Publications and Presentations
Work in Progress!
Bryfonski, L. Doyle, A., Figueroa, J., Talavera, F. (in preparation). Designing an online task-based teacher training course: A collaboration between researchers, teachers, and administrators.
Bryfonski, L. & Mackey, A. (in press). The Art and Science of Language Teaching. Cambridge University Press.
Bryfonski, L. (2021). From task-based training to task-based instruction: Novice Language teachers' experiences and perspectives. Language Teaching Research.
Boers, F., Bryfonski, L., Faez, F., McKay, T. (2020). A call for cautious interpretation of meta-analytic reviews. Studies in Second Language Acquisition, 43, 2-24. *Winner of the Albert Valdman Award!*
Bryfonski, L. & Ma, X. (2019). Effects of Implicit versus Explicit Feedback on Mandarin Tone Acquisition in a SCMC Learning Environment. Studies in Second Language Acquisition.
Bryfonski, L. & Sanz, C. (2018). Opportunities for Corrective Feedback During Study Abroad: A Mixed Methods Approach. The Annual Review of Applied Linguistics, 38.
Bryfonski, L. & McKay, T. H. (2019). TBLT Implementation and Evaluation: A Meta-Analysis. Language Teaching Research, 23, 603-632.
Chapters in Edited Collections
Bryfonski, L. (2021). Connecting teacher training to TBLT implementation: A case study of pre-service teachers in Honduran bilingual schools. In M. J. Ahmadian & M. Long (Eds.) The Cambridge Handbook of Task-Based Language Teaching. Cambridge University Press.
Mackey, A., Bryfonski, L., Parlak, Ö., Pipes, A., Sağdıç, A., Suh, B. (2021). Tools to measure feedback effectiveness. In H. Nassaji & E. Kartchava (Eds.). The Cambridge Handbook of Corrective Feedback in Language Learning and Teaching. Cambridge University Press.
Bryfonski, L. & Mackey, A. (2018). Interaction in study abroad settings. In C. Sanz & A. Morales-Front (Eds.). The Routledge Handbook of Study Abroad Research and Practice (pp. 374-384). Routledge.
Bryfonski, L. (2018). Conducting Focus Groups. In J. M. Davis & T. H. McKay (Eds.) A Guide to Useful Evaluation of Language Programs (pp. 47-56). Georgetown University Press.
Ziegler, N. & Bryfonski, L. (2018). Interaction-Driven L2 Learning: Advanced learners. In P. Malovrh & A. Benati (Eds.) The Handbook of Advanced Proficiency in Second Language Acquisition (pp. 94-113). Wiley Blackwell.
Mackey, A. & Bryfonski, L. (2018). Mixed Methodology. In A. Phakiti, P. De Costa, L. Plonsky & S. Starfield (Eds.) The Palgrave Handbook of Applied Linguistics Research Methodology (pp. 103-1210). Palgrave.
Mackey, A., Ziegler, N. & Bryfonski, L. (2016). From SLA research on interaction to TBLT materials. In Tomlinson, B. (Ed.) Second Language Acquisition Research and Materials Development for Language Learning (pp. 103-119). Taylor and Francis.
Bryfonski, L. (2020). Current Trends and New Developments in Task-Based Language Teaching . ELT Journal, 74(4), 492-511.
Bryfonski, L. (2020). Review of Task-Based Language Teaching: Theory and Practice, by R. Ellis, P, Skehan, S. Li, N. Shintani & C. Lambert. TESOL Quarterly.
Bryfonski, L. & Cook, K. (March, 2022). Sorry to interrupt you: Using tasks to facilitate L2 pragmatic development in online video conferencing. American Association of Applied Linguistics (AAAL) Conference.
Bryfonski, L. (March, 2021). Is seeing believing? The role of ultrasound imaging and oral corrective feedback for L2 pronunciation. American Association of Applied Linguistics (AAAL) Conference. (presented virtually).
Bryfonski, L. (April, 2020). Task-based training for task-based teachers: A case study in Honduras. TESOL International Convention & English Language Expo. Denver, Colorado (held remotely).
Bryfonski, L. (September, 2019). “We can do it the same as you guys”: Training native and nonnative TBLT teachers. Second Language Research Forum (SLRF). Michigan State University, East Lansing, Michigan.
Bryfonski, L. (August, 2019). Putting training to the test: Teachers’ implementation, introspections, and perceptions of TBLT. The International Conference on Task-Based Language Teaching (TBLT). Ottawa, Canada
Bryfonski, L. & Ma, X. (March, 2018). Effects of Implicit versus Explicit Feedback on Mandarin Tone Acquisition in a SCMC Learning Environment. American Association of Applied Linguistics (AAAL) Conference. Chicago, Illinois.
Bryfonski, L. (April, 2017). Task-based teacher training: Implementation and evaluation in Central American bilingual schools. International Conference on Task-Based Language Teaching (TBLT). Barcelona, Spain.
Bryfonski, L. (March, 2017). Peer Alignment and Interactional Teamwork in Informal Study Abroad Conversation Groups. American Association of Applied Linguistics (AAAL) Conference. Portland, Oregon.
Bryfonski, L. (September, 2016). Corrective feedback in study abroad conversation groups: What role does peer feedback play? In C. Sanz (Organizer), Socio-cognitive differences, identity and language development: Advanced learners in a short-term study abroad program. Colloquium presented at the Second Language Research Forum (SLRF). Columbia University, New York, New York.
McKay, T. H., Bryfonski, L., & Bogachenko, T. (March, 2016) How similar is common? A cross-case evaluation of TBLT possibilities in Bangladesh, Honduras, and Ukraine. Georgetown University Round Table (GURT). Washington, D.C.
Bryfonski, L. (September, 2015). Task-Based Needs Analysis of a Honduran Bilingual School Vocational Program. International Conference on Task-Based Language Teaching (TBLT), Leuven, Belgium.
Bryfonski, L., Ma, W. (September, 2015). Effects of Modified Output Opportunities after Recasts on the Perception of Mandarin Tones. International Conference on Task-Based Language Teaching, Leuven, Belgium.
Bryfonski, L. (March, 2015) English access in Central America: A case study of a Honduran bilingual school. Conceptualizing, Investigating, and Practicing Multilingualism and Multiculturalism, Georgetown University Graduate Student Conference, Washington, D.C.
Past Invited Talks and Workshops
Mackey, A., Bryfonski, L., Goetze, J. (October, 2015). Corrective feedback. The World Bank Group (Language and Culture Program), Washington, D.C.