Oksana Vorobel is an Associate Professor at Borough of Manhattan Community College, City University of New York. She received her Ph.D. in Second Language Acquisition and Instructional Technology, University of South Florida (USF). Her research interests include second language literacy, use of technology in language learning and teaching, […]
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