I have received a couple of awards for my research:
- TESOL International Award for Distinguished Research (2012)
- CALICO Article of the Year Award (2008, with Senta Goertler)
For a pretty complete listing of my publications, click on either of these:
For more publications (including book chapters, reviews, encyclopedia entries), see my CV. I have links to some selected publications below (below the external grant info.)
External Grant-funded Work
- We have a huge grant culture here in our programs at MSU, and it is fun to be part of that. Here are some things I have worked on with external grant funding.
- 2014-2018 Michigan State University Language Flagship Proficiency Initiative. I am a PI with Dr. Susan Gass, and we have a large team on this one. We’re spending about $1.4 million total from the National Security Education Program for proficiency testing and proficiency initiatives at MSU. This is our “Language Proficiency Flagship Grant” that initially was for two years (2014-2016). We renewed in 2016 for one year, and again in 2017 for one year.
- 2013-2014 Cambridge Michigan Language Assessments, Spaan Grant. I wrote this grant application with graduate students Shinhye Lee, Irene Ahn, Ina Choi, Yaqiong Cui, and Hyung-Jo Yoon. We received $1,600 to investigate the reading section of the Young Learners Test of English (YLTE).
- 2012-2013 University of Cambridge/IELTS Joint Research Grant from the British Council. I wrote this grant application with graduate student Hyojung Lim. We used $36,000 to research the listening component of the IELTS.
- 2010-2014 U.S. Department of Education International Research and Studies (IRS) Program Grant. The PIs on this grant were Dennie Hoopingarner & Dan Reed. Patti Spinner and I carved out $29,706 from the larger grant to research the online testing of LCTL students’ speaking skills. This was part of the project “Articulated Research: Web 2.0 Technology and Instructed Language Acquisition,” and Patti and I turned our part into “LCTL VOICES,” which is now an online assessment suite for LCTL programs and for researchers who want to assess LCTL SLA processes.
- 2010-2014 U.S. Department of Education Title VI Grant. $16,315 towards research on foreign language learners’ oral language development. I got this grant through CLEAR at MSU. The PIs were Susan Gass and Pat Paulsell. The work I did here formed the basis of the work Patti and I later did on LCTL VOICES. I guess looking back, this could be seen as “LCTL VOICES Part 1–The Ground Work.”
- 2006-2008 TOEFL COE Research Grant from Educational Testing Services (ETS). I was the PI on this grant with Susan Gass & Dan Reed. We partnered with Carol Myford on the Rasch (bias) analysis part of this project. We used $85,720 to research the speaking component of the Internet-based TOEFL.
- 2006-2008 U.S. Department of Education Title VI Grant. $41,000 towards research on foreign language learners’ processing of captions while watching video-based listening activities. Susan Gass and I got this grant through CLEAR at MSU. The PIs were Susan Gass and Pat Paulsell. We used the funding to launch our work on captions, which we continue to this day.
- 2004 National Science Foundation (NSF) Doctoral Dissertation Improvement Grant, $12,000. I got this grant under the supervision of one of my thesis advisors at Georgetown, Dr. Jeff Connor-Linton. This grant supported my research on aptitude and working memory for Chinese language acquisition at the Defense Language Institute in Monterey, California.
Winke, P., Lee, S., Yoon, H-J., Ahn, J., Choi, I., & Cui, Y. (online first). The cognitive validity of child English-language tests: What young language learners and their native-speaking peers can reveal. TESOL Quarterly. http://onlinelibrary.wiley.com/doi/10.1002/tesq.396/epdf
Lee, S., & Winke, P. (online first). Young learners’ response processes when taking computerized tasks for speaking assessment. Language Testing. http://journals.sagepub.com/doi/pdf/10.1177/0265532217704009
Winke, P., & Lim, H. (2015). ESL essay raters’ cognitive processes in applying the Jacobs et al. rubric: An eye-movement study. Assessing Writing, 25(2), 37-53. doi: 10.1016/j.asw.2015.05.002
Winke, P. (2014). Testing hypotheses about language learning using structural equation modeling. Annual Review of Applied Linguistics, 34, 102-122. doi: 10.1017/S0267190514000075
Winke, P. (2013). The effects of input enhancement on grammar learning and comprehension: A modified replication of Lee, 2007, with eye-movement data. Studies in Second Language Acquisition, 35(2), 323-352. doi: 10.1017/S0272263112000903
Winke, P., Gass, S., & Myford, C. (2013). Raters’ L2 background as a potential source of bias in rating oral performance. Language Testing, 30(2), 231-252. doi: 10.1177/0265532212456968
Winke, P., Gass, S., Sydorenko, T. (2013). Factors influencing the use of captions by foreign language learners: An eye-tracking study. The Modern Language Journal, 97(1), 254–275. doi: 10.1111/j.1540-4781.2013.01432.x
Winke, P. (2013). An investigation into second language aptitude for advanced Chinese language learning. The Modern Language Journal, 97(1), 109-130. doi: 10.1111/j.1540-4781.2013.01428.x