Computer Aided Language Learning, Complexity Accuracy and Fluency, Speaking Anxiety
Recent Research Interests
As the number of people with access to computers and smartphones increase, there have been a plethora of applications, websites, and other e-learning activities created to improve students’ English. I’ve been researching how technology can be used to improve speaking fluency, speaking complexity, pronunciation, and decrease speaking anxiety. Besides a technology-focus, I’m also interested in researching how second language acquisition is aided by peer-to-peer interactions, such as role plays, group discussions, and short presentations. I’m a proponent of the Output Hypothesis and Interactionist Theory. Lastly, I’m dedicated to helping teachers by creating rubrics to help with textbook selection based on Nation’s Four Strands Theory and have also volunteered teaching teachers in Vietnam, Cambodia, and China.
Dubin, B., Moskowitz, N., & Sparrow, D. (2020). How independent speaking using flipgrid affects learners’ complexity, accuracy, and fluency. In D. Beglar & T. Nemoto (Eds.), Proceedings of the 21st Annual Temple University Japan Campus Applied Linguistics Colloquium (pp. 1-10). Temple University Japan Campus, TESOL Program.
Dubin, B. (2019). Complexity, Accuracy, and Fluency: Improving Paraphrasing Skills using Direct and Indirect Methods. TUJ Studies in Applied Linguistics, 122, 9-18. Tokyo: Temple University, Japan Campus.
Dubin, B. (2019). Grammar-Translation and Yakudoku in Japanese Secondary Schools. TUJ Studies in Applied Linguistics, 122, 57-61. Tokyo: Temple University, Japan Campus.
Dubin, B. (2018). Developing an English Communication Curriculum at a Japanese University. TUJ Studies in Applied Linguistics, 120, 49-55. Tokyo: Temple University, Japan Campus.
Dubin, B. (2018). Teaching the English Article System Using Implicit and Explicit Methods. Temple University Japan Studies in Applied Linguistics, 113, 16-28.