Russell, V., & Davidson Devall, K. F. (2018). Native and nonnative English speaker perceptions of the world language edTPA. In P. Swanson and S. Hildebrandt (Eds.), Researching edTPA problems and promises: Perspectives from ESOL, English, and world language teacher education (Series: Contemporary Language Education). Charlotte, NC: Information Age Publishing. Book Website

Russell, V. (2018). Web-based pragmatics resources: Techniques and strategies for teaching L2 Spanish pragmatics to English speakers. In D. Dumitrescu & P. Andueza (Eds.), L2 Spanish pragmatics: From Research to Teaching (Series: Advances in Spanish Language Teaching). New York: Routledge.  Book Website

Russell, V. (2018). Assessing the effect of pedagogical interventions on success
rates and on students’ perceptions of connectedness online. In S. Link & J. Li (Eds.), Assessment across online language education (CALICO Series: Advances in CALL Research and Practice). Sheffield, U. K.: Equinox.

Russell. V., & Davidson Devall, K.F. (2016). An examination of the edTPA portfolio assessment and other measures of teacher preparation and readiness. Foreign Language Annals, 49(3), 479-501.

Russell, V. (2016). An examination of learners’ noticing and processing of complex Spanish grammar in authentic input texts. Electronic Journal of Foreign Language Teaching (eFLT), 13(1), 5-29. Russell_eFLT_2016

Russell, V., Allison, S., Jacobs, A., Wingate, K., & Taft, H. (2016). Fostering global competence among pre-service language teachers: A comparison of teacher beliefs and practices between language teachers from the U.S. and Spain. Dimension, 52-74.

Russell, V. (2014). A closer look at the Output Hypothesis: The effect of pushed output on noticing and inductive learning of the Spanish future tense. Foreign Language Annals, 47(1), 25-47.

Russell, V. (2013). The impact of a summer study abroad program on pre-service teacher foreign language anxiety. FLAG Journal Peer Review, 15,15-24. Russell_FLAG_Journal_Peer_Review_2013

Russell, V. & Curtis, W. (2013). Comparing a large- and small-scale online language class: An examination of teacher and learner perceptions. The Internet and Higher Education,

Russell, V. (2012). Learning complex grammar in the virtual classroom: A comparison of processing instruction, structured input, computerized visual input enhancement, and traditional instruction. Foreign Language Annals, 45(1), 42-71

Russell, V., & Vásquez, C. (2011). A Web-based tutorial for the instruction of Spanish pragmatics. International Association for Language Learning Technology (IALLT) Journal, 41(2), 27-55. Russell&Vasquez_IALLT_2011

Russell, V. (2009). Corrective feedback, more than a decade of research since Lyster and Ranta (1997): Where do we stand today? Electronic Journal of Foreign Language Teaching (eFLT), 6(1), 21-31. Russell_eFLT_2009


Russell, V. (2017). SIG Corner: New Online Mentoring Program from ACTFL Distance Learning SIG and NFLRC. The Language Educator, 12(4), 16-17.

Russell, V. (2015). So you say: Fostering intercultural communicative competence. The Language Educator, 10(3), 60.

Russell, V. (2011). Processing instruction: From theory to practice. The Language Educator,
(2) 32-33. Russell_LanguageEducator_2011

Russell, V. (2008). Studying abroad through a Spanish embassy program: One language educator’s dream come true. The Language Educator, 3(3), 53. Russell_Language_Educator_April_2008


Murhpy-Judy, K., Rodríguez, J., & Russell, V. (2017). ACTFL DL SIG / NFLRC Online Mentoring Program for Online Language Teachers.

Brown, C., O’Brien, C., Russell, V., Wahlgren, P., & Worley, G. (2008). “Pragmatics en español.” Retrieved from