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Melissa Baralt

Associate Professor of Applied Linguistics

Modern Languages


Office: DM 470A 

Email: mbaralt@fiu.edu

Selected Publications


Baralt, M. (forthcoming). Becoming a task-based teacher educator: A case study. In Martin Bygate, Virginia Samuda, & Kris Van den Branden (Eds.), Task-based Language Teaching as a researched pedagogy. Amsterdam: John Benjamins. Baralt, M., & Morcillo Gómez, J. (2017). Task-Based Language Teaching online: A guide for teachers. Language Learning & Technology, 21, 28-43. (See article here).
Darcy Mahoney, A., & Baralt, M. (2016). Bilingualism and executive inhibitory control in 4- and 5-year-old preterm born children: A pilot study. Advances in Neonatal Care, 16, National Association of Neonatal Nurses Research Abstracts E3-E12.
Baralt, M., & López-Bravo, M. (2016). Teaching Chinese as a foreign language: A classroom study on the timing of grammar around a task. Chinese as a Second Language Research, 5, 27-61.
Gurzynski-Weiss, L., & Baralt, M. (2015). Does type of modified output correspond to learner noticing of feedback? A closer look in face-to-face and computer-mediated task-based interaction. Applied Psycholinguistics, 36, 1393-420.
Head, L., Baralt, M., & Darcy Mahoney, A. (2015). Bilingualism as a potential strategy to improve executive function in preterm infants - A review. Journal of Pediatric Health Care, 29, 126-36.
Gurzynski-Weiss, L., & Baralt, M. (2014). Exploring learner perception and use of task-based interactional feedback in FTF and CMC modes. Studies in Second Language Acquisition, 36, 1-37.
Cerezo, L., Baralt, M., Suh, B-R., & Leow, R. (2014). Does the medium really matter in L2 development? The validity of CALL research designs. Computer Assisted Language Learning, 27, 294-310.
Baralt, M. (2013). The impact of cognitive complexity on feedback efficacy during online versus face-to-face interactive tasks. Studies in Second Language Acquisition, 35, 689-725.
Baralt, M., Pennestri, S., Selvanadin, M. (2011). Using Wordles to teach foreign language writing. Language Learning & Technology, 15, 12-22.
Baralt, M., & Gurzynski-Weiss, L. (2011). Comparing learners' state anxiety during task-based interaction in computer-mediated and face-to-face communication. Language Teaching Research, 15, 201-29.
Baralt, M. (2009). The Use of Social Networking Sites for Language Practice and Learning. Ilha Do Desterro, Recent Research in SLA, 59, 1. Federal University of Santa Catarina (UFSC), Brazil.
Baralt, M., Gurzynski-Weiss, L., & Kim, Y. (2016). Engagement with the language: How examining learners' affective and social engagement explains successful learner-generated attention to form. In M. Sato & S. Ballinger (Eds.), Peer interaction and L2 learning (pp. 209-239). Amsterdam: John Benjamins.
Baralt, M. (2015). Working memory capacity, cognitive complexity and L2 recasts in online language teaching. In Z. Wen, M. Borges Mota, & A. McNeill (Eds.), Working memory in second language acquisition and processing (pp. 248-269). Bristol: Multilingual Matters.
Baralt, M., & Leow, R. (2015). Uptake, task complexity, and L2 development in SLA: An online perspective. In Cerezo, L., Leow, R., & Baralt, M. (Eds.), A psycholinguistic approach to technology and language learning (pp. 201-222). Boston: de Gruyter.
Gurzynski-Weiss, L., Baralt, M., Al-Khalil, M., & Leow, R. (2015). The roles of type of feedback, type of linguistic item, and awareness in L2 development in computer-mediated communication. In Cerezo, L., Leow, R., & Baralt, M. (Eds.), A psycholinguistic approach to technology and language learning (pp. 151-170). Boston: de Gruyter.
Baralt., M. (2014). Task sequencing and task complexity in traditional versus online classes. In M. Baralt, R. Gilabert, & P. Robinson (Eds.), Task sequencing and instructed second language learning (pp. 95-122). London: Bloomsbury.
Baralt, M., Gilabert, R., & Robinson, P. (2014). An introduction to theory and research in task sequencing and instructed second language learning. In M. Baralt, R. Gilabert, & P. Robinson (Eds.), Task sequencing and instructed second language learning (pp. 1-34). London: Bloomsbury.
Baralt., M., Harmath-de Lemos, S., & Werfelli, S. (2014). Teachers' application of the Cognition Hypothesis when lesson planning: A case study. In M. Baralt, R. Gilabert, & P. Robinson (Eds.), Task sequencing and instructed second language learning (pp. 179-206). London: Bloomsbury. Cerezo, L., Leow, R., & Baralt, M. (2015). A psycholinguistic approach to technology and language learning. Boston: de Gruyter. Book information
Baralt, M., Gilabert, R., & Robinson, P. (2014). Task sequencing and instructed second language learning. London: Bloomsbury. Book information
Baralt, M. (2012). Coding qualitative data. In A. Mackey and S. Gass (Eds.), Research methods in second language acquisition: A practical guide (pp. 222-244). Malden: Wiley-Blackwell.

Areas of Expertise

Psycholinguistics
Bilingualism and second language acquisition
Bilingual language development in children
Sociocultural and environmental factors that affect parent-child interaction
Bilingual education; classroom vs. online language learning
Methodologies of language teaching
Language teacher education and cognition
Minority student experiences in the foreign language classroom

Degrees

Ph.D. Georgetown University, Applied Linguistics (awarded with distinction)
M.S. Georgetown University, Applied Linguistics
B.A. University of Virginia, Hispanic Linguistics