Document Actions

Kazuya Saito

PhD in Second Language Acquisition (McGill University, Canada)

MA in Linguistics (Syracuse University, US)

Contact details

Department of Applied Linguistics and Communication
Birkbeck, University of London
Room 334, 25 Russell Square, London

WC1B 5DQ, UK

Email: k.saito@bbk.ac.uk

Web: http://kazuyasaito.net/

Research interests

  • My research interests cover a wide range of topics in Second Language Acquisition (SLA), Education, and Psycholinguistics. Specifically, I am interested in the assessment, development, and teaching of adult second language (L2) speech. I am currently co-chairing L-SLARF and hosting a number of exciting research-related events in the Bloomsbury area (see our Facebook).
  • For the impact of Dr. Saito’s research, see Google Scholar or ResearchGate.
  • View lectures from 2015 and 2016.

Ongoing Research Projects

  • 1. HOW TO ASSESS L2 SPEECH?
  • Given the significance of L2 speech assessment, much research attention has been directed towards how native speakers perceive and process second language (L2) learners’ accented speech for the purpose of successful communication. My research has analyzed which linguistic errors are relatively detrimental (or unrelated) to native speakers’ intuitive judgements of comprehensibility (i.e., ease of understanding) in L2 speech.
  • 1-1. Measuring important pronunciation features of comprehensible L2 speech
  • In collaboration with Pavel Trofimovich (Concordia University, Canada), Talia Isaacs (University College London) and Dustin Crowther (Michigan State University, US), I have investigated the role of phonological information in native speakers’ comprehensibility assessment in three contexts: Francophone learners in Montreal (Saito et al., 2017), Japanese learners of English in Canada (Saito et al., 2016), and a range of ESL students in Montreal (Crowther et al., 2015a, 2015b, 2017).
  • 1-2. Measuring important vocabulary features of comprehensible L2 speech
  • To further expand this vein of L2 speech research, I have also examined diverse domains of lexical usage (e.g., appropriateness, fluency, variation, sophistication, abstractness, sense relations) in comprehensible L2 speech. The research team consisted of Stuart Webb (Western University, Canada), Pavel Trofimovich (Concordia University, Canada), and Talia Isaacs (University College London). Our work will be published in several venues (e.g., Saito et al., 2016a, 2016b).
  • 1-3. Monolingual vs. multilingual raters’ perception of L2 speech
  • Natsuko Shintani (University of Auckland, NZ) and I have corroborated on how native speakers with different backgrounds (e.g., multilinguals vs. monolinguals, linguists vs. non-linguists) differentially perceive L2 speech. In particular, we are interested in these expert vs. novice raters’ processing of phonological, lexical and grammatical information during their L2 speech assessment. Our work will be published in several venues (e.g., Saito & Shintani, 2016a, 2016b; Shintani et al., 2017).
  • 1-4. Human judgements of L2 speech
  • In order to develop and validate more practical, intuitive, and efficient ways of measuring L2 speech, Pavel Trofimovich, Talia Isaacs, and I have worked on examining whether and to what degree human raters (with and without pedagogical/linguistic backgrounds) can be trained to reliably assess multiple dimensions of L2 speech (e.g., segmentals, prosody, rhythm, fluency, lexical appropriateness/richness, grammatical accuracy/complexity), which have traditionally been analyzed by computerized acoustic and corpus-based instruments. We elaborated a rater training procedure as well as a computerized L2 speech assessment program, Z-LAB.
  • Find a programing code for our Z-LAB Software (https://github.com/ZeshanYao/Z-Lab)
  • See our validation and generalization study (Saito et al., 2017)
  • 1-5. Acoustic analyses of L2 speech
  • As a part of various collaborations with Murray Munro, Tracey Derwing and Xianghua Wu (Simon Fraser University, Canada), I have worked on the modeling of the acoustic characteristics of L2 speech, specifically English vowels (Munro, Derwing, & Saito, 2013), English approximants (Saito & Munro, 2014), English suprasegmetnals (Saito et al., in press) and Mandarin tones (Saito & Wu, 2014).
  • 2. HOW DOES L2 SPEECH ACQUISITION OCCUR?
  • The second objective of my research program is to examine how adult L2 learners can enhance the linguistic qualities of their speech production in naturalistic (e.g., immigrants) and classroom (e.g., EFL education, CLIL) contexts.
  • 2-1. Naturalistic L2 speech learning
  • I have investigated how highly motivated Japanese learners of English with different lengths of residence (0 to 40 years) and ages of acquisition (16 to 40 years) can differentially improve their L2 speech in terms of segmentals (e.g., Saito, 2013) and overall oral proficiency (e.g., Saito, 2015a, 2015b). The findings will shed some light on theoretical debates regarding the underlying mechanism of late bilingualism (e.g., Critical Period Hypothesis).
  • 2-2. Instructed L2 speech learning
  • In collaboration with Keiko Hanzawa (Waseda University, Tokyo), I have taken a longitudinal approach towards investigating the extent to which, and in what ways, one academic year of foreign language classroom experience can facilitate the L2 oral proficiency development of 50+ first-year Japanese college students enrolled in traditional EFL (3 hours per week) and CLIL (15 hours per week) programs (which have different degrees of focus on form and meaning). Our work will be disseminated through publication (e.g., Saito & Hanzawa, 2016, 2017).
  • 2-3. Individual differences
  • Recently, I have also become interested in how the extensive variability in L2 students’ learning outcomes, especially in classroom SLA, can be attributed to a range of individual difference factors, such as integrative vs. instrumental motivation (Saito, Dewaele & Hanzawa, in press; Saito, Dewaele, Abe, & In’nami, under review) and explicit vs. implicit language learning aptitude (Saito, 2017, under review; Saito, Suzukida, & Sun, under review; Saito, Tierney, & Sun, under review).
  • 3. HOW TO TEACH L2 SPEECH?
  • The third objective of my research program delves into how to optimize adult L2 learning processes via various types of focus-on-form instructional options (e.g., explicit vs. implicit, comprehension- vs. production-based) in meaning-oriented classrooms.
  • 3-1. Explicit instruction
  • I have extensively examined how explicit instruction (i.e., providing metalinguistic explanation on target phonological features) can impact the development of L2 speech perception and production skills through intervention studies with more than 100 ESL and EFL students in the US and Japan (e.g., Saito, 2011, 2012, 2013, 2015).
  • 3-2. Corrective feedback (recasts)
  • One intriguing way of drawing L2 learners’ attention to grammatical and lexical accuracy during meaning-oriented classrooms concerns the provision of corrective feedback (especially as a form of recasts). In collaboration with Roy Lyster (McGill University, Canada), I have tested whether this technique can impact L2 phonological acquisition (e.g., Saito, 2013; Saito & Lyster, 2012a, 2012b). We have also published a narrative as well as meta-analytic review on the role of corrective feedback in classroom SLA (e.g., Lyster & Saito, 2010)
  • 3-3. Longitudinal effects of focus-on-form
  • Few practitioners and researchers disagree with the fundamental idea that conversational experience with native (and non-native) speakers contributes to L2 development to a great degree. Yet, no empirical studies have ever examined such an interaction-acquisition link from a longitudinal perspective. Yuka Akiyama (Georgetown University, US) and I have tracked the development of aural and oral ability of Japanese EFL college students engaged in weekly, one-hour conversation exchanges with native speakers in US via Google Hangout over one academic semester (Akiyama & Saito, 2016; Saito & Akiyama, 2017a, 2017b).

Publications in Refereed Journals

  • Saito, K., *Ilkan, M., Magne, V., *Tran, M., & *Suzuki, S. (in press). Acoustic characteristics and learner profiles of low, mid and high-level second language fluency. Applied Psycholinguistics.
  • Crowther, D., Trofimovich, P., Saito, K., & Isaacs, T. (in press). Linguistic dimensions of second language accentedness and comprehensibility vary across speaking tasks. Studies in Second Language Acquisition. doi: 10.1017/S027226311700016X
  • Shintani, N., Saito, K., & Koizumi, R. (in press). The relationship between multilingual raters’ language background and their perceptions of accentedness and comprehensibility of second language speech. International Journal of Bilingual Education and Bilingualism. doi: 10.1080/13670050.2017.1320967
  • Saito, K., & van Poeteren, K. (in press). A perception-production link in interlanguage phonological development revisited: Implications for pronunciation teaching. International Journal of Applied Linguistics. doi: 10.1111/ijal.12175
  • Dewaele, J.-M., Witney, J., Saito, K., & Dewaele, L. (in press). Foreign Language Enjoyment and Anxiety in British foreign language classrooms: The effect of teacher and learner variables. Language Teaching Research. doi: 10.1177/1362168817692161
  • Saito, K., Dewaele, J.-M., & *Hanzawa, K. (in press). The role of motivation in late second language speech learning in foreign language classrooms: A longitudinal study. Language and Speech. doi: 10.1177/0023830916687793
  • Saito, K., & Akiyama, Y. (in press). Effects of video-based interaction on the development of second language comprehension ability: A longitudinal study. TESOL Quarterly. doi: 10.1002/tesq.362
  • Saito, K., & *Hanzawa, K. (in press). The role of input in second language oral ability development in foreign language classrooms: A longitudinal study. Language Teaching Research. doi: 10.1177/1362168816679030
  • *Uchihara, T., & Saito, K. (in press). Exploring the relationship between productive vocabulary knowledge and second language oral ability. The Language Learning. doi: 10.1080/09571736.2016.1191527
  • Saito, K. (2017). Effects of sound, vocabulary and grammar learning aptitude on adult second language oral proficiency in foreign language classrooms. Language Learning, 67, 665–693. doi: 10.1111/lang.12244
  • Saito, K., Trofimovich, P., & Isaacs, T. (2017). Using listener judgements to investigate linguistic influences on L2 comprehensibility and accentedness: A validation and generalization study. Applied Linguistics, 38, 439–462. doi: 10.1093/applin/amv047.
  • *Saito, Y., & Saito, K. (2017). Differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: The case of inexperienced Japanese EFL learners. Language Teaching Research, 21, 589-608. doi: 10.1177/1362168816643111
  • Saito, K., & *Akiyama, Y. (2017a). Video-based interaction, negotiation for comprehensibility, and second speech learning: A longitudinal study. Language Learning, 67, 43-74. doi: 10.1111/lang.12184
  • Saito, K., & *Akiyama, Y. (2017b). Linguistic correlates of comprehensibility in second language Japanese speech. Journal of Second Language Pronunciation, 3, 199-218. doi: 10.1075/jslp.3.2.02sai
  • *Akiyama, Y., & Saito, K. (2016). Comprehensibility development in Japanese telecollaborative interaction: A longitudinal study. Modern Language Journal, 100, 585-609. doi: 10.1111/modl.12338
  • *Gooch, R., Saito, K., & Lyster, R. (2016). The role of corrective feedback type in communicative focus on phonological form: Teaching English /ɹ/ to Korean adult EFL learners. System, 60, 117-127. doi: 10.1016/j.system.2016.06.007
  • Saito, K., & *Hanzawa, K. (2016). Developing second language speaking proficiency in foreign language classrooms: The role of the length and focus of instruction and individual differences. Applied Psycholinguistics, 37, 813-840. doi: 10.1017/S0142716415000259
  • Saito, K., Webb, S., Trofimovich, P., & Isaacs, T. (2016a). Lexical profiles of comprehensible second language speech: The role of appropriateness, fluency, variation, sophistication, abstractness and sense relations. Studies in Second Language Acquisition, 37, 677-701. doi: 10.1017/S0272263115000297
  • Saito, K., Webb, S., Trofimovich, P., & Isaacs, T. (2016b). Lexical correlates of second language speaking proficiency: Comprehensibility versus accentedness. Bilingualism: Language and Cognition, 19, 597-609. doi: 10.1017/S1366728915000255
  • Saito, K., & Shintani, N. (2016a). Foreign accentedness revisited: Canadian and Singaporean raters’ perception of Japanese accented English. Language Awareness, 25, 305-317. doi: 10.1080/09658416.2016.1229784
  • Saito, K., & Shintani, N. (2016b). Do native speakers of North American and Singapore English difference perceive second language comprehensibility? TESOL Quarterly. Advance online publication, 50, 421-446. doi: 10.1002/tesq.234
  • Saito, K., Trofimovich, P., & Isaacs, T. (2016). Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels. Applied Psycholinguistics, 37, 217-240. doi: 10.1017/S0142716414000502
  • Trofimovich, P., Isaacs, T., Kennedy, S., Saito, K., & Crowther, D. (2016). Flawed self-assessment: Investigating self- and other-perception of second language speech. Bilingualism: Language and Cognition, 19, 122-140. doi: 10.1017/S1366728914000832
  • Saito, K. (2015a). The role of age of acquisition in late second language oral proficiency attainment. Studies in Second Language Acquisition, 37, 713-743. doi: 10.1017/S0272263115000248
  • Saito, K. (2015b). Experience effects on the development of late second language learners’ oral proficiency. Language Learning, 65, 563-595.
  • Saito, K. (2015c). Communicative focus on L2 phonetic form: Teaching Japanese learners to perceive and produce English /ɹ/ without explicit instruction. Applied Psycholinguistics, 36, 377-349.
  • Saito, K. (2015d). Variables affecting the effects of recasts on L2 pronunciation development. Language Teaching Research, 19, 276-300.
  • Crowther, D., Trofimovich, P., Saito, K., & Isaacs, T. (2015). Second language comprehensibility revisited: Investigating the effects of learner background. TESOL Quarterly, 49, 814-837.
  • Crowther, D., Trofimovich, P., Isaacs, T., & Saito, K. (2015). Does task affect second language comprehensibility? Modern Language Journal, 99, 80-95.
  • Saito, K. (2014). Experienced teachers' perspectives on priorities for improved intelligible pronunciation: The case of Japanese learners of English. International Journal of Applied Linguistics, 24, 250-277.
  • Saito, K., & Munro, M. (2014). The early phase of /ɹ/ production development in adult Japanese learners of English. Language and Speech, 57, 451-469.
  • Saito, K., & Wu, X. (2014). Communicative focus on form and L2 suprasegmental learning: Teaching Cantonese learners to perceive Mandarin tones. Studies in Second Language Acquisition, 36, 647-680.
  • Saito, K. (2013a) Age effects on late bilingualism: The production development of /ɹ/ by high-proficiency Japanese learners of English. Journal of Memory and Language, 69, 546-562.
  • Saito, K. (2013b). The acquisitional value of recasts in instructed second language speech learning: Teaching the perception and production of English /ɹ/ to adult Japanese learners. Language Learning, 63, 499-529.
  • Saito, K. (2013c). Re-examining effects of form-focused instruction on L2 pronunciation development: The role of explicit phonetic information. Studies in Second Language Acquisition, 35, 1-29.
  • Saito, K., & Brajot, F. (2013). Scrutinizing the role of length of residence and age of acquisition in the interlanguage pronunciation development of English /ɹ/ by late Japanese bilinguals. Bilingualism: Language and Cognition, 16, 847-863.
  • Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46, 1-40.
  • Saito, K. (2012). Effects of instruction on L2 pronunciation development: A synthesis of 15 quasi-experimental intervention studies. TESOL Quarterly, 46, 842-854.
  • Saito, K., & Lyster, R. (2012a). Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /ɹ/ by Japanese learners of English. Language Learning, 62, 595-633.
  • Saito, K., & Lyster, R. (2012b). Investigating pedagogical potential of recasts for L2 vowel acquisition. TESOL Quarterly, 46, 387-398.
  • Saito, K., & van Poeteren, K. (2012). Adjustment strategies for intelligibility in L2 teacher talk: Results and implications of a questionnaire study. Language Awareness, 21, 369-385.
  • Saito, K. (2011a). Identifying problematic segmental features to acquire comprehensible pronunciation in EFL settings: The case of Japanese learners of English. RELC Journal, 42, 358-373.
  • Saito, K. (2011b). Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development: An instructed SLA approach to L2 phonology. Language Awareness, 20, 45-59.
  • Saito, K. (2011c). Differential effects of phonological and lexicogrammatical errors on NS and NNS listeners’ perceptions of comprehensibility: An exploratory study. The Journal of Asia TEFL, 8, 39-61.
  • Lyster, R., & Saito, K. (2010a). Corrective feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32, 265-302.
  • Lyster, R., & Saito, K. (2010b). Interactional feedback as instructional input: A synthesis of classroom SLA research. Language, Interaction and Acquisition, 1, 276-297.
  • Saito, K. (2007). The influence of explicit phonetic instruction on pronunciation teaching in EFL settings: The case of English vowels and Japanese learners of English, Linguistic Journal, 3(3), 17-41.
  • * indicates my student collaborators

Publications in Book Chapters and Conference Proceedings

  • Saito, K. (in press). Advanced segmental and suprasegmental acquisition. In P. Malovrh & A. Benati (Eds.). The handbook of advanced proficiency in second language acquisition. Wiley Blackwell.
  • Saito, K., Trofimovich, P., Isaacs, T., & Webb, S. (2016). Re-examining phonological and lexical correlates of second Language comprehensibility: The role of rater experience. In. J. T. Isaacs & P. Trofimovich (Eds.). Interfaces in second language pronunciation assessment: Interdisciplinary perspectives (pp. 141-156). Bristol, UK: Multilingual Matters.
  • Saito, K. (in press). Recasting. In Liontas, J. (Ed.), The TESOL encyclopedia of ELT. Wiley-Blackwell.
  • Saito, K. (2015). Review of Teaching and Researching English Accents in Native and Non-native Speakers edited by Ewa. Waniek-Klimczak and Linda. Shockey (2013, Springer). World Englishes, 33, 293-295.
  • Saito, K. (2015). How do non-native speakers perceive the role of phonology and leixogrammar in improved comprehensibility? Waseda Culture Review, 46, 63-75.
  • Munro, M. J., Derwing, T. M., & Saito, K. (2013). English L2 vowel acquisition over seven years. In. J. Levis & K. LeVelle (Eds.). Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference, Aug. 2012. (pp. 112-119). Ames, IA: Iowa State University.

Publications in Instructional Resources

  • One-time submissions
  • Isaacs, T., Crowther, D., Trofimovich, P., & Saito, K. (2014). Learning to speak English? Making yourself understood isn’t all about the accent. The Conversation.
  • Saito, K., & MacKay, D. (2011). What characterizes intelligible pronunciation? The case of 10 experienced non-native speakers in Canada. The English Journal, 41(3), 22-35.
  • Saito, K. (2009). How to learn and practice eight English-specific sounds in English. The English Journal, 39(1), 24-32.
  • Monthly submissions
  • Saito, K. (March 2011– March 2019). Learning intelligible pronunciation. In Hearing Marathon. Tokyo: ALC press.
  • Saito, K. (February 2009 – February 2011). Introduction to English pronunciation. In Hearing Marathon. Tokyo: ALC press.
  • Description of the publication
  • In the magazine entitled Hearing Marathon, published monthly by ALC Press (Tokyo, Japan) to which more than 50,000 learners as well as teachers subscribe, I have had the opportunity to write articles monthly to provide research-based information to improve their pronunciation learning/teaching methods.

Invited Talks

  • As Keynote (1)
  • Saito, K. (2017, October). Researching, assessing and teaching comprehensible second language speech. International Conference on Best Practices and Innovations in Education (İzmir, Turkey).
  • As guest lecturer (23)
  • Saito, K. (2017, June). Effects of explicit pronunciation instruction: Research synthesis. LET Kansai (Osaka, Japan).
  • Saito, K. (2017, June). Roles of individual differences in second language speech learning in Japanese EFL classrooms: Cross-sectional and longitudinal perspectives. Kansai University (Osaka, Japan)
  • Saito, K. (2017, June). Developing second language speech in foreign language classrooms. Osaka University (Osaka, Japan).
  • Saito, K. (2017 May). Effects of instruction on the development of intelligible pronunciation in Japanese EFL classrooms: What and how to teach? International Christian University (Tokyo, Japan).
  • Saito, K. (2017 May). Assessing, teaching and researching second language fluency. International Christian University (Tokyo, Japan).
  • Saito, K. (2017, April). Aptitude effects on second language pronunciation proficiency development in classroom setting. St Mary's University, Twickenham (London, UK).
  • Saito, K. (2017, March). How to assess, teach and research second language pronunciation? Queen Mary University of London (London, UK).
    King, J., & Saito, K. (2016, October). Silence in Japanese EFL classrooms. Japan Foundation Seminar (London, UK).
  • Saito, K. (2016, October). Researching, learning and training late second language speech. University of York, UK.
  • Saito, K. (2016, May). Role of individual differences in second language speech learning: A longitudinal study. London Second Language Acquisition Forum (London, UK).
  • Saito, K. (2016, February). The pedagogical potential and limits of English Medium Instruction in Japanese English-as-a-Foreign-Language classrooms. University of Oxford, UK.
  • Saito, K. (2016, February). The role of video-based interaction in the longitudinal development of second language oral ability? University of Essex, UK
  • Saito, K. (2015, December). What makes second language speech comprehensible? Bloomsbury Public Lecture Series, Birkbeck, University of London, UK.
  • Saito, K. (2015, November). To what extent can conversational interaction help second language speech learning? A longitudinal study. Institute of Education, University of London, UK.
  • Saito, K. (2015, May). Examining the effectiveness of e-FonF on the development of second language comprehensibility. Japan Association of for Language Education and Technology (Osaka, Japan).
  • Saito, K. (2014, June). What is second language speaking proficiency? The case of Japanese learners of English. The Japan Association of College English Teachers (Tokyo, Japan).
  • Saito, K. (2014, June). Second language speaking proficiency: Reviews, results and implications of empirical studies. TALK, Waseda University (Tokyo, Japan).
  • Saito, K. (2014, May). How to research second language speech? ELT Japan (Tokyo, Japan).
  • Saito, K. (2014, February, March). Teaching and researching second language speech. Distinguished Lecture Series, Temple University, Japan Campus (Tokyo/Osaka, Japan).
  • Saito, K. (2013, May). Improving the comprehensibility of adult Japanese learners of English: What and how to teach? Miyagi University, Miyagi, Japan.
  • Saito, K. (2012, June). Age effects on post-critical pubertal SLA: The production development of /ɹ/ by high-level Japanese learners of English. The University of British Columbia Phonetics Laboratory Meeting, Vancouver, BC.
  • Saito, K. (2012, March). Communicative focus on phonological form. Simon Fraser University Linguistics Colloquia, Burnaby, BC.
  • Saito, K., Druda, G., MacKay, D., & Quiroga, J. (2011, June). Effects of instruction on L2 pronunciation development: A synthesis of nine quasi-experimental intervention studies. Canadian Forces Language School (CFLS), Saint-Jean-sur-Richelieu, QC.

Thesis Supervision/Research Training

  • Language Teaching Research (BA)
  • Language Learning (BA)
  • Investigating Language (BA) (team-taught)
  • Second and Additional Language Acquisition (MA)
  • Linguistic Description and Corpus Applications (MA) (co-taught with Bojana Petrić & Rachelle Vessey)
  • Linguistic Description for Language Teaching (MA) (co-taught with Bojana Petrić)
  • Introduction to Applied Linguistics (MA) (team-taught)

Areas of Interest for Research Supervision

  • Second language acquisition
  • Second and foreign language teaching
  • Second language speech (pronunciation, fluency, vocabulary, grammar) learning
  • Effects of instruction (corrective feedback; task; input; output; interaction)
  • Age and experience effects on second language acquisition
  • Aptitude and motivation in second language acquisition
  • Second language assessment and testing
  • Second language speech perception and production
  • Pronunciation teaching
  • Fluency training
  • Listening teaching
  • Vocabulary teaching

Current Students

  • Meltem Ilkan (in progress, Birkbeck, University of London)
  • A longitudinal study of L2 pronunciation and cognition development of NNESTs during teacher education: The role of self-perceived pronunciation improvement and confidence development
  • Tran Ngoc Mai (in progress, Birkbeck, University of London)
  • Effects of peer interaction and corrective feedback on complexity, accuracy and fluency in oral production
  • Yui Suzukida (in progress, Birkbeck, University of London)
  • Examining an optimal teaching method to help non-native speakers of English attain successful speaking skills in international and intercultural communication
  • Hui Sun (in progress, co-supervision with Dr. Jean-Marc Dewaele, Birkbeck, University of London)
  • A longitudinal study of second language oral ability development during study abroad: The role of linguistic domains and individual differences
  • Yukie Saito (2016, PhD Independent Research, Temple University, Japan Campus)
  • Effects of suprasegmental-based instruction on second language comprehensibility in meaning-oriented classrooms
  • Published in Language Teaching Research 2016 (SAGE)
  • ***I have served as an examiner on 10 PhD and MA thesis committees (2013-2015) in Japan and Canada

Services

  • Advisory board:
  • TESOL Quarterly (2016-present)
  • Language Teaching Research (2016-present)
  • Ad hoc journal reviewer:
  • Reviewer for Modern Language Journal, Wiley-Blackwell. (2011, 2012, 2014, 2015, 2016)
  • Reviewer for Canadian Modern Language Review, University of Toronto Press. (2012, 2014, 2016)
  • Reviewer for International Journal of Applied Linguistics, Wiley-Blackwell. (2016)
  • Reviewer for Applied Linguistics Review, De Gruyter. (2016)
  • Reviewer for Language Learning, Wiley-Blackwell. (2009, 2010, 2015, 2016)
  • Reviewer for Innovation in Language Learning and Teaching, Routledge. (2016)
  • Reviewer for TESOL Quarterly, Wiley-Blackwell. (2011, 2012, 2013, 2014, 2015, 2016)
  • Reviewer for Applied Psycholinguistics, Cambridge University Press. (2015, 2016)
  • Reviewer for International Journal of Bilingualism, SAGE. (2015, 2016)
  • Reviewer for Language Teaching Research, SAGE. (2011, 2013, 2015, 2016)
  • Reviewer for Studies in Second Language Acquisition, Cambridge University Press. (2014, 2016)
  • Reviewer for Language and Speech, SAGE. (2014, 2015, 2016)
  • Reviewer for International Journal of Bilingual Education and Bilingualism, Routledge. (2015, 2016)
  • Reviewer for Language Teaching, Cambridge University Press. (2013, 2014, 2015)
  • Reviewer for Language Awareness, Routledge. (2015)
  • Reviewer for Classroom Discourse, Routledge. (2015)
  • Reviewer for Second Language Research, SAGE. (2015)
  • Reviewer for Journal of Second Language Pronunciation, John Benjamins (2015)
  • Reviewer for Applied Linguistics, Oxford University Press. (2011, 2014)
  • Reviewer for Canadian Association of Applied Linguistics Annual Conference (2013, 2014)
  • Reviewer for Journal of Immersion and Content-Based Language Education, John Benjamins. (2013)
  • Reviewer for Speech Communication, Elsevier. (2013)
  • Reviewer for Journal of Speech Sciences, LBASS. (2013)
  • Reviewer for TESL Canada Journal, TESL CANADA. (2013)
  • Reviewer for The New Sounds 2013 conference (2013)
  • Reviewer for The Annual Conference of the American Association for Applied Linguistics (2013)
  • Reviewer for The Annual Conference Pronunciation in Second Language Learning and Teaching (2012)
  • Reviewer for System, Elsevier. (2009, 2010, 2012)