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College of Arts and Letters | Michigan State University

Shawn Loewen



B255 Wells Hall, 619 Red Cedar Road 
East Lansing, MI 48824-1027 
Phone: 517-353-9790 
Fax: 517-432-1149

I am an Associate Professor in the Second Language Studies program. I received an MA in Linguistics from Temple University in Philadelphia and a PhD from the University of Auckland, New Zealand in 2002.

Research Interests

My primary area of research is Instructed Second Language Acquisition, particularly in relation to classroom interaction. My previous research has investigated various L2 instructional practices, including visual input enhancement, corrective feedback, and task-based interaction.

In addition to being interested in the effects of instruction, I am concerned with how research methodology affects our understanding of SLA. I have written several papers on different research methods, and my co-authored book, An A - Z of Applied Linguistics Research Methods, with Luke Plonsky will be published by Palgrave at the end of 2015.  


Loewen 2015.jpgLoewen & Plonsky 2016.PNG

Loewen, S. & Plonsky, L. 2016. An A – Z of applied linguistics research methods. Palgrave: New York.

Loewen, S. 2015. Introduction to instructed second language acquisition. New York: Routledge.

Loewen, S. & Reinders, H. 2011. Key concepts in second language acquisition. New York: Palgrave MacMillan.

Ellis, R., Loewen, S., Erlam, R., Philp, J., Elder, C. & Reinders, H. (Eds.). 2009. Implicit and explicit knowledge in second language learning and teaching. Clevedon, UK: Multilingual Matters.



Loewen, S., & Wolff, D. In press. Peer interaction in F2F and CMC contexts. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda. Amsterdam: John Benjamins.

Godfroid, A., Loewen, S., Jung, S., Park, J., Gass, S. & Ellis, R. 2015. Timed and untimed grammaticality judgments measure distinct types of knowledge: Evidence from eye-movement patterns. Studies in Second Language Acquisition, 31, 269-297.

Loewen, S. & Gonulal, T. 2015. Factor analysis. In L. Plonsky (Ed.), Advancing quantitative methods in second language research. New York: Routledge, 182-212.

Nakatsukasa, K. & Loewen, S. 2015. A teacher’s first language use in form-focused episodes in Spanish as a foreign language classroom. Language Teaching Research, 19, 133-149.

Sterling, S. & Loewen, S. 2015. The occurrence of teacher-initiated playful LREs in a Spanish L2 classroom. System, 53, 73-83.

Wang, W. & Loewen, S. 2015. Nonverbal behaviour and corrective feedback in nine ESL university-level classrooms. Language Teaching Research, 1-20

Loewen, S., Lavolette, B., Spino, L., Papi, M., Schmidtke, J., Sterling, S., & Wolff, D. 2014. Statistical literacy among applied linguists and second language acquisition researchers. TESOL Quarterly, 48, 360 - 388.

Kamiya, N. & Loewen, S. 2013. The influence of academic articles on an ESL teacher’s stated beliefs. Innovation in Language Learning and Teaching, 3, 205-218.

Plonsky, L. & Loewen, S. 2013. Focus on form and vocabulary acquisition in the Spanish L2 classroom. Language Interaction and Acquisition, 4, 1, 1-24.

Loewen, S. & Wang, J. 2012. Human behavior in chatrooms. In Z. Yan (Ed.), Encyclopedia of cyber behavior. IGI Global: Hershey, PA, 148-156.

Thompson, A., Li, S., White, B., Loewen, S. & Gass, S. 2012. Preparing the future professorate in second language acquisition. In G. Gorsuch (Ed.), Working theories for teaching assistant development. Stillwater, OK: New Forums Press, 137-167.

Loewen, S. 2011. The role of feedback. In S. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition. New York: Routledge, 24 – 40.

Loewen, S. 2011. Focus on form. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning, volume II. New York: Routledge, 576 – 592. 

Erlam, R. & Loewen, S. 2010. Implicit and explicit recasts in L2 oral French interaction. The Canadian Modern Language Review, 66(6), 871-899.

Ellis, R., Loewen, S., Erlam, R., Philp, J., Elder, C. & Reinders, H. (Eds.). 2009. Implicit and explicit knowledge in second language learning and teaching. Clevedon, UK: Multilingual Matters. 

Loewen, S. 2009. Recasts in multi-move focus on form episodes. In A. Mackey & C. Polio (Eds.), Multiple perspectives on interaction. New York: Routledge, 176-196. 

Loewen, S. & Gass, S. 2009. Research timeline: The use of statistics in L2 acquisition research. Language Teaching, 42(2), 181-196. 

Loewen, S., Li, S., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S. & Chen, X. 2009. L2 learners’ beliefs about grammar instruction and error correction. Modern Language Journal, 93(1), 91- 104. 

Loewen, S. & Reissner, S. 2009. A comparison of incidental focus on form in the second language classroom and chatroom. Computer Assisted Language Learning, 22(2), 101-114. 

Loewen , S. 2007. The prior and subsequent use of forms targeted in incidental focus on form. In H. Nassaji & S. Fotos (Eds.), Form focused instruction and teacher education: Studies in honour of Rod Ellis. Oxford: Oxford University Press, 101-116. 

Loewen, S. & Nabei, T. 2007. The effect of oral corrective feedback on implicit and explicit L2 knowledge. In A. Mackey (Ed.), Conversational interaction and second language acquisition: A series of empirical studies. Oxford: Oxford University Press, 361-378. 

Morimoto, S. & Loewen, S. 2007. A comparison of the effects of image-schema-based instruction and translation-based instruction on the acquisition of L2 polysemous words. Language Teaching Research, 11(3), 347- 372.

Ellis, R., Loewen, S. & Erlam, R. 2006. Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28(2), 339-368. 

Loewen, S. 2006. Autonomy and language learning behaviour: The role of student initiation in meaning-focused L2 lessons. In T. Lamb & H. Reinders (Eds), Supporting independent language learning: Issues and options. Peter Lang, 37-53. 

Loewen, S. & Erlam, R. 2006. Corrective feedback in the chatroom: An experimental studyComputer Assisted Language Learning19(1), 1-14. 

Loewen, S. & Philp, J. 2006. Recasts in the adult L2 classroom: characteristics, explicitness and effectivenessModern Language Journal90(4), 536-556. 

Loewen, S. 2005. Incidental focus on form and second language learningStudies in Second Language Acquisition27(3), 361-386. 

Basturkmen, H., Loewen, S. & Ellis, R. 2004. Teachers’ stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics, 25, 243 – 272. 

Loewen, S. 2004. Uptake in incidental focus on form in meaning-focused ESL lessonsLanguage Learning54(1), 153-187. 

Loewen, S. 2003. Variation in the frequency and characteristics of incidental focus on formLanguage Teaching Research7, 315 – 345. 

Basturkmen, H., Loewen, S. & Ellis, R. 2002. Metalanguage in focus on form in the communicative classroom. Language Awareness, 11, 1-13. 

Ellis, R., Basturkmen, H. & Loewen, S. 2002. Doing focus on form. System, 30, 419 -432.

Ellis, R., Basturkmen, H. & Loewen, S. 2001a. Learner uptake in communicative ESL lessons. Language Learning51, 281-318. 

Ellis, R., Basturkmen, H. & Loewen, S. 2001b. Pre-emptive focus on form in the ESL classroom. TESOL Quarterly, 35, 407-432. 


Loewen, S. & Gonulal, T. Task-based interaction in Turkish as a second language. International Association of Applied Linguistics, Brisbane, Australia, August 2014. 

Godfroid, A., Loewen, S., Jung, S., Park, J., Gass, S. & Ellis, R. Eye movements in grammaticality judgments: Colloquium, Portland, OR, AAAL 2014.

Loewen, S. & Wolff, D. 2014. Computer-mediated communication tasks. Portland, OR, AAAL 2014.

Godfroid, A., Loewen, S., Jung, S., Park, J., Gass, S. & Ellis, R. Eye movements in grammaticality judgments: Do different types of knowledge imply different types of processing. In Methodological innovations in the study of implicit and explicit processing and knowledge Colloquium. Second Language Research Forum, 31 October 2013, Provo, Utah.

Loewen, S. & Nakatsukasa, K. L1 use in L2 language related episodes. Task-based Language Teaching Conference, Banff, Canada, 4 October 2013. 

Loewen, S. & Sterling, S. 2012. Language play in a Spanish foreign language classroom. Second Language Research Forum, Carnegie Mellon University, 21 October 2012.

Loewen, S. Task-based interaction in F2F and CMC settings. Task-based Language Teaching Conference, Auckland, New Zealand, 19 November 2011.

Loewen, S. & Inceoglu, S. Tracking input enhancement in Spanish L2 reading. AAAL Conference, Chicago, 29 March 2011.                                                                                                                 

Loewen, S., Inceoglu, S. & Winke, P. Using eye-tracking to investigate input enhancement. Paper in the Colloquium: Eye-tracking for SLA research: Applications, outcomes and methodological considerations, Second Language Research Forum, University of Maryland, 17 October 2010.

Loewen, S & Plonsky, L. Incidental vocabulary learning in the Spanish L2 classroom. Applied Linguistic Association of Australia Congress, Brisbane, 6 July 2010.

Loewen, S & Plonsky, L. Incidental vocabulary learning in the Spanish L2 classroom. Canadian Association of Applied Linguistics, Montreal, 2 June 2010.

Loewen, S & Erlam, R. Implicit and explicit feedback in L2 oral French interaction. American Association of Applied Linguistics, Atlanta, 7 March 2010.

Loewen, S. Invited Colloquium Organizer, Measuring the effectiveness of focus on form. Second Language Research Forum, East Lansing, MI, 30 October 2009. 

Loewen, S. & Plonsky, L. Intentional and incidental vocabulary learning in the Spanish L2 classroom. Hispanic Linguistics Symposium, San Juan, Puerto Rico, 23 October 2009. 

Loewen, S. Multiple recasts in the L2 classroom. The 15th World Congress of Applied Linguistics/ AILA 2008, Essen, Germany, 28 August 2008. 

Loewen, S. Focus on form in the L2 classroom. 42nd Annual TESOL Convention, New York, 4 April 2008. 

Loewen, S. Interactive approaches to learning grammar in the L2 classroom. Invited speaker at the Institute of Foreign Languages Department of English, Royal University of Phnom Penh, Cambodia, 25 February 2008. 

Loewen, S. Innovative approaches to teaching grammar in the L2 classroom. Invited Featured Speaker, 4th Annual CamTESOL Conference on English Language Teaching, Phnom Penh, Cambodia, 23 February 2008.