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. & Sukkasem, M. (in preparation). Task-based needs analysis in low-resource contexts: Lessons from Thailand and Honduras. 

• Bryfonski, L. (in preparation). Task-based teacher training for needs analysis. In R. Gilabert & A. Malicka (Eds.) Task-Based Needs Analysis. John Benjamins Task-Based Language Teaching: Issues, Research, and Practice series.

• Bryfonski, L. & Pineault, C., (in preparation). Mixed-method quasi-experimental research. In J. Rogers & M. Sato (Eds.) Quasi-experimental research in Second Language Acquisition: A practical guide. Routledge.

Books

• Bryfonski, L. & Mackey, A. (2023). The Art and Science of Language Teaching. Cambridge University Press. 

Journal Articles

• Bryfonski, L. Ku, Y. & Mackey, A. (2024). Research Methods for IDs and TBLT: A Substantive and Methodological Review. Studies in Second Language Acquisition. 

• Bryfonski, L. (2023). Is seeing believing? The role of ultrasound imaging and oral corrective feedback for L2 pronunciation. Journal of Second Language Pronunciation.

• Garcia, V., Pineault, C. & Bryfonski, L. (2023). An evaluation of a multidimensional identity measurement tool: The Heritage Language Learner Identity Index. Modern Language Journal.

• Mackey, A. & Bryfonski, L. (2022). Output in language learning: Why it’s important and ways to promote it in person and online. ElementsED Journal.

• 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

• • • Gurzynski-Weiss, L., Bryfonski, L. & Reagan, D. (forthcoming). Teacher IDs and task adaptations: Making use of the TBLT Language Learning Task Bank. In S. Li (Ed), Individual Differences in Task-Based Language Learning and Teaching. John Benjamins.

    • Bryfonski, L. (2023). Introspective Methods. In A. Mackey & S. Gass (Eds.) Research Methods in Second Language Learning: Current Approaches. Wiley.

    • Bryfonski, L. (2021). Training Native and Nonnative Task-Based Teachers: English Language Teaching in Honduras. In K. Bailey & D. Christian (Eds.) Teaching English in Under-Resourced Contexts: Global Research on Teaching and Learning English. Routlege/TIRF.

    • 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.

• Invited Reviews

  • Pineault, C. & Bryfonski L. (2022). Review of Pedagogical Realities of Implementing Task-Based Language Teaching, by R. Erlam & C. Tolosa. System.

  • 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.

• OASIS Summaries

  • Bryfonski, L., Ku, Y. & Mackey, A. (2024). Research methods for individual differences in Task-Based Language Teaching (TBLT) research: A systematic review.  OASIS Summary of Bryfonski, L., Ku., Y., Mackey, A. (2024). Research methods for IDs and TBLT: A substantive and methodological review. Studies in Second Language Acquisition. https://oasis-database.org

  • Pineault, C.*, García, V.*, & Bryfonski, L. (2023). OASIS Summary of García, Pineault, & Bryfonski (2023) in The Modern Language Journal. https://oasis-database.org

• Tasks and Task Features

  • Pineault, C.* & Bryfonski, L. My Back-to-School Backpack. In  L. Gurzynski-Weiss, & IATBLT (n.d.). The TBLT Language Learning Task Bank. Retrieve from: https://tblt.indiana.edu/tasks/details.html?id=120 Featured in: Gurzynski-Weiss, L. (2023) Let’s talk tasks: A conversation between task-based researchers, language teachers, and teacher trainers. TASK, 3(2), pp. 361-378.

• Upcoming!

  • Keynote: Bryfonski, L. (April 2024). Evolutions of task designs: Supporting teachers implementing TBLT: Challenges and potential solutions. Chicago Language Symposium.

  • Bryfonski, L. & Pineault, C. (June 2024) Examining the evolution of task design: A longitudinal study of task-based professional development program outcomes. In X. Gutiérrez, L. Ranta & B. Dunn (symposium organizers) Teacher education up to the task: Developing skills and knowledge for Task-Based Language Teaching. Canadian Association of Applied Linguistics Conference.

• Past Conference Presentations

  • Ito, Y*, & Bryfonski, L. (March 2024). Synchronous computer-mediated communication across modalities: Exploring learners’ noticing of feedback in small group interactions. American Association of Applied Linguistics (AAAL) Conference. Houston, Texas.

  • Bryfonski, L., Parlak, O, & Tagarelli, K. (March, 2024). Language learning through a mobile app: Efficacy and individual differences. American Association of Applied Linguistics (AAAL) Conference. Houston, Texas.

  • Bryfonski, L. & Mackey, A. (March 2024) Interaction and Corrective Feedback in Study Abroad: A State-of-the-Art Review. GURT: Georgetown University Round Table (GURT). Washington, D.C.

  • Bryfonski, L. & Pineault, C.* (June 2023). Using tasks to support critical and less commonly taught language programs. The International Conference on Task-Based Language Teaching (TBLT). Khon Kaen, Thailand.

  • Sukkasem, M.* & Bryfonski, L. (June 2023). Across the Border: Need Analysis of English learners in Border Areas of Thailand-Myanmar. The International Conference on Task-Based Language Teaching (TBLT). Khon Kaen, Thailand.

  • Bryfonski, L. Doyle, A., Figueroa, J., Talavera, F. (March 2023). Designing an online task-based teacher training course: A collaboration between researchers, teachers, and administrators. In A. Révész & Y. Kim (Organizers) Interdisciplinarity and Collaboration in Task-based Language Teaching Research: Advances and Challenges. American Association of Applied Linguistics (AAAL) Conference. Portland, Oregon..

  • Bryfonski, L. (September, 2022) Moving Language Teacher Education Online: Educators’ Perceptions of Challenges, Affordances and Effectiveness. IRALL Conference. Kerry, Ireland.

  • Bryfonski, L. & Cook, K. (September, 2022) "No, you go ahead!" Navigating turn-taking in L2 Zoom interactions with a task-based approach. In M. Gonzalez-Lloret and J. Sykes (Organizers). Pragmatics and Language Learning Conference.

  • Mackey, A., Bang, H. J., Fujii, A., Ito, Y, Lenihan, E., Reagan, D., & Bryfonski, L. (August, 2022). Is less more? Group size and task production with child L2 learners. The International Conference on Task-Based Language Teaching (TBLT). Innsbruck, Austria.

  • Bryfonski, L. & Cook, K. (August, 2022). Turn-taking, interruptions, and interjections on Zoom: A task-based approach to L2 pragmatic development. In Y. Kim and N. Taguchi (Organizers), Task-Based Interaction and Learning in L2 Pragmatics. The International Conference on Task-Based Language Teaching (TBLT). Innsbruck, Austria

  • Gurzynski-Weiss, L., Bryfonski, L. & Reagan, D. (upcoming, June 2022) Teacher IDs and task adaptations: Making use of the TBLT Language Learning Task Bank. Open Scholarship in Applied Linguistics Symposium.

  • Mackey, A., Bryfonski, L., Ku, Y. (March, 2022). Research Methods in work on TBLT and IDs: A Methodological Review. American Association of Applied Linguistics (AAAL) Conference.

  • Garcia, V., Pineault, C. & Bryfonski, L. (March, 2022). An evaluation of a multidimensional identity measurement tool: The Heritage Language Learner Identity Index. American Association of Applied Linguistics (AAAL) Conference.

  • 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). 

  • Goetze, J. & Bryfonski, L. (March, 2021). To zoom or not to zoom? Exploring different online course designs during the CoViD19 pandemic. American Association of Applied Linguistics (AAAL) Conference. (presented virtually)

  • Bryfonski, L. (panel organizer and moderator, March, 2021). Language instructors’ perspectives on the challenges and opportunities of online language teaching and learning. The Georgetown Round Table on Linguistics (GURT) Held 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

  • Bryfonski, L. & Pineault, C.* (April, 2024). Task-based teacher training. TASK Bank Workshop Series. Held Virtually.

  • Bryfonski, L. (September, 2023). All about lesson planning: Structuring lessons to support language learning. The Center for Social Justice. Held Virtually. 

  • Bryfonski, L. (May, 2023). Digital tools for task-based teacher training. University College London. London, UK.

  • Bryfonski, L. (March 2023). Task-based Language Teaching: From Needs Analysis to Recent Research. Trinity College. Dublin, Ireland.

  • Bryfonski, L. (March, 2023). Task-based teacher training: The role of teacher cognitions. Foreign Language Teacher Psychology. University of Wisconsin Madison. Held Virtually.

  • Bryfonski, L. (February, 2023). Trauma and wellness informed language teaching: A workshop for DC Schools Project educators. The Center for Social Justice. 

  • Bryfonski, L. & Fell, E. (September, 2021). Teaching Languages: Myths, Elements and Tips. For language teachers at: Reade Street Prep School. Held Virtually. 

  • Bryfonski, L. (January, 2021). Task-Based Language Teaching: Current Trends and Future Directions. Pennsylvania State University, State College, PA. Held Virtually.

  • Bryfonski, L. (January, 2021). Task-Based Language Teaching: Workshop for PSU Language Teachers/Researchers. Pennsylvania State University, State College, PA. Held Virtually.

  • Bryfonski, L (March, 2020). Promoting Language Output in Virtual Language Courses. Avenues the World School, Language Immersion Exploration Course for Language Teachers. Held virtually.

  • Bryfonski, L. (July, 2019). Task-based Language Teaching: Implementation and L2 Outcomes. Lancaster University, Lancaster, UK.

  • Bryfonski, L. (panelist, April, 2019). Where the Caravan Began: An Evening Journey to Honduras. Panel for Bilingual Education for Central America (BECA). Washington, D.C.

  • Mackey, A., Bryfonski, L., Goetze, J. (October, 2015). Corrective feedback. The World Bank Group (Language and Culture Program), Washington, D.C.

  • Mackey, A., Bryfonski, L., Chi, J., & Lee, J. (2015). Reflecting on tasks and corrective feedback. Foreign Services Institute, Department of State, Washington, D.C.

  • Mackey, A., Bryfonski, L., Chi, J., Lee, J., & Marsters, A. (2015). Selecting tasks and aligning corrective feedback for FSI classrooms. Foreign Services Institute, Department of State, Washington, D.C