|Office:||1137l Pearson |
505 Morrill Rd.
Courses I am Teaching
ENGL/LING 511: Introduction to Linguistic Analysis
ENGL/LING 512: Second Language Acquisition
ENGL/LING 528: English for Specific Purposes
GR ST 529: Preparing Publishable Thesis Chapters
ENGL/LING 219: Introduction to Linguistics
Ph.D., Applied Linguistics and Technology, Iowa State University
M.A., Philology, Moldova State University
B.A., English Language and Literature / Translation and Interpreting, Moldova State University
English for specific purposes, corpus-based genre analysis, genre-based writing pedagogy, automated writing evaluation, computer-assisted language learning and assessment.
About My Teaching
I embraced teaching almost twenty-five years ago, and it has been a meaningful and substantial part of my experience ever since. Striving to be a worthy representative of the teaching profession, my first and foremost goal is to promote active student learning through effective pedagogy. Therefore, I am a teacher who does research, and a researcher who teaches. Classroom contexts serve as the bedrock of the research I do, providing elucidative evidence about the approaches I choose and the materials I develop in order to soundly attend to my students’ specific needs.
Refereed Journal Articles
Cotos, E., Link, S., & Huffman, S. (2017). Effects of DDL technology on genre learning. Language Learning and Technology Journal, 21(3), 104-130.
Cotos, E., Huffman, S., & Link, S. (2017). A Move/Step model for Methods sections: Demonstrating rigour and credibility. English for Specific Purposes, 46, 90-106.
Cotos, E., Link, S., & Huffman, S. (2016). Studying disciplinary corpora to teach the craft of Discussion. Writing and Pedagogy, 8(1), 33-64.
Cotos, E., & Pendar, N. (2016). Discourse classification into rhetorical functions for AWE feedback. CALICO Journal, 33(1), 92-116.
Cotos, E. (2015). AWE for writing pedagogy: From healthy tension to tangible prospects. Writing & Pedagogy, 7(2-3), 197-231.
Cotos, E., Huffman, S., & Link, S. (2015). Move analysis of the research article genre:
Furthering and applying analytic constructs. Journal of English for Academic Purposes, 19, 52-72.
Chapelle, C. A., Cotos, E., Lee, J. (2015). Diagnostic assessment with automated writing evaluation: A look at validity arguments for new classroom assessments. Language Testing, 32(3), 385-405.
Cotos, E. (2014). Genre-based automated writing evaluation for L2 research writing: From design to evaluation and enhancement. New York, NY: Palgrave Macmillan.
Yang, H., & Cotos, E. (forthcoming 2018). Innovative implementation of a web-based rating system for individualizing online English speaking instruction. In S. Link & J. Li (Eds.), Assessment across online language education, CALICO Monograph Series (Vol. 16). CALICO: San Marcos, TX.
Cotos, E. (2017). Language for specific purposes and corpus-based pedagogy. In C. Chapelle & S. Sauro (Eds.), The Handbook of Technology in Second Language Teaching. (pp. 248-264). Wiley: New Jersey.
Cotos, E. (2016). Computer-assisted research writing in the disciplines. In S. A. Crossley & D. S. McNamara (Eds.), Adaptive educational technologies for literacy instruction (pp. 225–242). Routledge: New York and London.
Cotos, E. (forthcoming 2018). Move analysis. In C. A. Chapelle (Ed.), Encyclopedia of Applied Linguistics. Oxford, UK: Wiley-Blackwell.
Cotos, E. (in print). Automated writing evaluation. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Wiley: New Jersey.
My credo as an applied linguist stems from the word “applied,” and thus my research agenda is focused on empirical inquiries driven by applied purposes. As a linguist, I am fascinated by the ways in which language functions in intricate ways to convey meaning. Therefore, my current projects center on identifying language problems related to functional meaning, devising theoretically-grounded technological solutions, and empirically validating their use in ways that have direct implications for pedagogical action in LSP contexts.