アリソン・マッキー
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Philp, J., Borowcyk, M. & Mackey, A. (2017). Exploring the Uniqueness of Child Second Language Acquisition (SLA): Learning, Teaching, Assessment, and Practice. The Annual Review of Applied Linguistics. 37, 1-13
King, K., & Mackey, A. (2016). Research methodology in second language studies: Trends, concerns and new directions. Article selected for The Modern Language Journal 100th Anniversary Edition, 209-227.
Bygate, M., Gass, S., Mackey, A., Oliver, R., & Robinson, P. (2016). Theory, empiricism and practice: Commentary on TBLT in ARAL 2016. Annual Review of Applied Linguistics, 36, 1-9.
Mackey, A. (2015). Methodological practice and progression in second language research methods. AILA Review 7(1), 80-97.
McDonough, K., Crawford, W., & Mackey, A. (2015). Creativity and EFL students’ lan- guage use during a group problem-solving task. TESOL Quarterly.
Mackey, A. (2014). Exploring questions of balance in interaction research. In J, Hulstijn, R, Young, & L, Ortega (Eds.). Bridging the gap: Cognitive and social approaches to research in language learning and teaching. Studies in Second Language Acquisition, 36(3).
Goo, J., & Mackey, A. (2013). The case for methodological rigor. Studies in Second Language Acquisition. 35.
Goo, J., & Mackey, A. (2013). The case against the case against recasts. Studies in Second Language Acquisition, 35(1), 127-165.
Mackey, A., & Sachs, R. (2012). Older learners in SLA research: A first look at working memory, feedback, and L2 development. Language Learning, 62(3), 704-740.
Mackey, A., Adams, R., Stafford, C., & Winke, P. (2010). Exploring the relationship between modified output and working memory capacity. Language Learning, 60, 501-533.
Fujii, A., & Mackey, A. (2009). Interactional feedback in learner-learner interactions in a task-based EFL classroom. International Journal of Applied Linguistics, 47, 267-301.
McDonough, K., & Mackey, A. (2008). Syntactic priming and ESL question development. Studies in Second Language Acquisition, 30(1), 31-47.
Mackey, A., Al-Khalil, M., Atanassova, G., Hama, M., Logan-Terry, A. & Nakatsukasa, K. (2007). Teachers’ intentions and learners’ perceptions about corrective feedback in the L2 classroom. Innovations in Language Learning and Teaching, 1(1), 129-152.
Mackey, A., Kanganas, A., & Oliver, R. (2007). Task familiarity and interactional feedback in child ESL classrooms. TESOL Quarterly, 41(2), 285-312.
Carpenter, H., Jeon, S., MacGregor, D., & Mackey, A. (2006). Learners’ interpretations of recasts. Studies in Second Language Acquisition, 28(2), 209-236.
Gass, S. M., & Mackey, A. (2006). Input, interaction and output: An overview. AILA Review, 19, 3-17.
Mackey, A. (2006). Feedback, noticing and instructed second language learning. Applied Linguistics, 27 (3), 405-430. ∗ Cited over 500 times (Google Scholar)
Mackey, A. (2006). From introspections, brain scans, and memory tests to the role of social context: Advancing research on interaction and learning (Epilogue). Studies in Second Language Acquisition, 28(2), 369-379.
McDonough, K., & Mackey, A. (2006). Responses to recasts: Repetitions, primed produc- tion and linguistic development. Language Learning, 56(4) 693-720.
Mackey, A., & Gass, S. M. (2006). Pushing the methodological boundaries in interaction research: An introduction to the special issue. Studies in Second Language Acquisition, 28 (2), 169-178.
Philp. J., Oliver, R., & Mackey, A. (2006). The impact of planning time on children’s task-based interactions. System, 34(4), 547-565.
Gass, S. M., Mackey, A., & Ross-Feldman, L. (2005). Task-based interactions in classroom and laboratory settings. Language Learning, 55, 575-611.
Mackey, A., & Silver, R. (2005). Interactional tasks and English L2 learning by immigrant children in Singapore. System, 33(2), 239-360.
Mackey, A., Polio, C., & McDonough, K. (2004). The relationship between experience, edu- cation, and teachers’ use of incidental focus-on-form techniques. Language Teaching Research, 8(3), 301-327.
Mackey, A., Oliver, R., & Leeman, J. (2003). Interactional input and the incorporation of feedback: An exploration of NSNNS and NNSNNS adult and child dyads. Language Learning, 53(1), 35-66. ∗ Cited over 300 times (Google Scholar).
Mackey, A., Gass, S. M., & McDonough, K. (2000). How do learners perceive interactional feedback. Studies in Second Language Acquisition, 22(4), 471-497. ∗ Cited over 700 times (Google Scholar); 5th most highly-cited article in SSLA history.
Mackey, A., & Philp, J. (1998). Conversational interaction and second language develop- ment: Recasts, responses, and red herrings?.The Modern Language Journal, 82(3), 338-356. ∗ Cited over 1000 times (Google Scholar).