Selected Publications

2023

Kessler, M., Loewen, S. & Gönülal, T. (2023). Mobile-assisted language learning with Babbel and Duolingo: Comparing L2 learning gains and user experience. Computer Assisted Language Learning. DOI: 10.1080/09588221.2023.2215294

He, X. & Loewen, S. (2023). How to present L2 Chinese words effectively for learning: Exploring learning outcomes and learner perceptions. Studies in Second Language Acquisition, doi:10.1017/S0272263123000335.

2022

Suga, K. & Loewen, S. (2022). Potential test-learning effects of an oral elicited imitation test: Methodological considerations for form-focused instruction studies. Research Methods in Applied Linguistics, 2.

Loewen, S., Buttiler, M., Kessler, M. & Trego, D. (2022). Conversation and transcription activities with synchronous video computer-mediated communication: A classroom investigation. System, 106.

Choi, J. S. & Loewen, S. (2022). Exploring young learners’ strategic behaviors in a speaking test. TESOL Quarterly, doi: 10.1002/tesq.3136

He, X. & Loewen, S. (2022). Stimulating learner engagement in app-based L2 vocabulary self-study. Goals and feedback for effective L2 pedagogy. System, 105.

2021

Kessler, M., Loewen, S. & Trego, D. (2021). Synchronous video computer-mediated communication in English language teaching. ELT Journal, doi:10.1093/elt/ccab007

Loewen, S. (2021). Was Krashen right: An instructed second language acquisition perspective. Foreign Language Annals, early view, DOI: 10.1111/flan.12550

Loewen, S. & Hui, B. (2021). Small samples in instructed second language acquisition. Modern Language Journal, 105(1), 187-193.

Loewen, S. & Gass, S. M. (2021). Laboratory-based oral corrective feedback. In H. Nassaji & E. Kartchava (Eds.), The Cambridge handbook of corrective feedback in second language learning and teaching, (pp. 130-146), Cambridge University Press.

Loewen, S. & Sato, M. (2021). Exploring the relationship between TBLT and ISLA. TASK: Journal on Task-based Language Learning and Teaching, 1. 47-70.

Sato, M., Loewen, S. & Pastushenkov, D. (2021). ‘Who is my research for?’: Researcher perceptions of the research-practice relationship. Applied Linguistics, 1-26. https://doi.org/10.1093/applin/amab079

2020

Crowther, D., Kim, S., Lee, J., Lim, J. & Loewen, S. (2020). Methodological synthesis of cluster analysis in second language research. Language Learning. Early View. https://doi.org/10.1111/lang.12428

Gass, S.M., Loewen, S. & Plonsky, L. (2020). Coming of age: The past, present, and future of quantitative SLA research. Language Teaching. 1-14. doi:10.1017/S0261444819000430

Kessler, M., Loewen, S. & Trego, D. (2020). Synchronous VCMC with TalkAbroad: Exploring noticing, transcription, and learner perceptions in Spanish foreign-language pedagogy. Language Teaching Research, https://doi.org/1177/1362168820954456

Loewen, S. (2020). Introduction to Instructed Second Language Acquisition, Second Edition. New York: Routledge.

Loewen, S. & Godfroid, A. (2020). Advancing quantitative research methods. In J. McKinley & H. Rose (Eds.) The Routledge handbook of research methods in applied linguistics, (pp. 98-107). New York: Routledge.

Loewen, S., Isbell, D. R. & Sporn, Z. (2020). The effectiveness of app-based language instruction for developing receptive linguistic knowledge and oral communicative ability. Foreign Language Annals, 53(2), 209-233. https://doi.org/10.1111/flan.12454

2019

Loewen, S. (2019). Teacher and student perspectives of LREs in a Year 1 Spanish class: A stimulated recall study. In R. Leow (Ed.) The Routledge handbook of second language research in classroom learning, (pp. 227-240). New York: Routledge.

Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F. & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, doi:10.1017/S0958344019000065.

Loewen, S., Gonulal, T., Isbel, D. R., Ballard, L., Crowther, D., Lim, J.,  & Maloney, J. (2019). How knowledgeable are applied linguistics and SLA researchers about basic statistics? Data from North America and Europe. Studies in Second Language Acquisition, doi:10.1017/S0272263119000548.

Loewen, S. & Sato, M. (2019). Instructed second language acquisition and English language teaching: Theory, research, and pedagogy. In X. Gao (Ed.) Second handbook of English language teaching. Springer Nature Switzerland, doi:10.1007/978-3-319-58542-0_60-1.

Sato, M. & Loewen, S. (2019). Methodological strengths, challenges, and joys of classroom-based quasi-experimental research: Metacognitive instruction and corrective feedback. In R. M. DeKeyser & G. Prieto Botana (Eds.), Doing SLA research with implications for the classroom: Reconciling methodological demand and pedagogical applicability (pp. 31-54). Amsterdam: John Benjamins.

Sato, M. & Loewen, S. (2019). Evidence-based second language pedagogy: A collection of instructed second language acquisition studies. New York: Routledge.

2018

Gonulal, T. & Loewen, S. (2018) “Scaffolding technique”, in The TESOL Encyclopedia of English Language Teaching, First Edition. Edited by John I. Liontas (Project Editor: Margo DelliCarpini; Volume Editor: Ali Shehadeh), Hoboken, USA: John Wiley & Sons, Inc.

Loewen, S. (2018a) “Focus on form versus focus on forms”, in The TESOL Encyclopedia of English Language Teaching, First Edition. Edited by John I. Liontas (Project Editor: Margo DelliCarpini; Volume Editor: Ali Shehadeh), Hoboken, USA: John Wiley & Sons, Inc.

Loewen, S. (2018b). Instructed second language acquisition. In C. Chapelle (Ed.), The concise encyclopedia of applied linguistics.

Loewen, S. (2018c). Instructed second language acquisition. In A. Phakiti, P. De Costa, L. Plonsky & S. Starfield (Eds.), The Palgrave handbook of applied linguistics research methodology. (pp. 663-680), London: Palgrave.

Loewen, S. & Sato, M. (2018). State of the art article: Interaction and instructed second language acquisition. Language Teaching, 51, 3, 285-329.

Sato, M. & Loewen, S. (2018a). Metacognitive instruction enhances the effectiveness of corrective feedback: Variable effects of feedback types and linguistic targets. Language Learning, DOI: 10.1111/lang.12283   http://rdcu.be/HqPY

Sato, M. & Loewen, S. (2018b). Do teachers care about research? The research-pedagogy dialogue. ELT Journal.  doi: 10.1093/elt/ccy048

Smith, M. & Loewen, S. (2018a) “Garden path technique”, in The TESOL Encyclopedia of English Language Teaching, First Edition. Edited by John I. Liontas (Project Editor: Margo DelliCarpini; Volume Editor: Ali Shehadeh), Hoboken, USA: John Wiley & Sons, Inc.

Smith, M. & Loewen, S. (2018b) “Situational language teaching”, in The TESOL Encyclopedia of English Language Teaching, First Edition. Edited by John I. Liontas (Project Editor: Margo DelliCarpini; Volume Editor: Ali Shehadeh), Hoboken, USA: John Wiley & Sons, Inc.

Spino, L. & Loewen, S. (2018) “Mentalist learning theory”, in The TESOL Encyclopedia of English Language Teaching, First Edition. Edited by John I. Liontas (Project Editor: Margo DelliCarpini; Volume Editor: Ali Shehadeh), Hoboken, USA: John Wiley & Sons, Inc.

Sterling, S. & Loewen, S. (2018) “Games”, in The TESOL Encyclopedia of English Language Teaching, First Edition. Edited by John I. Liontas (Project Editor: Margo DelliCarpini; Volume Editor: Ali Shehadeh), Hoboken, USA: John Wiley & Sons, Inc.

2017

Gonulal, T., Loewen, S. & Plonsky, L. (2017). The development of statistical literacy in applied linguistics graduate students. ITL–International Journal of Applied Linguistics, 168, 1, 4-32.

Isbell, D. R., Rawal, H., Oh, R. & Loewen, S. (2017). Narrative perspectives on self-directed foreign language learning in a computer- and mobile-assisted language learning context. languages, 2, doi:10.3390/languages2020004  http://www.mdpi.com/2226-471X/2/2/4

Loewen, S. & Isbell, D. R. (2017). Pronunciation in face-to-face and audio-only synchronous computer-mediated learner interactions. Studies in Second Language Acquisition. doi:10.1017/S0272263116000449 (early view).

Loewen, S. & Sato, M. (Eds.) (2017). The Routledge handbook of instructed second language acquisition. New York: Routledge.  https://www.amazon.com/Routledge-Instructed-Acquisition-Handbooks-Linguistics/dp/1138936235/ref=sr_1_3?s=books&ie=UTF8&qid=1495920033&sr=1-3&keywords=shawn+loewen

Loewen, S. & Sato, M. (2017). Instructed second language acquisition (ISLA): An overview. In S. Loewen & M. Sato (Eds.) The Routledge handbook of instructed second language acquisition (pp. 1-12). New York: Routledge.

Nakatsukasa, K. & Loewen, S. (2017). Non-verbal feedback. In H. Nassaji & E. Kartchava (Eds.) Corrective feedback in second language teaching and learning: Research, theory, applications, implications (pp. 158-173). New York: Routledge.   https://www.amazon.com/Corrective-Feedback-Language-Teaching-Learning/dp/1138657298/ref=sr_1_1?s=books&ie=UTF8&qid=1495920221&sr=1-1&keywords=Nassaji

2015

Loewen, S. (2015). Introduction to instructed second language acquisition. Routledge: New York.  https://www.amazon.com/Introduction-Instructed-Second-Language-Acquisition/dp/0415529549/ref=sr_1_1?s=books&ie=UTF8&qid=1495920033&sr=1-1&keywords=shawn+loewen