Publications – Applied Linguistics
My main research focus is second language development as measured in performance data (speeches). I assess language performance using measures of complexity, accuracy, and fluency. Some of my data can be found under Vercellotti in SLA/English section of the TalkBank corpora.
Vercellotti, M. L. (2022). Emergence of a signing advantage: An investigation of spatial skills of adult hearing L2 learners of American Sign Language. Sign Language Studies, 23(1), 41-69. 10.1353/sls.2022.0012
Vercellotti, M. L., Juffs, A., & Naismith, B. (2021). Multiword sequences in English language learner’s speech: The relationship between trigrams and lexical variety across development. System, 98. https://doi.org/10.1016/j.system.2021.102494
Aghai, L., Sayer, P., & Vercellotti, M. L. (2020). Effects of teachers’ language ideologies on language learners’ translanguaging practices in an Intensive English Program. In Z. Tian, L. Aghai, P. Sayer, & J. L. Schissell (Eds.), Envisioning TESOL through a translanguaging lens. Educational Linguistics, vol 45. Springer. doi: 10/1007/978-3-47031-9_16
Vercellotti, M. L. (2018). Finding variation: Assessing the development of syntactic complexity in ESL speech. International Journal of Applied Linguistics. doi: 10.1111/ijal.12225
Vercellotti, M. L. & McCormick, D. E. (2018). During production corrections, abandoned utterances, and post-production self-corrections: Multiple-case longitudinal study of self-correction profiles in L2 English learners. The Electronic Journal for English as a Second Language (TESL-EJ), 22(3). Retrieved from http://tesl-ej.org/wordpress/issues/volume22/ej87/ej87a3/.
Vercellotti, M. L. (2017). The development of complexity, accuracy, and fluency in second language performance: A longitudinal study. Applied Linguistics, 38(1), 90-111. doi:10.1093/applin/amv002.
Vercellotti, M. L. & Packer, J. (2016). Shifting structural complexity: The production of clause types in speeches given by English for Academic Purposes students. Journal of English for Academic Purposes, 22, 179-190. doi: 10.1016/j.jeap2016.04.004.
De Jong, N. & Vercellotti, M. L. (2016). Similar prompts may not be similar in the performance they elicit: Examining fluency, complexity, accuracy, and lexis in narratives from five picture prompts. Language Teaching Research, 20(3), 387-404. doi: 10.1177/1362168815606161.
Vercellotti, M. L. & de Jong, N. (2013). Use and accuracy of verb complements in English L2 speech. Dutch Journal of Applied Linguistics, 2(2), 243-250. doi: 10.1075/dujal.2.2.05lou.
McCormick, D. E. & Vercellotti, M. L. (2013). Examining the impact of self-correction notes on grammatical accuracy in speaking. TESOL Quarterly, 92, 410-420. doi: 10.1002/tesq.92.
Shirai, Y. & Vercellotti, M. L. (2013). Language acquisition and language assessment. In A. J. Kunnan (Ed.). The Companion to Language Assessment. (pp. 1477-1491). Malden, UK: Wiley-Blackwell.
Publications – Linguistics
Vercellotti, M. L. & Mortensen, D. (2012). A classification of compounds in American Sign Language: An evaluation of the Bisetto and Scalise framework. Morphology, 22(4), 545-579.
Publications – Pedagogical Practice
Vercellotti, M. L. (2021). Beyond the rubric: Classroom assessment tools and assessment practice. The Electronic Journal for English as a Second Language (TESL-EJ), 25(3). http://www.tesl-ej.org/wordpress/issues/volume25/ej99/ej99a9/
Vercellotti, M. L. & McCormick, D. E. (2021). Constructing analytic rubrics for assessing open-ended tasks in the language classroom. The Electronic Journal for English as a Second Language (TESL-EJ), 24(4). https://www.tesl-ej.org/wordpress/issues/volume24/ej96/ej96a2/
Publications – SoTL
With my experience in classroom-based (in-vivo) research, I also conduct Scholarship of Teaching and Learning (SoTL) research and writing.
Lutz, T., & Vercellotti, M. L. (2022) Reversing Roles: Reflections on being teacher-students in an assessment practice course. International Journal for Students as Partners, 6(2), 107-113. https://doi.org/10.15173/ijsap.v6i2.4950
Vercellotti, M. L., Seig, M. T., & Boltz, P. (2021). Understanding the motivations to join a faculty learning community: Are we missing a piece of the puzzle? Learning Communities Journal, 13(1), 175-197.
Griffith, J., Vercellotti, M. L., & Folkers, H. (2019). What’s in a question? A Comparison of student questions in two learning spaces. Teaching and Learning in Communication Sciences & Disorders 3(1). Available at: https://ir.library.illinoisstate.edu/tlcsd/vol3/iss1/7.
Vercellotti, M. L. (2018). Do interactive learning spaces increase student achievement? A comparison of classroom context. Active Learning in Higher Education, 19(3), 197-210. doi: 10.1177/1469787417735606.
Vercellotti, M. L. (2017). Research Support Faculty Fellow. In H. Blythe C. Sweet, and R. Carpenters, It works for me with SoTL. Stillwater, OK: New Forums Press, Inc.
Vercellotti, M. L. (2017). Taking Steps to Control Variables in Quantitative Quasi Experiment. In H. Blythe C. Sweet, and R. Carpenters, It works for me with SoTL. Stillwater, OK: New Forums Press, Inc.
Ballart, A. & Vercellotti, M. L. (2017). Interdepartmental Faculty Collaboration. In H. Blythe C. Sweet, and R. Carpenters, It works for me with SoTL. Stillwater, OK: New Forums Press, Inc.
Hall, S. S., Largent, D. L. & Vercellotti, M. L. (2017). Building Institutional Support for SoTL. In H. Blythe C. Sweet, and R. Carpenters, It works for me with SoTL. Stillwater, OK: New Forums Press, Inc.