Dooly, M., & Sadler, R. (2019). “If you don’t improve, what’s the point?” Investigating the impact of a “flipped” online exchange in teacher education. ReCALL, 1-21. doi:10.1017/S0958344019000107 (early view online)
Dooly, M. & Vallejo, C. (2019). Bringing plurilingualism into teaching practice: a quixotic quest? Special Issue: The evolution of language teaching: Towards plurilingualism and translanguaging [online]. International Journal of Bilingual Education and Bilingualism. (early view online)
Vallejo, C., & Dooly, M. (2019). Plurilingualism and translanguaging: emergent approaches and shared concerns. Introduction to the special issue. Special Issue: The evolution of language teaching: Towards plurilingualism and translanguaging [online]. International Journal of Bilingual Education and Bilingualism. (early view online)
Dooly, M., & Davitova, N. (2018). ‘What can we do to talk more?’ Analysing language Learners’ online interaction. P. Seedhouse, O. Sert & U. Balaman (Eds.) Hacettepe University Journal of Education, Special Issue: Conversation Analytic Studies on Teaching and Learning Practices: International Perspectives, 33, 215-237. (complete special issue)
Dooly, M., & Vallejo, C. (2018).Bridging across languages and cultures in everyday lives: an expanding role for critical intercultural communication. Language & Intercultural Communication (Special Issue), 18(1), 1-8.
Dooly, M. (2017). Performing identities in social media: A proposal for studying identity construction in language learning online. ALSIC [Special Issue, H. Baldauf-Quilliatre, M. Ollagnier-Beldame, & C. Develotte (Eds.)], 20.
Dooly, M., Barba Calatrava, J., Borràs González, A., Creus Pedrol, M., & González Andreu, C. (2017). “I don’t know”: Results of a small-scale survey on teachers’ perspectives of the European Language Portfolio. Porta Linguarum, 27, 63-77.