Publications

Forthcoming

• Timpe-Laughlin, V., Davis, L., Oh, S., & Schmidgall, J. (in press). Conversational agents in practicing and assessing interactional competence: Current research and future directions. Language Learning.
• Butler, Y. & Timpe-Laughlin, V. (in press). Assessing listening for young learners. In Y. In’nami & E. Wagner (Eds.). The theory and practice of second language listening assessment. Applied Linguistics Press.

2026

• Timpe-Laughlin, V., & Butler, Y. G. (2026). Task-based approaches to teaching additional languages in primary school. John Benjamins Publishing.
• Timpe-Laughlin, V., Lourenço, M., & Sova, L. (2026). Moments that matter: Reflections on researching language awareness with young children. International Journal of Applied Linguistics. Advance online publication. https://doi.org/10.1111/ijal.70093
• Sydorenko, T., Divekar, R., Timpe-Laughlin, V., & Dombi, J. (2026). Spoken Dialogue Systems and Conversational Agents. In L. McCallum & D. Tafazoli (Eds.). The Palgrave Encyclopedia of Computer-Assisted Language Learning. Springer. https://doi.org/10.1007/978-3-031-51447-0_266-1 
• Roters, B., & Timpe-Laughlin, V. (2026). Mehrsprachigkeit und Mehrkulturalität lehren. In C. Fäcke & J. Plikat (Eds.). Handbuch Mehrsprachigkeits- und Mehrkulturalitätsdidaktik (pp. 157-161). Narr Francke Attempto Verlag.
• Timpe-Laughlin, V., Dombi, J., & Sydorenko, T. (2026). Pragmatics in primary school: A look into an EFL classroom. In G. Schauer, M. Kogetsidis, M. Savic, & A. Otterbech Jølbo Myrset (Eds.). Second Language Pragmatics and Young Language Learners: EFL Primary School Contexts in Europe (pp. 127-159). Multilingual Matters. 

2025

• Timpe-Laughlin, V., Divekar, R., Sydorenko, T., Dombi, J., & Oh, S. (2025). Intent-based vs. GPT-based Conversational Agents: Benefits and Challenges for Practicing and Assessing Oral Interaction. TESOL Quarterly. Online first.
• Timpe-Laughlin, V. (2025). Pragmatik. In K. Vogt & H. Rossa (Eds.), Handbuch Leistungsmessung, Evaluation und Feedback im Fremdsprachenunterricht (pp. 241-250). Klett/Kallmeyer Verlag.
• Dombi, J., Sydorenko, T., & Timpe‑Laughlin, V. (2025). Seeking common ground with a conversational chatbot. Intercultural Pragmatics, 22(2), 339–368. https://doi.org/10.1515/ip‑2025‑2007
• Pepe, S., Divekar, R., Timpe‑Laughlin, V., Sydorenko, T., Dombi, J., & Oh, S. (2025, August 22–24). Error and recovery analysis of intent‑based and LLM‑based SDS. In Proceedings of the 10th Workshop on Speech and Language Technology in Education (SLaTE 2025) (satellite workshop of INTERSPEECH), Nijmegen, Netherlands.

2024

• Timpe-Laughlin, V., Sova, L., & Kim, M. (2024). “I want children to see that their languages are respected”: Perspectives on world language learning from pre-primary teachers in the United States. Language Teaching for Young Learners, 6(2), 149–172. https://doi.org/10.1075/ltyl.00049.tim
• Timpe-Laughlin, V., Roters, B., & Butler, Y. G. (2024). Exploring the idea of ‘task’ in the context of the young language learner classroom. (Research Report No. RR-24-15). Princeton, NJ: Educational Testing Service.
• Sova, L., & Timpe-Laughlin, V. (2024). Developing tasks and materials to promote speaking and listening: The case of an English-language class in a German primary school in Iraq. In A. Cirocki, R. Farrelly, & T. Sapp. (Eds.) Developing Materials for Creative Teaching and Sustainable Learning: A Guide for ELT Professionals (pp. 97-121). Springer.
• Timpe-Laughlin, V. (2024). Pragmatically speaking: Contexts, forms, and functions in L2 speaking assessment. In L. Davis & J. M. Norris (Eds.). Challenges and Innovations in Speaking Assessment (1st ed., pp. 22). Routledge.
• Butler, Y., & Timpe-Laughlin, V. (2024). Listening and young learners. In E. Wagner, A. O. Batty & E. Galaczi (Eds.), The Routledge handbook of second language acquisition and listening (pp. 292-304). Routledge. DOI: 10.4324/9781003219552-25
• Dombi, J., Sydorenko, T., & Timpe-Laughlin, V. (2024). Openings and closings in human-human versus human-spoken dialogue system conversations. Language Learning & Technology, 28(2), 30–58. https://hdl.handle.net/10125/73571
• Timpe-Laughlin, V., Sydorenko, T., & Dombi, J. (2024). Human versus machine: Investigating L2 learner output in face-to-face versus fully-automated role-plays. Computer Assisted Language Learning, 37(1-2), 149-178. doi.org/10.1080/09588221.2022.2032184  
• Timpe-Laughlin, V., Beigman-Klebanov, B., & Loukina, A. (2024). Exploring the use of the Relay Reader™ app with young English as a foreign language learners: A case study. (Research Memorandum No. RM-24-01). Princeton, NJ: Educational Testing Service.

2023

• Timpe-Laughlin, V., Dombi, J., Sydorenko, T., & Sasayama, S. (2023). L2 Learners’ Pragmatic Output in a Face-to-Face versus a Computer-Guided Role-Play Task: Implications for TBLT. Language Teaching Research. https://doi.org/10.1177/13621688231188310

2022

• Dombi, J., Sydorenko, T., & Timpe-Laughlin, V. (2022). Common ground, cooperation, and recipient design in human-computer interactions. Journal of Pragmatics, 193, 4-20. doi.org/10.1016/j.pragma.2022.03.001
• Timpe-Laughlin, V., Sydorenko, T., & Daurio, P. (2022). Using spoken dialogue technology for L2 speaking practice: What do teachers think? Computer Assisted Language Learning, 35(5-6), 1194-1217. doi.org/10.1080/09588221.2020.1774904

2021

• Timpe-Laughlin, V., & Cho, Y. (2021). Reflecting on assessing young foreign language learners. Language Testing, 38(3), 343–355. https://doi.org/10.1177/0265532221998264 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). Routledge.
• Timpe-Laughlin, V., Green, A., & Oh, S. (2021). Raising pragmatic awareness: A think-aloud study. System, 98. 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., & 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.