[Some publications in subscription-only journals or edited volumes are available through Iowa State University’s Digital Repository.]
Articles in Peer-Reviewed Journals
Ranalli, J., Feng, H.-H., Chukharev-Hudilainen, E. (in press). Exploring the potential of process-tracing technologies to support assessment for learning of L2 writing. Assessing Writing.
Ranalli, J. (2018). Inaccurate metacognitive monitoring and its effects on metacognitive control and task outcomes in self-regulated L2 learning. TESL-EJ, 21(4), 1-25.
Ranalli, J. (2018). Automated written corrective feedback: How well can students make use of it? Computer Assisted Language Learning. doi.org/10.1080/09588221.2018.1428994
Ranalli, J., Link, S., & Chukharev-Hudilainen, E. (2017). Automated writing evaluation for formative assessment of second language writing: Investigating the accuracy and usefulness of feedback as part of argument-based validation. Educational Psychology, 37(1), 8-25. doi: 10.1080/01443410.2015.1136407
Ranalli, J. (2014). Technology-mediated L2 strategy instruction and its potential to enhance evaluation and research. International Journal of Computer-Assisted Language Learning and Teaching, 4(4), 46-58.
Ranalli, J. (2013). Online strategy instruction for integrating dictionary skills and language awareness. Language Learning & Technology, 17(2), 75-99.
Ranalli, J. (2013). Designing online strategy instruction for integrated vocabulary depth of knowledge and web-based dictionary skills. CALICO Journal, 30(1), 16-43.
Ranalli, J. (2012). Alternative models of self-regulation and implications for L2 strategy research. Studies in Self-Access Learning Journal, 3(4), 357-376.
Ranalli, J. (2009). Prospects for developing L2 students’ effective use of vocabulary learning strategies via web-based training. CALICO Journal, 27(1), 161-186.
Ranalli, J. (2008). Learning English with The Sims: Exploiting authentic computer simulation games for L2 learning. Computer Assisted Language Learning, 21(5), 441-455.
Ranalli, J. (2018). L2 strategy instruction: Enhancing research and practice through the mediation of technology. In B. Zou & M. Thomas (Eds.) Handbook of research on integrating technology into contemporary language learning and teaching (pp. 202-217). Hershey, PA. IGI Global.
Ranalli, J. (2018). Addressing diversity in CALL evaluation through arguments and theory-of-action. In J. McE. Davis et al. (Eds.) Useful assessment and evaluation in language education (pp. 217-234). Washington, DC. Georgetown University Press.
Ranalli, J. (2018). Technology and strategy instruction. In Liontas, J. (Ed.), The TESOL Encyclopedia of English Language Teaching. Malden, MA: Wiley-Blackwell.
Ranalli, J., & Nurmukhadev, U. (2014). Learner dictionaries. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Malden, MA: Wiley-Blackwell.
Ranalli, J. (2012). The accuracy of metacognitive monitoring in self-directed learning of L2 vocabulary depth of knowledge. 5th Independent Learning Association Conference, Wellington New Zealand, Independent Learning Association.
Ranalli, J. (2011). Review of Task-based language learning and teaching with technology, by Michael Thomas and Hayo Reinders (Eds.). Language Learning & Technology, 15(3), 32-36.
Ranalli, J. (2008). Review of Teaching and researching computer-assisted language learning, by Ken Beatty. CALL-EJ Online, 9(2).
Ranalli, J. (2007). Review of SuperMemo 2004. TESL-EJ, 10(4), 1-12.