Software:

Auto-Peer: An on-demand computational peer-review tool.

Books:

McCarthy, P.M. & Ahmed, K. (Expected April, 2021). Writing the Research Paper: Multicultural Perspectives for Writing in English as a Second Language. Bloomsbury

Gregersen & Mercer (in preparation) Routledge Handbook for the Psychology of Language Learning and Teaching

Articles:

McCarthy, P.M., Ahmed, K., Al-Harthy, A., & Duran, N.D. (Planned for 2020). Auto-Peer: A Computational Tool Designed to Provide Automated Feedback. Asian ESP Journal.

Kaddoura, N., McCarthy, P.M., Thomas, A., & Ahmed, K. (Planned for 2020). Hello from the Other Side: The Structure of Counterarguments in Argumentative Papers. Asian ESP Journal.

Thomas, A. McCarthy, P.M., Kaddoura, N., & Ahmed, K. (Planned for 2020). This is the End: Identifying, Categorizing, and Teaching the Final Remarks of Paragraphs. Asian ESP Journal.

Aghasi & Highland: a co-authored chapter (abstract accepted) on the Global English Department for an MLA book publication.

Highland & McCarthy: a co-authored article on the use of the multi-modal digital publishing platform Scalar and collaborative writing in a university literature classroom.

Gregersen:

PROJECT 1: Create a curricular framework that interweaves Positive Language Education (PLE) with current English language curricula in both the UAE and Chile; To provide professional development to language teachers in the UAE and Chile to incorporate said PLE framework in their teaching; To assess the efficacy of teacher professional development (PD) efforts in educating teachers in using the integrated PLE framework as well as teachers’ attitudes toward using the framework by carrying out post-PD observations; To publish: a) the PLE frameworks developed for the UAE and Chile (e.g., “teacher guides”) and b) the results of teacher PD assessments.

PROJECT 2: The Effects of Emotion on Oral Fluency.

PROJECT 3: The Dynamism of Language Learners’ Competence Appraisals in Nonverbal Persuasion.

PROJECT 4: ESM Study on Language Teacher Stressors and Up-lifts.

PROJECT 5: Taking the “emotional pulse” of language classroom interaction

PROJECT 6: Linking L2 Speakers’ fluency and accuracy with their emotional states