Paula Winke

(She/Her)

winke@msu.edu
(517) 353-9792
Wells Hall, B252

Professor

Second Language Studies

Biography

(Ph.D, Georgetown University) Paula Winke is the Inaugural Arts & Letters Professor in the College of Arts & Letters. She teaches in the Second Language Studies Ph.D. Program and in the TESOL & Applied Linguistics Programs in the Department of Linguistics, Languages, and Cultures. Her primary research is on second language assessment and individual differences that affect language assessment processes and outcomes.

Works

Burton, J. D., & Winke, P. (2025). Affect as a component of second language speech perception. Studies in Second Language Acquisition. Advance online publication. 1-26. https://doi.org/10.1017/S0272263125000063
Winke, P., & Koné, K. (2025). Why we need more research on technology applications in less-commonly-taught-language (LCTL) programs. Language Learning & Technology, 29(2). 1-10. https://doi.org/10125/73608
Etchart, M., & Winke, P. (2024). Reexamining the “L2 Grit Scale” construction process: A conceptual replication of Teimouri, Plonsky, and Tabandeh (2022). Journal for the Psychology of Language Learning, 6(2), Article e6216324. https://doi.org/10.52598/jpll/6/2/1
Zhang, X., & Winke, P. (2024). Time to proficiency in young English learners and factors that affect progress. TESOL Quarterly. Advance online publication. https://doi.org/10.1002/tesq.3340
Koné, K., & Winke, P. (2023). Do directed motivational current phenomena exist everywhere? An investigation into African EFL learners’ experiences. English Language Teaching, 16(4), 1-14. https://doi.org/10.5539/elt.v16n4p1
Siddoqui, T., & Winke, P. (2023). Bangladeshi EAP teachers’ perspectives on Task-based Language Teaching. TASK, 3(2), 273-304. https://doi.org/10.1075/task.00023.sid
Winke, P., Zhang, X., & Pierce, S. J. (2023). A closer look at a marginalized test method: Self-assessment as a measure of speaking proficiency. Studies in Second Language Acquisition, 45(2), 416-441. https://doi.org/10.1017/S0272263122000079
Winke, P., Huntley, L., & Gass, S. (2022). “So I think دبة is bear!” An initial data-driven explanation of how Arabic students use captioned video to learn vocabulary. Arab Journal of Applied Linguistics, 7(2), 1–34. https://mail.arjals.com/ajal/article/view/362
Winke, P., & Brunfaut, T. (Eds.) (2021). The Routledge handbook of second language acquisition and language testing. Routledge. ISBN: 9781138490680
Burton, J. D., & Winke, P. (2021). Building positive outcomes for English language learning: A case for focusing on positive individual differences. TESOL International Association AL Forum. http://newsmanager.commpartners.com/tesolalis/issues/2021-02-09/3.html
Gass, S., Sydorenko, T., & Winke, P. (2021). Materials from “The effects of captioning videos used for foreign language listening activities,” published in Language Learning & Technology, 2010, by Winke, Gass, and Sydorenko [Materials and description]. Humanities Commons. http://doi.org/10.17613/dtyy-3k03
Winke, P., Heidrich, E., & Gass, S. (2021). Individual differences in Advanced Spanish proficiency: Cluster and case-matching analyses on 127 Advanced learners. In M. Menke & P. Malovrh (Eds.), Advancedness in second language Spanish: Definitions, challenges, and possibilities (pp. 368-395). John Benjamins.
Godfroid, A., Winke, P., & Conklin, K. (2020). Exploring the depths of second language processing with eye tracking: An introduction. Second Language Research, 36(3), 243-255. https://doi.org/10.1177/0267658320922578
National Academies of Sciences, Engineering, and Medicine. (2020). A principled approach to language assessment. Washington, DC: The National Academies Press. https://doi.org/10.17226/25748
Winke, P., Zhang, X., Rubio, F., Gass, S., Soneson, D., & Hacking, J. (2020). The proficiency profiles of language students: Implications for programs. Second Language Research & Practice, 1(1), 25-64. http://hdl.handle.net/10125/69840
Zhang, X., Winke, P., & Clark, S. (2020). Background characteristics and oral proficiency development over time in lower-division college foreign language programs. Language Learning, 70(3), 807-847. https://doi.org/10.1111/lang.12396
Winke, P., & Ma, W. M. (2020). The assessment of Chinese L2 proficiency. In C. Shei, M., Zikpi, & D. Chao (Eds.), The Routledge handbook of Chinese language teaching (pp. 405-422). Routledge.
Winke, P. & Zhang, X. (2019). How a third-grade reading retention law will affect ELLs in Michigan, and a call for research on child ELL reading development. TESOL Quarterly, 53(2), 529-542. https://doi.org/10.1002/tesq.481 Video abstract: https://youtu.be/Xp1JXuiWZDY
Gass, S., Van Gorp, K., & Winke, P. (2019). Using different carrots: How incentivization affects proficiency testing outcomes. Foreign Language Annals, 52(2), 216-236. https://doi.org/10.1111/flan.12389 Video abstract: https://youtu.be/Br3Ct919IK8
Ma, W., & Winke, P. (2019). Self-assessment: How reliable is it in assessing oral proficiency over time? Foreign Language Annals, 52(1), 66-86. https://doi.org/10.1111/flan.12379 Video abstract: https://youtu.be/QhxEQOl_dcU
Rasool, G., & Winke, P. (2019). Undergraduate students’ motivation to learn and attitudes towards English in multilingual Pakistan: A look at shifts in English as a world language. System, 82, 50-62. https://doi.org/10.1016/j.system.2019.02.015
Winke, P., & Gass, S. (Eds.) (2018). Foreign language proficiency in higher education: Curricular and assessment issues. Springer. https://doi.org/10.1007/978-3-030-01006-5
Winke, P., Lee, S., Yoon, H-J., Ahn, J. I., Choi, I., & Cui, Y. (2018). The cognitive validity of child English-language tests: What young language learners and their native-speaking peers can reveal. TESOL Quarterly, 52(2), 274-303. https://doi.org/10.1002/tesq.396 Video abstract: https://youtu.be/GY0dRCTRtIk
Lee, S., & Winke, P. (2018). Young learners’ response processes when taking computerized tasks for speaking assessment. Language Testing, 35(2), 239-269. https://doi.org/10.1177/0265532217704009

College of Arts & Letters News

Applied Linguistics Scholars Among Top 2-Percent of Scientists Worldwide
College of Arts & Letters
March 14, 2025
Four professors from the Department of Linguistics, Languages, and Cultures at Michigan State University are among the top 2% of scientists in the world, according to Stanford University’s latest World’s Top 2% Scientists list, which identifies scholars who are top-cited in […] Read Now →
Faculty Invited to Teach at International Winter School for Language Testing Research
College of Arts & Letters
February 20, 2025
Assistant Professor Koen Van Gorp and Professor Paula Winke from the Department of Linguistics, Languages, and Cultures (LiLaC) at Michigan State University were two of five international professors invited by the European Association of Language Testing and Assessment and the […] Read Now →
Doctoral Candidate Receives AAAL Graduate Student Award
College of Arts & Letters
March 14, 2023
J. Dylan Burton, a doctoral candidate in the Second Language Studies (SLS) Ph.D. program at Michigan State University, received a 2023 Graduate Student Award from the American Association for Applied Linguistics (AAAL). Each year, this merit-based award recognizes 20 […] Read Now →
Paula Winke Named Inaugural Arts & Letters Professor
College of Arts & Letters
January 17, 2023
Paula Winke, Professor in the Department of Linguistics, Languages, and Cultures (LiLaC) at Michigan State University, recently was named the inaugural Arts & Letters Professor recognizing her outstanding intellectual leadership and excellence in teaching. “It is a true […] Read Now →
MSU Faculty Member and Alum Win National Foreign Language Education Award
College of Arts & Letters
February 21, 2022
The highest national research award for foreign language education recently was awarded to the team of Xiaowan Zhang, MSU Ph.D. alumna in Second Language Studies; Paula Winke, Professor in MSU’s Department of Linguistics, Languages, and Cultures; and Shaunna Clark, Associate […] Read Now →