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| Forthcoming |
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Thouësny, S. (in preparation). Inferring language learners’ knowledge from their performance: An extended theoretical model.
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| 2011 |
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Thouësny, S. (2011). Modeling second language learners’ interlanguage and its variability: A computer-based dynamic assessment approach to distinguishing between errors and mistakes. Unpublished Ph.D. Dissertation. Dublin: Dublin City University.
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Thouësny, S., & Bradley, L. (Eds.). (2011). Second language teaching and learning with technology: views of emergent researchers. Dublin: Research-publishing.net
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Thouësny, S., & Bradley, L. (2011). Introduction on views of emergent researchers in L2 teaching and learning with technology. In S. Thouësny & L. Bradley (Eds.), Second language teaching and learning with technology: views of emergent researchers (pp. 1-8). Dublin: Research-publishing.net
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Thouësny, S. (2011). Dynamically assessing written language: to what extent do learners of French language accept mediation? In S. Thouësny & L. Bradley (Eds.), Second language teaching and learning with technology: views of emergent researchers (pp. 169-188). Dublin: Research-publishing.net
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Thouësny, S. & Blin, F. (2011). Modeling language learners’ knowledge: what information can be inferred from learners’ free written texts? In M. Levy, F. Blin, C. Bradin Siskin, & O. Takeuchi (Eds.), WorldCALL: International Perspectives on Computer-Assisted Language Learning (pp. 114-127). New York: Routledge.
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Thouësny, S. (2011). Increasing the reliability of a part-of-speech tagging tool for use with learner language. Proceedings of the pre-conference (AALL’09) workshop on automatic analysis of learner language: from a better understanding of annotation needs to the development and standardization of annotation schemes, 10-MAR-09 - 11-MAR-09, Arizona State University, Tempe, AZ.
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| 2010 |
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Thouësny, S. (2010). Investigating learner variability: the impact of task type on language learners' errors and mistakes. CALICO Journal, 28(1), 21-34 [Online]. Available from: <https://www.calico.org/memberBrowse.php?action=article&id=829>.
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Thouësny, S. (2010). Assessing Second Language Learners’ Written Texts: An Interventionist and Interactionist Approach to Dynamic Assessment. In Proceedings of the World Conference on Educational Multimedia, Hypermedia and Telecommunications (ED-MEDIA), 28-JUN-10 - 02-JUL-10, Toronto, Canada, 2010. (pp. 3517-3522). Chesapeake, VA: AACE [Online]. Available from: <http://www.editlib.org/p/34803>.
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Thouësny, S. & Blin, F. (2009). Modeling language learner knowledge state: what are language students’ free written productions telling us? In T. Koyama (Ed.), Proceedings of the WorldCALL 2008 Conference, CALL Bridges the World, August 5 - 8, 2008. (pp. 64-67). Fukuoka, Japan: The Japan Association for Language Education and Technology [Online]. Available from: <http://www.j-let.org/~wcf/modules/tinyd12/>.
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