Chau, T., & Huensch, A. (2025). The relationships among L2 fluency, intelligibility, comprehensibility, and accentedness: A meta-analysis. Studies in Second Language Acquisition. [https://doi.org/10.1017/S0272263125000014]
Data and analysis code: https://osf.io/dtp8z/
Tracy-Ventura, N., Huensch, A., Katz, J., & Mitchell, R. (2025). Is L2 attrition inevitable after instruction ends? An exploratory longitudinal study of advanced instructed L2 users. Language Learning, 75, 42-76. https://doi.org/10.1111/lang.12665
Data and materials: https://osf.io/sypbn/
Huensch, A. (2024). Clarifying the role of inhibitory control in L2 phonological processing: A preregistered, close replication of Darcy et al. (2016). Studies in Second Language Acquisition, 46, 1392-1412. [https://doi.org/10.1017/S0272263124000238]
Preregistration: https://osf.io/w4gj2
Data and materials: https://osf.io/fxzvj/
Al-Hoorie, A., Cinaglia, C., Hiver, P., Huensch, A., Isbell, D., Leung, C., & Sudina, E. (2024). Open science: Considerations and issues for TESOL Research. TESOL Quarterly, 58, 537-556. [https://doi.org/10.1002/tesq.3304]
Huensch, A. (2023). Effects of speaking task and proficiency on the mid-clause pausing characteristics of L1 and L2 speech from the same speakers. Studies in Second Language Acquisition, 45, 1031-1055. [https://doi.org/10.1017/S0272263123000323]
Data and materials: https://osf.io/dn6v3/
Brown, D., Fernandez, J., Huensch, A. (2023) The role of pragmatic markers in perceptions of L2 fluency in dialogue. System, 119. [ https://doi.org/10.1016/j.system.2023.103157 ]
Data and materials: https://osf.io/yb8dk/
Nagle, C., Huensch., A, & Zárate–Sández, G. (2023). Exploring phonetic predictors of intelligibility, comprehensibility, and foreign accent in L2 Spanish speech. Modern Language Journal, 107, 202-221. [ https://doi.org/10.1111/modl.12827 ]
Data and materials: https://osf.io/m2r49/
Huensch, A., & Nagle, C. (2022). Revisiting the moderating effect of speaker proficiency on the relationships among intelligibility, comprehensibility, and accentedness in L2 Spanish. Studies in Second Language Acquisition. [ DOI: 10.1017/S0272263122000213 ] | [ pdf ]
Data and materials: https://osf.io/4p7r8/
Chau, T., Huensch, A., Hoang, Y. K., & Chau, H. T. (2022). The effects of L2 pronunciation instruction on EFL learners’ intelligibility and fluency in spontaneous speech. TESOL-EJ, 25(4) [ pdf ].
Huensch. A., & Nagle, C. L. (2021). The effect of speaker proficiency on intelligibility, comprehensibility, and accentedness in L2 Spanish: A conceptual replication and extension of Munro and Derwing (1995a). Language Learning. [ DOI: 10.1111/lang.12451 ]
Preregistration: https://osf.io/h592g
Data and Materials: https://osf.io/4j5cr/
Nagle, C. L., & Huensch, A. (2020). Expanding the scope of L2 intelligibility research: Intelligibility, comprehensibility, and accentedness in L2 Spanish. Journal of Second Language Pronunciation, 6, 329-351. [ DOI: 10.1075/jslp.20009.nag ] | [ pdf ]
Mitchell, R., Tracy-Ventura, N., & Huensch, A. (2020). After study abroad: The maintenance of multilingual identity among anglophone languages graduates. Modern Language Journal, 104, 327-344. [ DOI: 10.1111/modl.12636 ] | [ pdf ]
Huensch, A. (2019). The pronunciation teaching practices of university-level graduate teaching assistants of French and Spanish introductory language courses. Foreign Language Annals, 52, 13-31. [ DOI:1 0.1111/flan.12372 ] | [ PrePrint pdf ]
Huensch, A. (2019). Pronunciation in foreign language classrooms: Instructors’ training, classroom practices, and beliefs. Language Teaching Research, 23, 745-764. [ DOI: 10.1177/1362168818767182 ] | [ PrePrint pdf ]
Huensch, A., Tracy-Ventura, N., Bridges, J., & Cuesta-Medina, J. (2019). Variables affecting the maintenance of L2 proficiency and fluency four years post-study abroad. Study Abroad Research in Second Language Acquisition and International Education, 4, 96-125. [ DOI: 10.1075/sar.17015.hue ]
Huensch, A., & Tracy-Ventura, N. (2017). L2 utterance fluency development before, during, and after residence abroad: A multidimensional investigation. The Modern Language Journal, 101, 275-293. [ DOI: 10.1111/modl.12395 ] | [ PrePrint pdf ]
Huensch, A., & Thompson, A. S. (2017). Contextualizing attitudes toward pronunciation: Foreign language learners in the US. Foreign Language Annals, 50, 410-432. [ DOI: 10.1111/flan.12259 ] | [ PrePrint pdf ]
Huensch, A., & Tracy-Ventura, N. (2017). Understanding L2 fluency behavior: The effects of individual differences in L1 fluency, cross-linguistic differences, and proficiency over time. Applied Psycholinguistics, 38, 755-785. [ DOI: 10.1017/S0142716416000424 ] | [ PrePrint pdf ]
Huensch, A. (2017). How the initiation and resolution of repair sequences act as a device for the co-construction of membership and identity. Pragmatics and Society, 83, 355-376. [ DOI: 10.1075/ps.8.3.02hue ] [ PrePrint pdf ]
Huensch, A. (2016). Perceptual phonetic training improves production in larger discourse contexts. Journal of Second Language Pronunciation, 2, 183-207. [ DOI: 10.1075/jslp.2.2.03hue ] | [ PrePrint pdf ]
Huensch, A., & Tremblay, A. (2015). Effects of perceptual phonetic training on the perception and production of second language syllable structure. Journal of Phonetics, 52, 105-120. [ DOI: 10.1016/j.wocn.2015.06.007 ]
Kim, J., Chim, Y., Huensch, A., Jun, H., Li, H., & Roullion, V. (2010). A case study on an item writing process: Use of test specifications, nature of group dynamics, and individual item writers’ characteristics. Language Assessment Quarterly, 7, 160-174. [ DOI: 10.1080/15434300903473989 ]
Yoon, S., Pierce, L., Huensch, A., Juul, E., Perkins, S., Sproat, R., & Hasegawa-Johnson, M. (2009). Construction of a rated speech corpus of L2 learners' speech. CALICO Journal, 26, 662-673. [ DOI: 10.1558/cj.v26i3.662-673 ]
Huensch, A. (2024). Open science and Preregistration. In L. Plonsky (Ed.), Open science in applied linguistics (pp. 132-147). Applied Linguistics Press. [ pdf ]
Leal-Arenas, S., & Huensch, A. (2024). Do you see what I mean? Cue clashing in L2 Spanish lexical stress perception. In D. J. Olson, J. L. Sturm, O. Dmitrieva, & J. M. Levis (Eds.), Proceedings of the 14th Pronunciation in Second Language Learning and Teaching Conference (pp. 1-11). Purdue University. https://doi.org/10.31274/psllt.17053
Liu, M., Chong, S. W., Marsden, E., McManus, K., Morgan-Short, K., Al-Hoorie, A. H., Plonsky, L., Bolibaugh, C., Hiver, P., Winke, P., Huensch, A., & Hui, B. (2022). Open scholarship in applied linguistics: What, why, and how. Language Teaching. https://osf.io/ypu8m/
Huensch, A., & Staples, S. (2022). Spoken Corpora. In T. Derwing, M. Munro, & R. Thomson (Eds.), Handbook of SLA and Speaking. Routledge.
Huensch, A. (2021). Fluency. In N. Tracy-Ventura & M. Paquot (Eds.), The Routledge Handbook of SLA and Corpora (pp. 293-304). Routledge. [ pdf ]
Tracy-Ventura, N., Huensch, A., & Mitchell, R. (2021). Understanding the long-term evolution of L2 lexical diversity: The contribution of a longitudinal learner corpus. In B. Le Bruyn & M. Paquot (Eds.), Learner Corpus Research Meets Second Language Acquisition (pp. 148-171). Cambridge University Press [ pdf ]
Ghanem, R., Edalatishams, I., Huensch, A., Puga, K., & Staples, S. (2020). The effectiveness of computer programs in the transcription and analysis of spoken discourse: Towards a protocol for pronunciation corpora. In O. Kang, S. Staples, K. Yaw, & K. Hirschi (Eds.), Proceedings of the 11th Pronunciation in Second Language Learning and Teaching conference, ISSN 2380-9566 (pp. 97-114). Iowa State University. [ pdf ]
Huensch, A. (2018). Examining foreign language instructors’ definitions of pronunciation instruction. In J. Levis (Ed.), Proceedings of the 9th Pronunciation in Second Language Learning and Teaching conference, ISSN 2380-9566 (pp. 100-110). Iowa State University. [ pdf ]
Tracy-Ventura, N., & Huensch, A. (2018). The potential of longitudinal learner corpora in SLA research. In A. Gudmestad & A. Edmonds (Eds.), Critical Reflections on data in second language acquisition. John Benjamins. [ DOI: 10.1075/lllt.51.07tra ] | [ PrePrint pdf ]
Thompson, A. S., & Huensch, A. (2017). Pronunciation attitudes: The role of multilingual status and perceived positive language interaction (PPLI). In M. O’Brien & J. Levis (Eds.), Proceedings of the 8th Pronunciation in Second Language Learning and Teaching conference, ISSN 2380-9566 (pp. 144-154). Iowa State University. [ pdf ]
Watts, P., & Huensch, A. (2015). Assessing assessment: A principled revision of an in-house pronunciation diagnostic test. In J. Levis, R. Mohammed, M. Qian & Z. Zhou (Eds.), Proceedings of the 6th Pronunciation in Second Language Learning and Teaching conference (pp. 253-261). Iowa State University. [ pdf ]
Watts, P., & Huensch, A. (2013). Integrated speaking, listening and pronunciation: Are textbooks leading the way? In J. Levis & K. LeVelle (Eds.), Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference (pp. 265-278). Iowa State University. [ pdf ]
Huensch, A. (2019). Invited review of J. Murphy (Ed.)’s “Teaching the Pronunciation of English: Focus on Whole Courses”, Journal of Second Language Pronunciation, 5, 176-180. [ DOI: 10.1075/jslp.18012.hue ] | [ PrePrint pdf ]