Research and Awards

Research Awards

Publication Lists and Publication History

Recent, Open-Access Publications

Open-Access National Consensus Report

National Academies of Sciences, Engineering, and Medicine. 2020. A Principled Approach to Language Assessment: Considerations for the U.S. Foreign Service Institute. Washington, DC: The National Academies Press. https://doi.org/10.17226/25748

Open-Access Editorials

Winke, P. (2023). Forty years of Language Testing, and the changing paths of publishing. [Editorial.] Language Testing, 40(1). https://doi.org/10.1177/02655322221136802

Harding, L., & Winke, P. (2022). Innovation and expansion in Language Testing for changing times. [Editorial.] Language Testing, 39(1), 3-6. https://doi.org/10.1177/02655322211053212

Harding, L., & Winke, P. (2021). Editorial 2021. [Editorial.] Language Testing, 38(1), 3-5. https://doi.org/10.1177/0265532220965757

Harding, L., & Winke, P. (2020). Editorial. [Editorial.] Language Testing, 37(1), 3-5. https://doi.org/10.1177/0265532219881822

Open-Access Data & Materials Publications

Winke, P., & Zhang, X. (2022). Data and codebook for SSLA article: “A closer look at a marginalized test method: Self-assessment as a measure of speaking proficiency. Ann Arbor, MI:Inter-university Consortium for Political and Social Research [distributor]. https://doi.org/10.3886/E164981V1

Gass, S., Sydorenko, T., & Winke, P. (2021). Materials from “The effects of captioning videos used for foreign language listening activities,” published in Language Learning & Technology, 2010, by Winke, Gass, and Sydorenko [Materials and description]. Humanities Commons. http://doi.org/10.17613/dtyy-3k03

Winke, P., Gass, S., Soneson, D., Rubio, F., & Hacking, J. (2020). Foreign language proficiency test data 2014-2017 from three U.S. universities. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor]. https://doi.org/10.3886/ICPSR37499.v1

Winke, P., Gass, S., & Zhang, X. (2019). Data and codebook for Language Learning article: Background characteristics and oral proficiency development over time in lower-division college foreign language programs. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor]. https://doi.org/10.3886/E115904V1

Rasool, G., & Winke, P. (2019). Data from: Undergraduate students’ motivation to learn and attitudes towards English in multilingual Pakistan: A look at shifts in English as a world language (System). Mendeley Data [distributor]. http://doi.org/10.17632/mykkpy9cg6.1

Winke, P., & Ma, W. (2018). Data and codebook for FLA article: Self-assessment: How reliable is it in assessing oral proficiency over time? Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor]. https://doi.org/10.3886/E107833V2

Recent Open-Access Empirical Articles

Koné, K., & Winke, P. (2023). Do directed motivational current phenomena exist everywhere? An investigation into African EFL learners’ experiences. English Language Teaching, 16(4), 1-14. https://doi.org/10.5539/elt.v16n4p1

Winke, P., Zhang, X., & Pierce, S. (2023). A closer look at a marginalized test method: Self-assessment as a measure of speaking proficiency. Studies in Second Language Acquisition, 45(2), 416-441.https://doi.org/10.1017/S0272263122000079 

Winke, P., Zhang, X., Rubio, F., Gass, S., Soneson, D., & Hacking, J. (2020). The proficiency profiles of language students: Implications for programs. Second Language Research & Practice, 1(1), 25-64. http://hdl.handle.net/10125/698404

Zhang, X., Winke, P., & Clark, S.(2020). Background characteristics and oral proficiency development over time in lower-division college foreign language programs. Language Learning, 70(3), 807-847. https://doi.org/10.1111/lang.12396

Gass, S., Winke, P., Isbell, D., & Ahn, J. I. (2019). How captions help people learn languages: A working-memory, eye-tracking study. Language Learning & Technology, 23(2), 84-104. https://www.lltjournal.org/item/3108