DR. Kerry Pusey

• Doctor of Philosophy in Educational Linguistics - University of Pennsylvania

• Master of Arts in Teaching English as a Second Language - Northern Arizona University

• Bachelor of Arts in Anthropology and Portuguese - University of California, Los Angeles

Peer-Reviewed Journal Articles

• Pusey, K., & Butler, Y. G. (2024). Exploring the interaction among writing fluency, writing processes, and external resource access in second language writing assessment. Computers and Composition, 74, 102888. https://doi.org/10.1016/j.compcom.2024.102888

• Pusey, K., & Butler, Y. G. (2023). Amplifying test-taker voices in the validation of L2 writing assessment tasks. Assessing Writing, 59, 100790. https://doi.org/10.1016/j.asw.2023.100790

• Pusey, K., & Butler, Y. G. (2023). Investigating the ecological validity of second language writing assessment. System, 119, 103174. https://doi.org/10.1016/j.system.2023.103174

• Pusey, K. (2022). Dispelling “language myths” in English-medium instruction. Revista CBTecLE, 6(2), 155-171. https://revista.cbtecle.com.br/index.php/CBTecLE/article/view/1097

• Pusey, K., & Nanni, A. (2022). Thai university students’ attitudes toward online language learning in a time of crisis. SAGE Open, 12(2), 1–12. https://doi.org/10.1177/21582440221091712

• Nanni, A., & Pusey, K. (2022). EAP students’ attitudes toward instruction online at a Thai university: Preliminary findings. Journal of Asia TEFL, 18(4), 1493–1502. https://tinyurl.com/yc55pnzz

• Pusey, K., & Nanni, A. (2021). EAP in a time of crisis: Preliminary perspectives on emergency remote teaching. English Australia Journal, 37(2), 5–19. https://eajournal.partica.online/digital/english-australia-journal-372/flipbook/1/

• Pusey, K. (2021). Lessons learned piloting an EMI support course at a southern Brazilian university. BELT – Brazilian English Language Teaching Journal, 11(2), e39470. https://doi.org/10.15448/2178-3640.2020.2.39470

• Pusey, K. (2020). Addressing conceptual disagreements and representation in EMI teacher education. Revista de Estudos de Gestão, Informação e Tecnologia, 14(2), 102–114. http://www.revista.fatecitaqua.edu.br/index.php/regit/article/view/REGIT14-D7

• Pusey, K. (2020). Assessing L2 listening at a Japanese university: Effects of input type and response format. Language Education & Assessment, 3(1), 13–35. https://doi.org/10.29140/lea.v3n1.193

• Nanni, A., & Pusey, K. (2020). Leveraging students' digital literacy though project-based learning. The Asian EFL Journal 24(1), 141–164. https://www.asian-efl-journal.com/main-editions-new/2020-main-journals/volume-24-issue-1-january-2020/index.htm

• Doman, E., Webb, M., & Pusey, K. (2014). Flipping a Chinese university EFL course: What students and teachers think of the model. The Journal of Asia TEFL, 11(4), 53–84. https://tinyurl.com/yc5pc9dx

• Pusey, K., & Lenz, K. (2014). Investigating the interaction of visual input, working memory, and listening comprehension. Language Education in Asia, 5(1), 66–80. https://tinyurl.com/wyumtk9
  

• Pusey, K. (accepted). Thinking outside the box: Participant recruitment in applied linguistics research. In C. Cinaglia & M. D. Coss (Eds.). The story behind the study: Realities and dilemmas of conducting research as applied linguistics doctoral students (pp. xx-xx). Applied Linguistics Press.

• Pusey, K. (2024). Curriculum design for EMI professional development in higher education. In H. Kayi-Aydar & L. Mahalingappa (Eds.), Contemporary perspectives on English as a medium of instruction (pp. 135–158). Information Age Publishing. https://www.infoagepub.com/products/Contemporary-Perspectives-on-English-as-a-Medium-of-Instruction