• Knight, J., Dooly, M. & Barberà, E. (2020). Getting smart: towards critical digital literacy pedagogies, Social Semiotics, DOI: 10.1080/10350330.2020.1836815 (early view). (Request copy)

  • Dooly, M., & Smith, B. (2020) Telecollaboration and virtual exchange between practice and research: a conversation. Journal of Virtual Exchange, 3(SI): 63-81. (Read online)

  • Dooly, M., & Sadler, R. (2020). “If you don’t improve, what’s the point?” Investigating the impact of a “flipped” online exchange in teacher education. ReCALL, 32(1), 4-24. doi:10.1017/S0958344019000107 (Read online)

  • Dooly, M. & Vallejo, C. (2020). 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, 23(1), 81-97. (Request copy)

  • Knight, J., Dooly, M., & Barberà, E. (2020). Navigating a multimodal ensemble: Learners mediating verbal and non-verbal turns in online interaction tasks. ReCALL, 32(1), 25-46. doi:10.1017/S0958344019000132 (Request copy)

  • Vallejo, C., & Dooly, M. (2020). 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, 23(1), 1-16. (Read online)


  • Knight, J., Dooly, M., & Barberà, E. (2018). Multimodal meaning making: Navigational acts in online speaking tasks. System, 78, 65-78. (Download article)

  • 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. (Read online)

  • Dooly, M. (2018). “I do which the question”: Students’ innovative use of technology resources in the language classroom. Language Learning & Technology, 22(1), 184-217. (Read online)

  • 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. (Read online)


  • 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. (Read online)

  • Helm, F. & Dooly, M. (2017). Challenges in transcribing multimodal data: A case study, Language Learning & Technology, Special Issue on Methodological Innovation in CALL Research, 21(1), 166-185. (Read online)

  • 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. (Read online)


  • Dooly, M., & Tudini, V. (2016). 'Now we are teachers': The role of small talk in student language teachers' telecollaborative task development. Journal of Pragmatics,102, 38-53. (Download article)

  • Sadler, R., & Dooly, M. (2016). Twelve years of telecollaboration: what we have learnt. ELT Journal, 70(4), 401-413. (Read online)

  • Lewis, T., O'Rourke, B., & Dooly, M. (2016). innovation in language learning and teaching - Online intercultural exchange, innovation in language learning and teaching. Innovation in Language Learning and Teaching,  (1), 1-5. (Read online)

  • Dooly, M., & Sadler, R. (2016). Becoming little scientists: Technologically-enhanced project-based language learning. Language Learning & Technology, 20(1):54-78. (Read online)


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