Vorobel, O., Voorhees, T., & Gokcora, D. (2021). Language learners’ digital literacies: Focus on students’ information literacy and reading practices online. Journal of Computer Assisted Learning, 1-14.
Voorhees, T., & Vorobel, O. (under review). Integrating qualitative research into the community college linguistics course: An auto-ethnographic inquiry.
Vorobel, O., Kim, D., & Park, H.-R. (2020). An adolescent English learner’s expression of self and identity through multiliteracy practices. Journal of Educational Research, 113(5), 327-334.
Vorobel, O., & Smith, B. (2020). Publishing on CALL products: Guidelines for authors and developers. CALICO Journal, 37(3), i-ix.
Park, H.-R., Kim, D., & Vorobel, O. (2020). International students’ reading digital texts on tablets: Experiences and strategies. Journal of Computing in Higher Education, 32, 476–504.
Smith, P., Kim, D., Vorobel, O, & King, J. (2019). Verbal reports in the reading processes of language learners: A methodological review. Review of Education, 8(1), 37-114.
Smith, P., Kim, D., Vorobel, O, & King, J. (2019). Context and implications document for: Verbal reports in the reading processes of language learners: A methodological review. Review of Education, 8(1), 115-119.
Vorobel, O., Voorhees, T., & Gokcora, D. (2018). ESL students’ perceptions of using a social bookmarking tool for the development of reading in L2. JALT CALL Journal, 14(3), 191-210.
Kim, D., Vorobel, O., & King, B. (2018). College students’ use of Second Life in learning Spanish as a Foreign Language. Journal of Second Language Teaching & Research, 6, 109-142.
Vorobel, O. (2017). Ecological perspective and foreign language teaching and learning. Professional Education: Methodology, Theory and Technologies, 5(1), 14-21.
Vorobel, O. (2017). Invited review of A. A. Pina & J. B. Huett (Eds.), “Beyond the online course: Leadership perspectives on e-learning.” Teachers College Record.
Kim, D., & Vorobel, O. (2017). Discourse communities: From origins to social media. In S. Wortham, D. Kim, and S. May (Eds.), Encyclopedia of Language and Education. Discourse and Education (pp. 267-281). Springer. doi:10.1007/978-3-319-02322-9_33-1
Vorobel, O., & Kim, D. (2017). Adolescent ELLs’ collaborative writing practices in face-to-face and online contexts: From perceptions to action, System, 65, 78-89. http://dx.doi.org/10.1016/j.system.2017.01.008
Vorobel, O., & Vasquez, C. (2014). A teacher’s perspectives on peer review in ESL classes. Writing & Pedagogy, 6(2), 307-335
Vorobel, O., & Kim, D. (2014). Focusing on content: Discourse in L2 peer review groups. TESOL Journal, 5(4), 698-720. http://dx.doi.org/10.1002/tesj.126,
Vorobel, O., & Kim, D. (2012). Language teaching at a distance: An overview of research. CALICO Journal, 29(3), 548-562. http://dx.doi.org/10.11139/cj.29.3.548-562
Vorobel, O., & Kim, D. (2011). Upper-intermediate-level ESL students’ summarizing in English. TESOL Journal, 2(3), 330-354. http://dx.doi.org/10.5054/tj.2011.259958