Luke Plonsky

Luke Plonsky

is author/editor of the following title:

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Professional Development in Applied Linguistics: A guide to success for graduate students and early career faculty
Edited by Luke Plonsky
[Not in series, 229]  2020.  vi, 204 pp.

is editor/board member of the following book series:

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Research Methods in Applied Linguistics (RMAL)

is author of the following articles:

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Larsson, Tove, Magali Paquot and Luke Plonsky. 2020. “Inter-rater reliability in Learner Corpus Research”. International Journal of Learner Corpus Research  6:2, 237–251
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Larsson, Tove, Shawn Loewen, Rhonda Oliver, Miyuki Sasaki, Nicole Tracy-Ventura and Luke Plonsky. 2020. “Chapter 5. Towards achieving work-life balance in academia”. In Professional Development in Applied Linguistics: A guide to success for graduate students and early career faculty, 50–64
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Plonsky, Luke. 2020. “Chapter 1. On the state of professional development in applied linguistics”. In Professional Development in Applied Linguistics: A guide to success for graduate students and early career faculty, 2–6
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Sudina, Ekaterina and Luke Plonsky.  “Language learning grit, achievement, and anxiety among L2 and L3 learners in Russia”. In ITL - International Journal of Applied Linguistics: Online-First Articles,
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Marsden, Emma and Luke Plonsky. 2018. “Conclusion”. In Critical Reflections on Data in Second Language Acquisition, 219–228
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Gonulal, Talip, Shawn Loewen and Luke Plonsky. 2017. “The development of statistical literacy in applied linguistics graduate students”. ITL - International Journal of Applied Linguistics  168:1, 4–32
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Gurzynski-Weiss, Laura and Luke Plonsky. 2017. “Chapter 13. Look who’s interacting”. In Expanding Individual Difference Research in the Interaction Approach: Investigating learners, instructors, and other interlocutors, 306–324
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Paquot, Magali and Luke Plonsky. 2017. “Quantitative research methods and study quality in learner corpus research”. International Journal of Learner Corpus Research  3:1, 61–94
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Plonsky, Luke and Shawn Loewen. 2013. “Focus on form and vocabulary acquisition in the Spanish L2 classroom”. Language, Interaction and Acquisition  4:1, 1–24