Courses Taught
- LING 390: Introduction to Linguistics
- LING 392: Structure of English
- LING 411/511: Syntax
- LING 414/514: Pragmatics
- LING 438/538: Second Language Acquisition
- LING 4/577: TESOL Methods I
- LING 4/578: TESOL Methods II
- LING 510: Professional Development for Teaching Assistants
- LING 560: Research Design
- LING 561: Research Methods
- RUS 201: Second-year Russian
Research Interests
- Computer-assisted language learning
- Artificial intelligence (AI)
- Spoken dialogue systems (SDS)
- Augmented and virtual reality (AR & VR)
- Multimodal input
- Second language pragmatics
- Language learning through interaction
Representative Publications
- Dombi, J., Sydorenko, T., & Timpe-Laughlin, V. (2025). Seeking common ground with a conversational chatbot. Intercultural Pragmatics, 22(2), 339–368. https://doi.org/10.1515/ip-2025-2007
- Timpe-Laughlin, V., Divekar, R., Sydorenko, T., Dombi, J., Oh, S. (2025). Intent-based vs. GPT-based conversational agents: Benefits and challenges for practicing and assessing oral interaction. TESOL Quarterly. https://doi.org/10.1002/tesq.3409
- Sydorenko, T., Cárdenas-Claros, M. S., Huntley, E., & Montero Perez, M. (2024). Audiovisual input in language learning: Teachers’ perspectives. Language Learning & Technology, 28(1), 1–25. https://hdl.handle.net/10125/73587 (Best Paper Award)
- Dombi, J., Sydorenko, T., & Timpe-Laughlin, V. (2024). Openings and closings in human-human versus human-spoken dialogue system conversations. Language Learning & Technology, 28(2), 32–61. https://hdl.handle.net/10125/73571
- Timpe-Laughlin, V., Sydorenko, T., & Dombi, J. (2024). Human versus machine: Investigating L2 learner output in face-to-face versus fully-automated role-plays. Computer Assisted Language Learning, 37, 149–178. https://doi.org/10.1080/09588221.2022.2032184
- Cárdenas-Claros, M., Sydorenko, T., Montero-Perez, M., & Huntley, L. (2023). Teachers’ voices on multimodal input for second or foreign language learning. Language Teaching Research, 0(0). https://doi.org/10.1177/13621688231216044
- Timpe-Laughlin, V., Dombi, J., Sydorenko, T., & Sasayama, S. (2023). L2 learners’ pragmatic output in a face-to-face versus a computer-guided role-play task: Implications for TBLT. Language Teaching Research. https://doi.org/10.1177/13621688231188310
- Dombi, J., Sydorenko, T., & Timpe-Laughlin, V. (2022). Common ground, cooperation, and recipient design in human-computer interactions. Journal of Pragmatics, 193, 4–20. https://doi.org/10.1016/j.pragma.2022.03.001
- Timpe-Laughlin, V., Sydorenko, T., & Daurio, P. (2022). Using spoken dialogue technology for L2 speaking practice: What do teachers think? Computer Assisted Language Learning, 35(5-6), 1194–1217. https://doi.org/10.1080/09588221.2020.1774904
- Sydorenko, T., Hellerman, J., Thorne, S., Sanchez, A., & Howe, V. (2021). Directives and the organization of task formation in augmented reality game interaction. The Modern Language Journal, 105(3), 720–739. https://doi.org/10.1111/modl.12722
- Sydorenko, T., Jones, Z., Daurio, P., & Thorne, S. (2020). Beyond the curriculum: Extended discourse practice through self-access pragmatics simulations. Language Learning & Technology, 24(2), 48–69. http://hdl.handle.net/10125/44725
- Sydorenko, T., Hellermann, J., Thorne, S., & Howe, V. (2019). Mobile augmented reality and language-related episodes. TESOL Quarterly, 53(3), 712–740. https://doi.org/10.1002/tesq.507
- Sydorenko, T., Daurio, P., & Thorne, S. (2018). Refining pragmatically-appropriate oral communication via computer-simulated conversations. Computer Assisted Language Learning, 31, 157–180. https://doi.org/10.1080/09588221.2017.1394326