Publications

Forthcoming

• Timpe-Laughlin, V., & Butler, Y. G. (under contract). Task-based approaches to teaching and assessing young learners. John Benjamins Publishing.
• Timpe-Laughlin, V., Beigman-Klebanov, B., & Loukina, A. (under review). Exploring the use of the Relay Reader™ app with young English as a foreign language learners: A case study.
• Timpe-Laughlin, V., Sydorenko, T., Dombi, J., & Sasayama, S. (under review). L2 Learners’ Pragmatic Output in a Face-to-Face versus a Computer-Guided Role-Play Task: Implications for TBLT.    
• Timpe-Laughlin, V. (under review). Pragmatik. In K. Vogt & H. Rossa (Eds.), Handbuch Leistungsmessung, Evaluation und Feedback im Fremdsprachenunterricht. Klett/Kallmeyer Verlag.
• Butler, Y., & Timpe-Laughlin, V. (forthcoming). Listening and young learners. In E. Wagner, A. O. Batty & E. Galaczi (Eds.), The Routledge handbook of second language acquisition and listening. New York: Routledge.
• Green, A., Timpe-Laughlin, V., & Lee, J. (under review). Disagreement in computer-mediated interactive speaking tasks.
• Sydorenko, T., Dombi, J., & Timpe-Laughlin, V. (under review). Conversation openings and closings in interaction with a human interlocutor versus a fully automated agent.

2022

• Dombi, J., Sydorenko, T., & Timpe-Laughlin, V. (2022). Common ground, cooperation, and recipient design in human-computer interactions. Journal of Pragmatics. https://doi.org/10.1016/j.pragma.2022.03.001
• Timpe-Laughlin, V., Sydorenko, T., & Dombi, J. (2022). Human versus machine: Investigating L2 learner output in face-to-face versus fully-automated role-plays. Computer Assisted Language Learning. doi.org/10.1080/09588221.2022.2032184

2021

• Timpe-Laughlin, V., & Cho, Y. (2021). Assessing young foreign language learners. Special issue in Language Testing. Abstract video.
• Timpe-Laughlin, V., & Youn, S. J. (2020). Measuring L2 pragmatics. In P. Winke & T. Brunfaut (Eds.), The Routledge handbook of second language acquisition and language testing (pp. 254-264). New York: Routledge.
• Timpe-Laughlin, V., Green, A., & Oh, S. (2021). Raising pragmatic awareness: A think-aloud study. System. doi.org/10.1017/S0261444820000294
• Nikolov, M., & Timpe-Laughlin, V. (2021). Assessing young learners of foreign language abilities. Language Teaching, 54(1), 1-37. doi.org/10.1017/S0261444820000294
• Timpe-Laughlin, V., & Evanini, K. (2021). Bridging the gap: Teaching L2 pragmatics to
  foster intercultural language learning. In: S. Kirchmeyer (Ed.). Fremdsprachen in Lehre und Forschung 52 : Klassisch – modern – digital. Dokumentation der 30. Arbeitstagung an der Bauhaus-Universität Weimar (pp. 392-403). Arbeitskreis der Sprachenzentren an Hochschulen e.V.

2020

• Timpe-Laughlin, V., Sydorenko, T., & Daurio, P. (2020). Using spoken dialogue technology for L2 speaking practice: What do teachers think? Computer Assisted Language Learning. doi.org/10.1080/09588221.2020.1774904
• Timpe-Laughlin, V., & Dombi, J. (2020). Exploring L2 learners’ request behavior in a multi-turn conversation with a fully automated agent. Intercultural Pragmatics, 17(2), 221-247. 
• Papageorgiou, S., Xu, X., Timpe-Laughlin, V., & Dugdale, D. M. (2020). Exploring the alignment between a curriculum and a test for young learners of English as a foreign language. (Research Memorandum No. RM-20-08). Princeton, NJ: Educational Testing Service.

2019

• Timpe-Laughlin, V., & Park, I. (2019). “Are you into beer pong?” –Exploring question-answer sequences in an L2 oral performance assessment. Language Assessment Quarterly, 16(1), 21-38. 
• Timpe-Laughlin, V. (2019). Pragmatics learning in the workplace. In N. Taguchi (Ed.), Routledge handbook of SLA and pragmatics (pp. 413-428). New York: Routledge.
• Banerjee, H. L., & Timpe-Laughlin, V. (2019). Designing an end-of-unit assessment for a computer-based pragmatics learning tool: First steps toward a prototype assessment module. (Research Memorandum No. RM-19-01). Princeton, NJ: Educational Testing Service.
• Ockey, G., Timpe-Laughlin, V., Davis, L., & Gu, L. (2019). Exploring the potential of a video-mediated interactive speaking assessment. (Research Report No. RR-19-15). Princeton, NJ: Educational Testing Service.
• Wain, J., Timpe-Laughlin, V., & Oh, S. (2019). Pedagogic principles in digital pragmatics learning materials: Learner experiences and perceptions. (Research Report No. RR-19-34). Princeton, NJ: Educational Testing Service.

2018

• Timpe-Laughlin, V. (2018). A good fit?— Examining the alignment between the TOEFL Junior® Standard test and the English as a foreign language curriculum in Berlin, Germany. (Research Memorandum No. RM-18-11). Princeton, NJ: Educational Testing Service.
• Timpe-Laughlin, V. (2018). Pragmatics in task-based language assessment: Opportunities and challenges. In N. Taguchi, & Y. Kim (Eds.), Task-based approaches to teaching and assessing pragmatics.(pp. 287-304). New York/Amsterdam: John Benjamins.
• Timpe-Laughlin, V., & Laughlin, M. K. (2018). Universal design for learning:
  Review and recommendations for EFL instruction. In S. Eßer, B. Roters, & D. Gerlach (Eds.), Inklusiver Englischunterricht (pp. 161-173). Münster, Germany: Waxmann.
• Davis, L., Timpe-Laughlin, V., Gu, L., & Ockey, G. (2018). Face-to-face speaking assessment in the digital age: Interactive speaking tasks online. In J. McE. Davis, J. M. Norris, M. E. Malone, T. H. McKay, & Y. Son (Eds.), Useful assessment and evaluation in language education (pp.115-130). Washington, DC: Georgetown University Press.
• Evanini, K., Timpe-Laughlin, V., Tsuprun, E., Blood, I., Lee, J., Bruno, J., Ramanarayanan, V., Lange, P., & Suendermann-Oeft, D., (2018). Game-based spoken dialog language learning applications for young students. Proceedings from the 2018 Interspeech conference (pp. 548-549). Hyderabad, India.

2017

• Turkan, S., Timpe-Laughlin, V., & Papageorgiou, S. (2017). An exploratory study of teaching tasks in English as a foreign language education. (Research Report No. RR-17-56). Princeton, NJ: Educational Testing Service.
• Timpe-Laughlin, V. (2017). Adult learners’ acquisitional patterns in L2 pragmatics: What do we know? Applied Linguistics Review, 8(1), 101-129.
• Timpe-Laughlin, V. & Choi, I. (2017). Exploring the validity of a second language intercultural pragmatics assessment tool. Language Assessment Quarterly, 14(1), 19-35.
• Norris, M. J., Davis, McE. J., & Timpe-Laughlin, V. (2017). Second language educational experiences for adult learners. New York: Routledge.
• Timpe-Laughlin, V., Lee, J., Evanini, K., Bruno, J., Blood, I. (2017). Can you guess who I am?—An interactive task for young learners to practice yes/no question formation in English. In K. Evanini, M. Najafian, S. Safavi, & K. Berkling. Proceedings of the 6th International Workshop on Child Computer Interaction (pp. 62-67). Glasgow, Scotland.
• Timpe-Laughlin, V., Evanini, K., Green, A., Blood, I., Dombi, J., & Ramanarayanan, V. (2017). Designing interactive, automated dialogues for L2 pragmatics learning. In V. Petukhova & Y. Tian (Eds.), Proceedings of the 21st workshop on the semantics and pragmatics of dialogue (pp. 143-152). Saarbrücken, Germany.
• Evanini, K., Tsuprun, E., Timpe-Laughlin, V., Ramanarayanan, V., Lange, P., & Suendermann-Oeft, D. (2017). Evaluating the impact of local context on CALL applications using spoken dialog systems. In J. Colpaert, A. Aerts, R. Kern, & M. Kaiser (Eds.), CALL in CONTEXT proceedings (pp. 239-248). Berkley, CA.

2016

• Timpe-Laughlin, V. (2016). Learning and development of L2 pragmatics as a higher-order language skill: A brief overview of relevant theories. (Research Report No. RR-16-35). Princeton, NJ: Educational Testing Service.

2015

• Timpe-Laughlin, V., Wain, J., & Schmidgall, J. (2015). Defining and operationalizing the construct of pragmatic competence: Review and recommendations. (Research Report No. RR-15-06). Princeton, NJ: Educational Testing Service.
• Timpe-Laughlin, V. (2015). Evaluating a learning tool for young English learners: The case of the TOEFL® PrimaryTM English Learning Center (Research Memorandum No. RM-15-04). Princeton, NJ: Educational Testing Service.
• Timpe-Laughlin, V., & Salmen, N. (2015). “Beyond a ‘fun read’ – Using comics to foster EFL learners’ pragmatic abilities. In R. Klütsch, S. Nitzsche, & S. Schlensag (Eds.), Breaking the panel: Comics as a medium(pp. 125-135). Münster, Germany: LIT Verlag.

2013

• Timpe, V. (2013). Assessing intercultural communicative competence. The dependence of receptive sociopragmatic competence and discourse competence on learning opportunities and input. Frankfurt a.M.: Peter Lang.
• Timpe, V. (2013). “The difficulty with difficulty:” The issue of determining task difficulty in TBLA. Journal of Linguistics and Language Teaching, 4(1), 13-28.
• Roters, B., & Timpe, V. (2013). Book review: Laurenz Volkmann (Ed.). Education and the USA – American Studies Vol. 207. Heidelberg: Winter, 2011. In R. Ahrens & H. Antor (Eds.). Anglistik: International Journal of English Studies, 24(2), (pp. 229-231). Universitätsverlag Winter: Heidelberg.

2012

• Timpe, V. (2012). Strategic decoding of sociopragmatic assessment tasks–An exploratory think-aloud validation study. Second Language Studies, 30(2), 109-246.
• Timpe, V. (2012). Investigating the strategies EFL/ESL learners use in making sense of intercultural pragmatic assessment tasks. Proceedings of Intercultural Competence Conference, 2, ( 163-192). Tucson, AZ.

Publications in American Studies

• Timpe, V. (2010). Beyond face value – Images of slaves on nineteenth-century American currency. In H. Tschachler, E. Banauch, & S. Puff (Eds.), Almighty dollar. Papers and lectures from the Velden conference (pp. 63–79). Wien: LIT Verlag.
• Timpe, V. (2007). Book review: Uncle Tom’s cabin and American culture. Dallas: Southern Methodist U P, 1985. Retrieved from http://people.virginia.edu/~sfr/enam982_07/timpe.html.
• Timpe, V. (2004). Antiamerikanismus oder Amerikakritik? In W. Grünzweig (Ed.), The United States in global contexts: American studies after 9/11 and Iraq (p. 82). Münster: LIT Verlag.