Stephanie Link

Areas of Interest & Expertise

  • Computer Assisted Language Learning
  • Corpus-based genre pedagogy
  • L2 writing and technology 
  • SLA and technology

Recent Upper Division & Graduate Courses Taught

  • TESOL Methods and Pedagogy
  • Studies in Grammar
  • Language and Technology
  • Studies in Language Acquisition
  • Introduction to Corpus Linguistics
  • L2 Writing and technology
  • SLA and technology

Current Research Projects

Contact Dr. Link to learn how you can get involved.

  • Wrangler - for rounding up writing for publication resources: A genre-based automated writing evaluation (AWE) tool
  • SCALE - Social Cognitive and Learner Experience Research: Balancing between learners as feedback providers and users of technology-mediated feedback on writing
  • Marshalling Computational Language Properties to Foster Fluent Production and Rapid Learning of Writing for Publication
  • AWE for formal diagnostic testing in the L2 academic writing classroom
  • The interconnectedness between system- and user-centric AWE research: Examining precision/recall in relation to revision and retention

Selected Publications

Co-edited Volume

Link, S., & Li, J. (2018). Assessment Across Online Language Education. Advances in CALL research and practice book series. Sheffield, UK: Equinox Publishing.

Book Chapters

Link, S. (forthcoming in 2021). The interface between computer-based diagnostic writing assessment systems and socio-cognitive research. In J. Xu & G. Yu (Eds.) Language test validation in a digital age (pp. ###-###). Cambridge, UK: Cambridge University Press.

Link, S., & Gleason, J. (forthcoming in 2021). Online teacher training using the knowledge framework and teaching-learning cycle for literacy development. In T. Slater (Ed.) Social practices in higher education: A knowledge framework approach to linguistic research and teaching (pp. ###-###). Sheffield, UK: Equinox Publishing. https://www.equinoxpub.com/home/social-practices-higher/

Gleason, J., & Link, S. (2019). Using the knowledge framework and genre pedagogy for technology-enhanced form-function project-based language learning. In G. Beckett & T. Slater (Eds.) Theory, research, and models of technology-infused project-based language learning and teaching: Focusing on form and function (pp. 204-223). New York, NY: Taylor & Francis Group.

Link, S., & Li, J. (2018). The online language learning imperative: Maximizing assessment practices to ensure student success. In S. Link & J. Li (Eds.), Assessment across online language education (pp. 1-20). Sheffield, UK: Equinox Publishing.

Li, Z., & Link, S. (2018). Toward technology-enhanced alternative assessment for online language education. In S. Link & J. Li (Eds.), Assessment across online language education (pp. 221-238). Sheffield, UK: Equinox Publishing.

Levis, J., Sonnsat, S., & Link, S. (2017). Students’ beliefs about native vs. non-native pronunciation teachers. In J.d.D. Martinez Agudo (Ed.), Native and non-native teachers in English language classrooms: Professional challenges and teacher education (pp. 205-238). Berlin, Germany: De Gruyter Mouton.

Link, S., & Li, Z. (2015). Understanding online interaction through learning analytics: Defining a theory-driven research agenda. In E. Dixon & M. Thomas (Eds.), Researching language learner interactions online: From social media to MOOCs (Vol. 13, pp. 369-385). San Marcos, TX: CALICO.

Peer-reviewed Journal Articles

Link. S., Mehrzad, M., & Rahimi, M. (2020). Impact of automated writing evaluation on teacher feedback, student revision, and writing improvement. Computer Assisted Language Learning. doi:10.1080/09588221.2020.1743323

Cotos, E., Huffman, S., & Link, S. (2020). Understanding graduate writers’ interaction with and impact of the Research Writing Tutor during revision. Journal of Writing Research, 12(1), 187-232. doi:10.17239/jowr-2020.12.01.07

Link. S. (2018). Scaling up graduate writing support: From needs analysis to teaching practices. Journal of Writing Research, 10(2), 357-399. doi:10.17239/jowr-2018.10.02.07

Cotos, E., Link, S. & Huffman, S. (2017). Effects of DDL technology on genre learning. Special issue in Language Learning and Technology, 21(3), 104-130. Retrieved from: https://www.lltjournal.org/item/3011

Cotos, E., Huffman, S., & Link, S. (2017). A move/step model for methods sections: Demonstrating rigour and credibility, Journal of English for Specific Purposes, 46, 90-106. doi:10.1016/j.esp.2017.01.001

Ranalli, J., Link, S., & Chukharev-Khudilaynen, E. (2017). Automated writing evaluation for formative assessment: Investigating accuracy and efficiency as part of argument-based validation. Educational Psychology, 37(1), 8-25. doi:10.1080/01443410.2015.1136407

Levis, J., Sonnsat, S., Link, S., & Barriuso, T.A. (2016). Native and nonnative teachers of l2 pronunciation: Effects on learner performance, TESOL Quarterly, 50, 894-931. doi:10.1002/tesq.272

Cotos, E., Link, S. & Huffman, S. (2016). Studying disciplinary corpora to teach the craft of Discussion. Writing and Pedagogy, 8(1), 33-64. doi:10.1558/wap.v8i1.27661

McCrocklin, S., & Link, S. (2016). Accent and identity: Fear of sounding native?. Canadian Modern Language Journal, 72(1), 122-148. doi:10.3138/cmlr.2582

Cotos, E., Huffman, S., & Link, S. (2015). Furthering and applying move/step constructs: Technology-driven marshalling of Swalesian genre theory for EAP pedagogy. Journal of English for Academic Purposes, 19, 52-72. doi:10.1016/j.jeap.2015.05.004

Li, J., Link, S., & Hegelheimer, V. (2015). Rethinking the role of automated writing evaluation (AWE) feedback in ESL writing instruction. Journal of Second Language Writing, 27, 1-18. doi:10.1016/j.jslw.2014.10.004

Li, Z., Link, S., Ma, H., Yang, H., & Hegelheimer, V. (2014). The role of automated writing evaluation holistic scores in the ESL classroom. SYSTEM, 44, 66-78. doi:10.1016/j.system.2014.02.007

Link, S., Dursun, A., Karakaya, K. & Hegelheimer, V. (2014). Towards best practices for implementing automated writing evaluation. CALICO Journal, 31(3), 323-344. doi: 10.11139/cj.31.3.323-344

Recent Presentations

Invited Talks

Sonsaat, S., & Link. S. (2020, October). Owning your teacher identity in the age of global English pronunciation teaching. Plenary presented at the IATEFL – Pronsig Online Conference, UK. Available from https://pronsig.iatefl.org/pronsig2020/

Levis, J., Link, S., Sonsaat, S., & Barriuso, T.A. (2020, March). Native and Nonnative Teachers of L2 Pronunciation: Effects on Learner Performance. Webinar presented for the Applied Linguistics Interest Section of TESOL.

Link, S. (2019, February). Introduction to scientific writing. Workshop presented at Arkansas Tech University, Russellville, AR.

Gleason, J., & Link. S. (2018, September). Technology-enhanced, form-function PBLL in the WL classroom. Invited talk presented at the Symposium for Teacher Education, New Haven, CT.

Link, S. (2017, April). Call me a CALL expert: Mapping the structure of knowledge in a subfield of ELT. Plenary talk at the Spring Forum for TESL and Applied Linguistics, Stillwater, OK.

Recent Conferences

Link, S. (2020, December). Inspiring the next generation of genre-based automated writing evaluation research. Applied Linguistics and Technology Conference, Ames, IA.

Cunningham, K., & Link, S. (2017, September). International, interdisciplinary, interconnected: A decade of CALL research through bibliometric connections. Paper presented at the Technology for Second Language Learning Conference, Ames, IA.

Cotos, E., Huffman, S., & Link, S. (2017, September). Validity evidence in support of genre-based AWE. Paper presented at the Technology for Second Language Learning Conference, Ames, IA.

Link, S., & Cunningham, K. (2018, May). Make waves: Contributing to the future of CALL by surfing through the past. Paper presented at the CALICO Conference, Urbana-Champagne, IL.

Link, S., & Li, J. (2018, May). Assessment across online language education. Paper presented at the CALICO Conference, Urbana-Champagne, IL.

Link, S., Huffman, S., & Cotos, E. (2018, May). Understanding the impact of genre-based AWE affordances through the lens of utilization. Paper presented at CALICO Conference, Urbana-Champagne, IL.

Huffman, S., Link, S., & Cotos, E. (2018, August). The effects of writer interaction with genre-based AWE on revision processes. Paper presented at the Symposium on Second Language Writing, Vancouver, Canada.

Link, S. (2017, June). Empowering knowledge dissemination with an innovative approach to scientific research writing. Paper presented at the Consortium for Graduate Communication Summer Institute, Monterrey, CA.

Link, S., & Li. J. (2017, May). Assessment across online language education: Documenting interaction, autonomy, and learning outcomes. Panel presented at the CALICO conference, Flagstaff, AZ.

Link, S., Ranalli, J., & Cunningham, K. (2017, May). Call me a CALL expert: Mapping the structure of knowledge in the field. Paper presented at the CALICO conference, Flagstaff, AZ.

Cotos, E., Huffman, S., & Link, S. (2017, March). Corpora in language learning and teaching. Paper presented at the American Association of Applied Linguistics, Portland, OR.

Professional Resources

Data Camp

DataCamp is the most intuitive learning platform for data science and analytics. Learn any time, anywhere and become an expert in R, Python, SQL, and more. DataCamp’s learn-by-doing methodology combines short expert videos and hands-on-the-keyboard exercises to help learners retain knowledge. DataCamp offers 350+ courses by expert instructors on topics such as importing data, data visualization, and machine learning. They’re constantly expanding their curriculum to keep up with the latest technology trends and to provide the best learning experience for all skill levels. Join over 6 million learners around the world and close your skills gap.

Reading Horizons Online Workshop

The workshop is designed to make implementing research-based reading strategies in the classroom as simple as can be. The Workshop’s engaging, interactive, and informative lessons show educators how to explicitly and systematically teach foundational reading skills to beginning readers, struggling readers, and English Language Learners.