Mary Lou Vercellotti is an applied linguist who teaches courses in linguistics and Teaching English to Speakers of Other Languages (TESOL). Her main area of research is the development of oral language skills in adult learners of English. She focuses on instructed language learning and classroom-based research, including studying the effect of prompt on language performance and the pedagogical benefits of iterations. Dr. Vercellotti’s interests also include teacher training and the scholarship of teaching and learning.
Professional Experience
PROFESSOR OF APPLIED LINGUISTICS
Ball State University
CURRICULUM VITAE
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Education
PHD IN APPLIED LINGUISTICS
University of Pittsburgh, 2012
MA IN LINGUISTICS
University of Pittsburgh, 2007
BA IN ELEMENTARY EDUCATION AND PSYCHOLOGY
Carlow University, 1994
Research and Publications (Selected)
- Vercellotti, M. L. (2017). The development of complexity, accuracy, and fluency in second language performance: A longitudinal study. Applied Linguistics, 38(1), 90-111. https://doi.org/10.1093/applin/amv002
- Vercellotti, M. L. (2018). Do interactive learning spaces increase student achievement? A comparison of classroom context. Active Learning in Higher Education, 19(3), 197-210. https://doi.org/10.1177%2F1469787417735606
- De Jong, N. & Vercellotti, M. L. (2016). Similar prompts may not be similar in the performance they elicit: Examining fluency, complexity, accuracy, and lexis in narratives from five picture prompts. Language Teaching Research, 20(3), 387-404. https://doi.org/10.1177%2F1362168815606161
- McCormick, D. E. & Vercellotti, M. L. (2013). Examining the impact of self-correction notes on grammatical accuracy in speaking. TESOL Quarterly, 92, 410-420. https://doi.org/10.1002/tesq.92
- Vercellotti, M. L. (2018). Finding variation: Assessing the development of syntactic complexity in ESL speech. International Journal of Applied Linguistics, 29(2), 233-247. https://doi.org/10.1111/ijal.12225
- Lutz, T., & Vercellotti, M. L. (2022). Reversing roles: Reflections on being teacher-students in an assessment practice course. International Journal for Students as Partners, 6(2), 107-113. https://doi.org/10.15173/ijsap.v6i2.4950