Mary Lou Vercellotti

Mary Lou Vercellotti

Assistant Professor of English


Room:RB 378

Mary Lou Vercellotti (PhD Applied Linguistics, University of Pittsburgh) is professor of Linguistics and Teaching English to Speakers of Other Languages (TESOL). Her research agenda includes researching second language development, English language teaching and assessment practice, and classroom-based research. Specifically, she measures oral language performance (e.g., complexity, accuracy, and fluency) of adult learners of English across language development while learning in Intensive English programs.


Ph.D., Applied Linguistics, University of Pittsburgh, 2012

Dissertation:  Complexity, Accuracy, and Fluency as Properties of Language Performance: The Development of the Multiple Subsystems over Time and in Relation to Each Other

nglish to Speakers of Other Languages CertificateTeaching E


M.A., Linguistics, University of Pittsburgh, 2007

Thesis:  Non-Linguistic Cognitive Effects of Learning American Sign Language as a Second Language

B.A., Elementary Education and Psychology1994magna cum laude, Carlow University, ,


Research Interests

  • Second language development as measured by language performance in classroom contexts
  • Assessing language performance, language development, and language learning
  • English language pedagogy
  • Scholarship of Teaching and Learning


Peer-reviewed Journal Articles

Vercellotti, M. L. . Active Learning in Higher Education). Do interactive learning spaces increase student achievement?  A comparison of classroom context. forthcoming(

Vercellotti, M. L, 179-190.Journal of English for Academic Purposes, 22. & Packer, J. (2016). Shifting structural complexity: The production of clause types in speeches given by English for Academic Purposes students.

(3), 387-404. 20,Language Teaching Research. (2016). Similar prompts may not be similar in the performance they elicit: Examining fluency, complexity, accuracy, and lexis in narratives from five picture prompts. Vercellotti, M. LDe Jong, N. &

Vercellotti, M. L.. doi:10.1093/applin/amv002.Applied Linguistics (2015). The development of complexity, accuracy, and fluency in second language performance: A longitudinal study.

Vercellotti, M. L(2), 243-250. doi: 10.1075/dujal.2.2.05louDutch Journal of Applied Linguistics, 2. & de Jong, N. (2013). Use and accuracy of verb complements in English L2 speech.

(pp. 1477-1491). Malden, UK:  Wiley-Blackwell.The Companion to Language Assessment. (2013). Language acquisition and language assessment. In A. J. Kunnan (Ed.). Vercellotti, M. L.Shirai, Y. &

TESOL Quarterly, 92, 410-420. doi: 10.1002/tesq.92. (2013). Examining the impact of self-correction notes on grammatical accuracy in speaking. Vercellotti, M. L.McCormick, D. E. &

Vercellotti, M. L.(4), 545-579.Morphology, 22 & Mortensen, D. (2012). A classification of compounds in American Sign Language: An evaluation of the Bisetto and Scalise framework.

Peer-reviewed Book Chapters

Vercellotti, M. L. . Stillwater, OK: New Forums Press, Inc.It works for me with SoTL(2017). Research Support Faculty Fellow. In H. Blythe C. Sweet, and R. Carpenters,

Vercellotti, M. L. . Stillwater, OK: New Forums Press, Inc.It works for me with SoTL(2017). Taking Steps to Control Variables in Quantitative Quasi Experiment. In H. Blythe C. Sweet, and R. Carpenters,

. Stillwater, OK: New Forums Press, Inc.It works for me with SoTL(2017). Interdepartmental Faculty Collaboration. In H. Blythe C. Sweet, and R. Carpenters, Vercellotti, M. L. Ballart, A. &

(2017). Building Institutional Support for SoTL. In H. Blythe C. Sweet, and R. Carpenters, It works for me with SoTL. Stillwater, OK: New Forums Press, Inc. Vercellotti, M. L. Hall, S. S., Largent, D. L. &

Manuscripts in preparation

Vercellotti, M. L.). During production Corrections, Abandoned Utterances, and Post-production Self-corrections: Multiple-case Longitudinal Study of Self-correction Profiles in L2 English Learners. submitted & McCormick, D. E. (

Teaching and Learning in Communication Sciences & Disorders (TLCSD).). What’s in a question? A Comparison of student questions in two learning spaces. in progress., & Forlkers, H. (Vercellotti, M. LGriffith, J.,

). The role of vocabulary knowledge in second language oral fluency. in progress, & Halderman, L. K. (Vercellotti, M. L.De Jong, N.,

Vercellotti, M. LLearning Communities Journal.). Understanding the appeal of a faculty learning community focused on interactive learning spaces. in progress., Seig, M. T., & Boltz, P. (





Course Schedule
Course No. Section Times Days Location
Assessment in TESOL 619 1 1700 - 1815 M W TC, room 411
Assessment in TESOL 619 800 0000 - 0000
Masters Candidate 600 303 0000 - 0000