Debra Hardison

Hardison, D. M. (2025). The multimodal context of phonological learning. University of Toronto Press.

Algana, M., & Hardison, D. M. (2024). Variable effects of speakers’ visual cues and accent on L2 listening comprehension: A mixed-methods approach. Language Teaching Research. Online First: https://doi.org/10.1177/13621688241246106.  

Hardison, D. M., & Okuno, T. (2023). L2 Japanese vowel production: A closer look at transfer effects from perception training with waveforms. In S. McCrocklin (Ed.), Technological resources for second language pronunciation learning and teaching: Research-based approaches (pp. 217-238). Lanham, MA: Lexington Books.

Gagnon, S. G., & Hardison, D. M. (2022). Hidden in plain sight: An exploration of learner productions of phonological processes in Korean and their impact on comprehensibility to the native and non-native ear. The Korean Language in America, 26(1-2), 22-46. (Official journal of the American Association of Teachers of Korean). https://doi.org/10.5325/korelangamer.26.1-2.0022.

Medina González, M., & Hardison, D. M. (2022). Assistive design for English phonetic tools (ADEPT) in language learning. Language Learning & Technology, 26(1), 1-23. https://www.lltjournal.org/;  https://hdl.handle.net/10125/73493. This study won the Dorothy Chun Award for Best Journal Article in Language Learning & Technology in 2022. Click here for the story.

Hardison, D. M., & Okuno, T. (2022). Changes in second-language learners’ oral skills and socio-affective profile following short-term study abroad to Japan. Study Abroad Research in Second Language Acquisition and International Education, 7(2), 204-239. https://doi.org/10.1075/sar.21023.har. 

Hardison, D. M. (2021). Multimodal input in second-language speech processing. Language Teaching, 54(2), 206-220. Published online November 17, 2020 by Cambridge University Press. https://doi.org/10.1017/S0261444820000592.

Hardison, D. M., & Pennington, M. C. (2021). Multimodal second-language communication: Research findings and pedagogical implications. RELC Journal, 52(1), 62-76. https://doi.org/10.1177/0033688220966635.

Hardison, D. M. (2019). Technology-based communication success for second-language learners. In M. A. Peters & R. Heraud (Eds.), Encyclopedia of educational innovation. Singapore: Springer.

Hardison, D. M. (2018). Visualizing the acoustic and gestural beats of emphasis in multimodal discourse: Theoretical and pedagogical implications. Journal of Second Language Pronunciation, 4, 231-258.

O’Brien, M. G., Derwing, T. M., Cucchiarini, C., Hardison, D. M., Mixdorff, H., Thomson, R. I., Strik, H., Levis, J. M., Munro, M. J., Foote, J. A., & Muller Levis, G. (2018). Directions for the future of technology in pronunciation research and teaching. Journal of Second Language Pronunciation, 4, 182-206. 

Hardison, D. M. (2018). Computer-assisted pronunciation training. In O. Kang, R. I. Thomson, & J. M. Murphy (Eds.), The Routledge handbook of contemporary English pronunciation (pp. 478-494). New York: Routledge.

Hardison, D. M. (2018). Effects of contextual and visual cues on spoken language processing: Enhancing L2 perceptual salience through focused training. In S. M. Gass, P. Spinner, & J. Behney (Eds.), Salience in second language acquisition (pp. 201-220). New York: Routledge.

Okuno, T., & Hardison, D. M. (2016). Perception-production link in L2 Japanese vowel duration; Training with technology. Language Learning & Technology, 20, 61-80.

Hardison, D. M. (2014). Changes in second-language learners’ oral skills and socio-affective profile following study abroad: A mixed-methods approach. The Canadian Modern Language Review, 70, 415-444.

Hardison, D. M. (2014). Phonological literacy in L2 learning and teacher training. In J. Levis & A. Moyer (Eds.), Social dynamics in second language accent (pp. 195-218). Boston/Berlin: de Gruyter Mouton.

Hardison, D. M. (2012). Second-language speech perception: A cross-disciplinary perspective on challenges and accomplishments. In S. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp. 349-363). New York: Routledge.