Professor Egi’s primary research area is the roles of cognitive factors, such as memory, attention, and perceptions, in second language learning. She is particularly interested in the question of how language learners’ perceptions modulate the effectiveness of corrective feedbackAreas of specialty/interest
second language acquisition (SLA), cognition and SLA, corrective feedback, introspective research methods, and Japanese pedagogy
- Egi, T. (2010). Uptake, modified output, and learner perceptions of recasts: Learner responses as language awareness. The Modern Language Journal, 94(1)
- Egi, T. (2008). Investigating stimulated recall as a cognitive measure: Reactivity and verbal reports in SLA research methodology. Language Awareness, 17(3), 212-228.
- (2007a). Interpreting recasts as linguistic evidence: The roles of linguistic target, length, and degree of change. Studies in Second Language Acquisition, 29(4), 511-537.
- Egi, T. (2007b). Recasts, learners’ interpretations, and L2 development. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 249-67). Oxford University Press.
- Egi, T. (2004a). Verbal reports, noticing, and SLA research. Language Awareness, 13, 243-264.
- Leow, R. P., Egi, T., Nuevo, A., Tsai, Y. (2003). The roles of textual enhancement and type of linguistic item in adult L2 learners' comprehension and intake. Applied Language Learning, 13, 93-108. Mackey,
- A., Philp, J., Egi, T., Fujii, A., Tatsumi, T. (2002). Individual differences in working memory, noticing of interactional feedback and L2 development. In P. Robinson (Eds.), Individual differences and instructed language learning (pp. 181-209). Philadelphia: John Benjamins.