple classroom settings. Elementary Education, UIUC, 2009.
Jang, So-young: The development and evaluation of a systematic training program for increasing both rater reliability and rater accuracy. Educational Psychology, UIUC, 2010.
Machida, Tomo. English language teaching anxiety among Japanese elementary school teachers. Curriculum & Instruction, UIUC, 2011.
Min, Young Kyung. The cultures of college writing programs. Curriculum & Instruction, UIUC, 2011.
Wigham, Ciara. The interplay between nonverbal and verbal interaction in synthetic worlds which supports verbal participation and production in a foreign language. Language Sciences, Université Blaise Pascal, Clermont-Ferrand, France, 2012.
Halvorsen, Andy. Facebook usage in Thailand: The plurilingual competencies of Thai high school students and teachers. Department of Curriculum & Instruction, UIUC, 2013.
Kim, Jungyin (Janice). Interdiscursive process of academic literacy socialization: A qualitative inquiry of Korean ESL students in a U.S. MBA program. Curriculum & Instruction, UIUC, 2014.
Chung, Sun Joo. Quality management and stakeholder accountability: Computerization of a mandate-driven placement test. Educational Psychology, UIUC, 2014.
Wang, Diana. Investigate ESL essay raters’ decision-making process within the framework of an interactional measurement model. Department of Educational Psychology, UIUC, 2014.
Nurmukhamedov, Ulugbek. An evaluation of collocation tools for second language writers. Department of Applied Linguistics, Northern Arizona University, 2015.
Park, Moonyoung. Development and validation of virtual interactive tasks for an aviation English assessment. Program in Applied Linguistics and Technology, Iowa State University, 2015.
Hinderliter, Andrew. The evolution of online asexual discourse. Department of Linguistics, UIUC, 2016.
Kim, Jung Sun (Kimmy). The effect of instruction on the acquisition of Japanese discourse marker ndesu. Department of East Asian Languages and Cultures, UIUC, 2017.
Mullen, Natalie. Internationalizing Illinois: English language policy at UIUC. Department of Educational Policy, Organization, & Leadership, UIUC, 2017.
Lee, Ju Seong. Informal, digital learning of English: The case of Korean university students. Department of Linguistics, UIUC, 2017.
Horlescu, Alina. Reconsidering TPACK for language teacher education: Bringing digital literacies to the core of the curriculum with Machinima. School of Applied Language and Intercultural Studies, Dublin City University, 2017.
Hartwick, Peggy. Exploring the affordances of online learning environments: 3DVLEs and eportfolios in second language learning and teaching. School of Linguistics and Language Studies, Carleton University, Canada, 2018.
Kim, Ha Ram (Hannah). Peer feedback in an integrated, process-oriented ESL writing placement test. Department of Linguistics, UIUC, 2019.
Chason, Lisa. Second language academic writing: What’s the target? Department of Educational Policy, Organization, & Leadership, UIUC, 2020.
Zhou, Lin. Let’s play a game while writing. Department of Second Language Studies, University of Hawaii at Manoa, 2020.
Cirit, Nazli Ceren. Video conference environments of students speaking English as a foreign language in a virtual world. Department of Foreign Language Education. Hasan Ali Yücel Faculty of Education, İstanbul University, 2020.
Rojas, Roberto Enrique. Spoken English at airport/border control customs: Designing and evaluating an interactive model for occupational English with adult second language learners on the go. Department of Curriculum & Instruction, UIUC, 2021.
Hetrovicz, Lauren. Developing second language confidence: The effect of videoconferencing on L2 and HL learners of Spanish. Department of Spanish, UIUC, 2021.
Thrasher, Tricia. Saying ‘au revoir’ to anxiety in a heartbeat: The benefits of virtual reality for language learning. Department of French and Italian, UIUC, 2022.
Davitova, Nuria. Department of Language & Literature Education and Social Science Education, Autonomous University of Barcelona, Spain. ongoing.
Kim, Alexis. Informatics, UIUC, ongoing.
Ju, Wiabi. Department of Language & Literature Education and Social Science Education, Autonomous University of Barcelona, Spain, ongoing.
Abdar, Omid. Department of Linguistics, UIUC, ongoing.
Clark, Sarah, Department of Linguistics, UIUC, ongoing.
Master’s Thesis Director
Chen, Chiao Ling (Lily). Cross cultural collaboration via Message Board for cultural understanding and language learning. Division of English as an International Language, UIUC, 2006.
Nurmukhamedov, Ulugbek. Feedback on ESL Writing: Students’ Preference on Feedback Types. Division of English as an International Language, UIUC, 2006.
Mumm, Anita. Give them what they need: A practical guide for tutoring adult ESL literacy students. Division of English as an International Language, UIUC, 2007.
Rouillon, Vanessa. Variability in a team of raters’ assessment discourses and talks: A qualitative approach. Division of English as an International Language, UIUC, 2008.
Kim, Soo Hyon. Effects of noticing and reformulation on revision in second language writing. Division of English as an International Language, UIUC, 2008.
Chason, Lisa. English-language editing in a non-English-speaking environment: On being a freelance editor in Amsterdam, NL. Division of English as an International Language, UIUC, 2008
Fassler, Susan. ESL online, A curriculum project: How to wire today’s education grid using Second Life and other internet resources. Department of Linguistics, UIUC, 2009.
Ozsevik, Zekariya, The use of communicative language teaching (CLT): Turkish EFL teachers’ perceived difficulties in implementing CLT in Turkey. Department of Linguistics, UIUC, 2010.
Haider, Iftikhar, Pakistani graduate students’ perspective on the effectiveness of ESL writing courses at an American University. Department of Linguistics, UIUC, 2012.
Choi, Seahee. The effects of written corrective feedback on second language writing focused on the English article system. Department of Linguistics, UIUC, 2013.
Lambert, Leyla. Occurrence of plagiarism in the writing of international graduate business students and its detection by Safeassign. Department of Linguistics, UIUC, 2014.
Zhou, Lin. Impact of awareness of cross-cultural contrastive rhetoric of academic writing in English and academic writing in students’ L1s. Department of Linguistics, UIUC, 2015.
Becker, Kathleen. Listening to undergraduate Chinese students’ perspectives on plagiarism. Department of Linguistics, UIUC, 2016.
Freitez, Freddy. Developing ESL teaching materials to enhance the language partners program at Danville correctional center. Department of Linguistics, UIUC, 2016.
Sandoval Muñoz, Catalina. Effective ESL writing practices: The impact of effective teachers’ principles and practices on their students’ learning outcomes. Department of Linguistics, UIUC, 2016.
Wells, Carrie. Evaluation of NES and NNES students’ perceptions of NES and NNES instructors in engineering. Department of Linguistics, UIUC, 2016.
Adbar, Omid. Compiling contextualized lists of frequent vocabulary from user-supplied corpora using natural language processing techniques. Department of Linguistics, UIUC, 2016.
Abbott, Valerie. A hybrid approach to reflection: An investigation of blogs and in-person meetings used to support pre-service teachers’ reflective practices, Department of Linguistics, UIUC, 2016.
Huang, Liwen. Perception of teacher written feedback: A case study. Department of Linguistics, UIUC, 2016.
Liu, Yilan (Elaine). Chinese ESL writers’ uses of the causative verb structure make:A corpus-based investigation, Department of Linguistics, UIUC, 2016.
Kim, Kyeongsuk. Topic development in the English oral proficiency interview for international teaching assistants at the University of Illinois at Urbana-Champaign. Department of Linguistics, UIUC, 2017.
Yang, Yinghua. Passive language learning application design, Department of Linguistics, UIUC, 2017.
Ho, Kallie-Jo. Experiences and perceptions of volunteer teachers and their adult refugee ELL students. Department of Linguistics, UIUC, 2017.
Harris, Hannah. Translingual students’ dialogic influence on teacher centric pedagogies, Department of Linguistics, UIUC, 2018.
Burkel, Alexander. Comparing the effects of traditional and virtual reality enhanced task-based language instruction on Chinese L1-English L2 knowledge of phrasal verbs. Department of Linguistics, UIUC, 2018.
Kearfott, Hana. ELL LaunchPad: Creating a practical online resource for elementary teachers of English language learners from the educator perspective. Department of Linguistics, UIUC, 2018.
Kim, Alexis. Colossal classroom adventure: Developing interactive fiction for English language learners. Department of Linguistics, UIUC, 2018.
Rocheleau, Sebastian. The English IPA ear trainer. Department of Linguistics, UIUC, 2018.
Almuhanna, Maryam. Exploring the emergence of an incipient English Pidgin in Kuwait: A continuum of bilingual behaviour. Department of Linguistics, UIUC, 2018.
Sims, Linda. Teaching pronunciation as a volunteer ESL tutor: Determining needs and designing support. Department of Linguistics, UIUC, 2018.
Sullivan, Rebecca. Comparing the interpretation of text message punctuation by native and non-native English speakers. Department of Linguistics, UIUC, 2019.
Nierenhausen, Megan. Effective teaching characteristics as perceived by ESL students and instructors. Department of Linguistics, UIUC, 2020.
Hewage, Nalaka. A study of the Illinois ESL Etextbook from the perspective of students and instructors. Department of Linguistics, UIUC, 2020.
Butler, Hannah. Literacy practices of Mexican and Ghanaian immigrant women with limited ESL literacy. Department of Linguistics, UIUC, 2020.
Jang, Timothy. Application of L2 motivational self system on Chinese learners of English in an ESL context. Department of Linguistics, UIUC, 2020.
Mohamed, Mai. Investment in and use of English: A case study of Egyptian Twitter users. Department of Linguistics, UIUC, 2020.
Schroeder, Robert. Duolingo and HelloTalk: analyzing and evaluating language learning applications using SLA theory and user feedback. Department of Linguistics, UIUC, 2021.
Dunn, Richard. An overview of teaching English in South Korea. Department of Linguistics, UIUC, 2021.
Kir, Furkan. The effect of racialization on EFL learners’ conceptualizations of the native speaker construct. Department of Linguistics, UIUC, 2021.
Kim, Esther. Department of Linguistics, UIUC, ongoing.
Bednarz, Agnes. Department of Linguistics, UIUC, ongoing.
Fabusoro, Adetutu. Department of Linguistics, UIUC, ongoing.
Teixeira, Bianca. Department of Linguistics, UIUC, ongoing.
Santos, Aria. Department of Linguistics, UIUC, ongoing.
Rodrigues Crespo, Ivan. Department of Linguistics, UIUC, ongoing.
Master’s Thesis Committee Member
Curry, Kate. Investigating the occurrence of learner-generated focus on form in the L2 classroom. Division of English as an International Language, UIUC, 2005.
Kim, Doe-Hyung. Finding feedback: An effective computer-assisted language learning feedback model for second language acquisition. Educational Psychology, UIUC, 2005.
Partin, Rick. Analysis of proficient essays in replicated EPT workshop exam. Division of English as an International Language, UIUC, 2005.
Li, Jinshu. Using audit trails for test validation in specification-driven tests of language for specific purposes. Division of English as an International Language, UIUC, 2006.
Fernandez, Julieta. The organization of one-on-one instant messaging between native speakers of English. Division of English as an International Language, UIUC, 2008.
Gabris, Lisa. English open doors: A portal to forgotten EFL teachers. Department of Linguistics, UIUC, 2009.
Kokhan, Kate. TOEFL as a prediction tool for placement into ESL writing courses at the University of Illinois at Urbana- Champaign. Department of Linguistics, UIUC, 2011.
Min, Kyung Eun (Karen). Patterns of English verb tense and aspect usage in L2
academic writing. Department of Linguistics, UIUC, 2013.
Kostenko, Olexandra. Adaptation of the EPT specification to a Ukrainian argumentative writing test within the contrastive rhetoric approach. Department of Linguistics, UIUC, 2013.
Jagusztyn, Ariel. Attitudes towards ESL use of corpora in second language writing courses and their effects on error-correction identification and learning by L2 learners of English. Department of Linguistics, UIUC, 2014.
Park, Ki Chan. Needs analysis of English for Korean naval officers. Department of Linguistics, UIUC, 2015.
Johnson, Daniel. Saudi students and IEP teachers: converging and diverging perspectives. Department of Linguistics, UIUC, 2015.
Wen, Fei Chen. Using corpora to aid in learning collocations. Department of Linguistics, UIUC, 2016.
Muramoto, Kokoro. The effects of speaking rate and pausing on comprehensibility of non-native English. Department of Linguistics, UIUC, 2016.
Jia, Hanju. A comparison of Chinese and American student academic email requests to faculty in higher education in the United States. Department of Linguistics, UIUC, 2019.
Greenfield, Anita. Polycentricity and agency in the construction of expatriate teacher identity and pedagogical practice. Department of Linguistics, UIUC, 2020.
Heald, Margaret. Examining maintained authenticity in a modified process oriented English placement test. Department of Linguistics, UIUC, 2020.
Ahn, Eunjeong. Input and output-based instruction on the acquisition of English articles. Department of Linguistics, UIUC, 2021.
- Other Contributions to Instructional Programs
Director of Illinois ESL
- Duties: Coordination of budget for Service Courses. Hiring and training of TAs. Supervision of all TAs with Susan Faivre, Cassandra Rosado, and Jin Kim. Participation in TA meetings at multiple levels. Observation and evaluation of TAs each semester.
- Summer 2015: 4 TAs, 5 Lecturers
- Fall 2015: 31 TAs, 13 Lecturers
- Spring 2016: 31 TAs, 13 Lecturers
Director Illinois MATESL
- Duties: Coordination of MATESL program.
- Advising of incoming, current, and outgoing MATESL students.
- Undergrad advisor for students in 2 minors
- Advisor for students enrolled in 2 online Certificate Programs.
- New student orientation.
- Supervision of student teaching for those enrolled in EIL 214/EIL 215
- Fall 2015: 2 students
- Spring 2016: 3 students
- Supervision of students in ESL minor
- Participation in Search Committees for 6 ESL Lecturer hires
- Participation in Committee for new TESL Professor Proposal
- Yearly workshops on Writing Conference Proposals
IV. SERVICE (Public Engagement, Processional/Disciplinary, and University)
A. Summary of Service
1. Service to Professional and/or Disciplinary Societies or Associations.
1996-present. Member, Teachers of English to Speakers of Other Languages (TESOL).
2005-present. Member, Computer-Assisted Language Instruction Consortium (CALICO).
2005-present. Member, European Association for Computer Assisted Language Learning (EUROCALL).
2009-2010. Vice Chair, Computer-Assisted Language Instruction Consortium (CALICO), Virtual Worlds Special Interest Group.
2010-2018. Chair, CALICO Virtual Worlds Special Interest Group.
2012-2014. Co-Chair, CALICO Computer-Mediated Communication Special Interest Group.
2015-2018. Executive Board Member, Computer-Assisted Language Instruction Consortium (CALICO).
2020-2021. Vice President, Computer-Assisted Language Instruction Consortium (CALICO).
2021-2023. President, Computer-Assisted Language Instruction Consortium (CALICO).
Manuscript reviewers from journals, including:
- American Educational Research Journal
- Bellaterra Journal
- Computer-Assisted Language Instruction Consortium (CALICO) Journal
- Computer-Assisted Language Learning
- Computers and Education
- Journal of Asia TEFL
- Journal of Second Language Writing
- Language Learning & Technology
- Modern Language Journal.
- Reading in a Foreign Language
- ReCALL
- Research in the Teaching of English
- System
- TESOL Quarterly
- University and/or Campus Service.
Departmental Service
Director of Illinois ESL (2005-present) Duties include:
- Coordination of budget for Service Courses
- Hiring and training of TAs and Lecturers
- Supervision of all TAs with Susan Faivre, Cassandra Rosado, Jin Kim & Suzanne Franks
- Participation in TA meetings at multiple levels
- Observation and evaluation of TAs each semester
- Discussions on budget
- Student and instructor issues
- Curriculum development
- All other program-related issues.
AY 2021-2022:
- ESL student enrollment: 2,000+
- FTE Lecturers: 20
- TAs: 25
- 16 courses across more than 120 sections, including: ESL 110 (English pronunciation & oral fluency), ESL 111 (Intro to academic writing I), ESL 112 (Intro to academic writing II), ESL 115 (Principles of academic writing), ESL 504 (English pronunciation for ITAs), ESL 506 (Oral communication for ITAs), ESL 508 (Seminar for International TAs), ESL 510 (English pronunciation & oral fluency), ESL 511 (Written and oral communication), ESL 512 (Introduction to academic writing), ESL 515 (Introduction to academic writing II), ESL 521 (Written and oral business communication), ESL 522 (Introduction to business writing), ESL 525 (Elements of business writing), ESL 592 (Advanced academic writing), and ESL 593 (Academic presentation skills).
Director Illinois MATESL (2011-present) Duties include:
- Coordination of MATESL program and 2 minors in TESL
- Advising of incoming, current, and outgoing MATESL students.
- New student orientation.
- Participation in Search Committees for new hires
- Participation in Committee for new TESL Professor Proposal
- Yearly workshops on Writing Conference Proposals.
Additional Departmental Service
MATESL Admissions Committee, 2005-present.
MATESL Financial Aid Committee, 2005-present.
Member, Merger Committee, Division of English as an International Language and Linguistics, 2005-present.
Member, Faculty Search Committee, Linguistics and Division of English as an International Language, 2005-2006.
DEIL Research and Human Subjects Approval Committee, 2005-2007.
Student Evaluation and Examination Committee, Linguistics, 2008-present.
Admissions, Fellowships, and Awards Committee, Linguistics, 2008-present.
Webpage Supervisor, Linguistics, 2008-present.
Campus Service
Member, Writing Studies Graduate Program Committee (2004-present).
SPEAK Appeals Panel Member, 2005-2010.
Presenter at the Graduate Academy for College Teaching, 2007, 2008, fall.
SLATE Program Liaison, Linguistics, 2008-present.
Member, Campus-wide Advisory Committee for the Center for Writing Studies (CWS), 2008-present.
Reviewer for Graduate College Focal Point Competition, 2011.
Member, Campus-wide Advisory Committee for Writer’s Workshop, 2013-present.
Member Faculty Senate, 2013-2015, 2017-2019, 2020-present.
Member, Campus Committee on Information Technology, 2012-2015.
Member, Campus Committee on Information Technology, Security and Privacy, 2012-2015.
Member, Campus Committee on Information Technology, Governance Research, 2019-present.
Member, College of LAS Awards Committee, 2020-present.
Member, Search Committee for Lecturer for Foreign Language Teacher Education Program, 2021, Spring.
Member, Search Committee for ATLAS IT Supervisor for the School of Languages, Cultures, and Linguistics, 2021, Fall-2022, Spring.
Member, Search Committee for College of LAS Associate Dean of Student Academic Affairs, 2022, Spring.
Member, Search Committee for College of LAS Associate Dean for Curricula and Academic Policy, 2022, Spring.
- Other Service.
Program Reviewer for Jubail Industrial & University Colleges of the Royal Commission, Jubail, Saudi Arabia, 2012, January.
Tenure Reviewer for Dr. Isabelle Drewelow, University of Alabama, 2016, Fall.
Tenure Reviewer for Dr. Kasumi Yamazaki, The University of Toledo, 2019, Fall.
Tenure Reviewer for Dr. John Tetteh Agor, University of Ghana, 2020, Fall.
Tenure Reviewer for Dr. Ellen Yeh, Columbia College, Chicago, 2021, Spring.
Program Reviewer for Northeastern Illinois University TESOL program, 2021, Fall.
