Smith, G. F., Jung, H., & Zenker, F. (2022). From task-based needs analysis to curriculum evaluation: Putting methodological innovations to the test in an English for academic purposes program. English for Specific Purposes, 66, 80-93.
Smith, G. F., Kyle, K., & Crossley, S. A. (2020). Word lists and the role of academic vocabulary use in high stakes speaking assessments. International Journal of Learner Corpus Research, 6(2), 197-223.
Ziegler, N., Moranski, K., Smith, G. F., & Phung, H. (2020). Metacognitive instruction and interactional feedback in a computer-mediated environment. TESOL Canada, 37(2), 210-233.
Edited book chapters
Ziegler, N. & Smith, G. (2017). Teacher’s provision of feedback in L2 text-chat: Cognitive, contextual, and affective factors. In L. Gurzynski-Weiss (Ed.), Expanding individual difference research in the Interaction Approach: Investigating learners, instructors, and other interlocutors (pp. 255-280). John Benjamins.
McDonough, K., Kielstra, P., Crowther, D., & Smith, G. (2016). Structural priming in L2 speech production: Examining relationships among English L2 speakers’ production, cognitive abilities, and awareness. In A. Mackey & E. Marsden (Eds.), Advancing methodology and practice: The IRIS repository of instruments for research into second languages (pp. 112-131). Routledge.
Smith, G., Cardoso, W., & Garcia Fuentes, C. (2015). Evaluating text-to-speech synthesizers. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds.). Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 108-113). Research-publishing.net.
Reviews
Smith, G. F. (2019). [Review of the website BBC Learning English: Pronunciation]. Journal of Second Language Pronunciation 5(2), 333-348.
Unpublished Works
Smith, G. F. (December, 2020). An investigation of vocabulary size, metacognition, and individual differences in L2 listening comprehension (Doctoral Dissertation). University of Hawai’i at Mānoa.
Conference Presentations and Workshops
Smith, G. (2019, March 9-12). The relationship between L2 vocabulary knowledge and listening comprehension ability: A meta-analysis. American Association for Applied Linguistics Conference, Atlanta, USA.
Bach, C., Smith, G., Le, H., Phung, H., & Ziegler, N. (2018, February 17). What are good tasks? Designing TBLT materials for the second language classroom. Hawaiʻi TESOL Spring Conference, Honolulu, Hawaiʻi.
Smith, G., Le, H., Phung, H., Bach, C., & Ziegler, N. (2018, April 14). Designing localized TBLT materials for the foreign language classroom. Hawaiʻi Association of Language Teachers Conference, Honolulu, Hawaiʻi.
Smith G., Jung, H., & Zenker, F. (2018, March 27-30). Doing practical task-based needs analysis in an EAP program. TESOL International Convention & Language Expo, Chicago, USA.
Smith, G., & Matsutani, Y. (2017, March 18-21). A mixed-methods approach to examining the efficacy of interactional feedback training: Insights from CA-grounded formal coding. American Association for Applied Linguistics Conference, Portland, USA.
Smith, G., & Ziegler, N. (2016). Exploring the effects of meta-cognitive instruction and peer interaction on learners’ L2 pronunciation awareness: Insights from quantitative and qualitative analysis. Second Language Research Forum, New York City, USA.
Smith, G., Cardoso, W., Garcia Fuentes, C. (2016, April 9-12). A multidimensional evaluation of text-to-speech synthesizers: Are they ready for the L2 classroom?. American Association for Applied Linguistics Conference, Orlando, USA.
Smith, G., & Collins, L. (2015, March 21-24). Massed vs. Spaced Comprehension and Production Practice and Morphosyntactic Acquisition: An Alternative Approach to Dichotomous Input- and Output-based Instruction. American Association for Applied Linguistics Conference, Toronto, CA.
Smith, G., & Garcia Fuentes, C. (2014, April 11). Gender and Politeness Strategies in Service Encounters. Concordia University Department of Education Graduate Symposium, Montréal, CA.
McDonough, K., Kielstra, P., Smith, G. & Crowther, D. (2014). The relationship between structural priming and L2 speakers’ cognitive abilities. American Association for Applied Linguistics Conference, Portland, Oregon.