Accessibility Tools





Kim McDonough, Ph.D.


Professor of Applied Linguistics
Applied Linguistics and TESL
Canada Research Chair in Applied Linguistics
Tel: 514-848-2424, Ext. 5168
Office: FG 6.151

Other Website

Kim McDonough is Associate Professor in Applied Linguistics who joined the Department of Education at Concordia in 2010. Her research interests include psycholinguistic approaches to second language acquisition, classroom-based acquisition research, usage-based approaches to acquisition, and task-based language teaching. She carries out research on the acquisition of second language grammar in laboratory and classroom contexts. Her interests also include the development of communicative tasks to promote peer interaction in foreign language classrooms.



  • PhD Applied Linguistics, Georgetown University, 2001
  • MA TESOL, Michigan State University, 1998
  • BA Political Science and Studies in Religion, University of Michigan, 1992


Professional Experience

  • Professor, Applied Linguistics, Concordia University, 2015-present
  • Associate Professor, Applied Linguistics, Concordia University, 2010-2015
  • Associate Professor, Applied Linguistics, Northern Arizona University, 2008-2010
  • Assistant Professor, Applied Linguistics, Northern Arizona University, 2005-2008
  • Assistant Professor, DEIL, University of Illinois at Urbana-Champaign, 2001-2005


Forthcoming Publications

  • Lavallee, M., & McDonough, K. (in press). Comparing the lexical features of EAP students’ essays by prompt and rating. TESL Canada Journal.
  • McDonough, K., & Trofimovich, P. (in press). The role of statistical learning and working memory in L2 speakers’ pattern learning. Modern Language Journal.
  • McDonough, K., & García Fuentes, C. (in press). Writing to learn language: The effect of writing task on Colombian EFL learners’ language use. TESL Canada Journal.
  • McDonough, K., Kielstra, P., Crowther, D., & Smith, G. (in press). Structural priming in L2 speech production: Examining relationships among English L2 speakers’ production, cognitive abilities, and awareness. In A. Mackey & E. Marsden (Eds.), Instruments for research into second languages: Empirical studies advancing methodology. New York: Routledge.
  • McDonough, K., Crawford, B., & De Vleeschauwer, J. (in press). Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda. Amsterdam: John Benjamins.


Recent Publications

  • Hernández González, T. & McDonough, K. (2015). The effect of stance on ESL speakers’ responses to teacher-initiated exchanges in a conversation group setting. System, 55, 21-29.
  • McDonough, K., & Foote, J. (2015). The impact of individual and shared clicker use on students’ collaborative learning. Computers and Education, 86, 236-249.
  • McDonough, K., Crowther, D., Kielstra, P., & Trofimovich, P. (2015). Exploring the potential role of eye gaze in eliciting English L2 speakers’ responses to recasts. Second Language Research, 31, 563-575.
  • McDonough, K., & Fulga, A. (2015). The detection and primed production of novel constructions. Language Learning, 65, 353-384.
  • McDonough, K., Crawford, B., & Mackey, A. (2015). Creativity and EFL learners’ language use during a group decision-making task. TESOL Quarterly, 49, 188-198.
  • McDonough, K., Neumann, H., & Trofimovich, P. (2015). Eliciting production of L2 target structures through collaborative priming activities. Canadian Modern Language Review, 71, 75-95.
  • Neumann, H., & McDonough, K. (2015). Exploring student interaction during collaborative prewriting discussions and its relationship to L2 writing. Journal of Second Language Writing, 27, 84-104.


Current Projects

  • Dr. McDonough’s current collaborative research projects are exploring the role of joint attention through eye gaze and gesture on L2 construction learning and the relationship between structural priming and L2 fluency. She is also carrying out a series of writing studies in EFL and ESL settings to identify the benefits of collaboration for learners’ writing and linguistic development, and to determine which kinds of writing tasks are optimal for helping L2 learners’ deploy their linguistic resources accurately.


Courses Taught

  • Graduate courses:

    • Research methods (Concordia, APLI 660)
    • Second language acquisition (Concordia, APLI 621)
    • Pragmatics (Concordia, APLI 641)
    • SLA as Skills Learning (Concordia, APLI 625)
    • Doctoral Seminar in Education (Concordia, EDUC 800/801)
    • Fundamentals of second language learning and teaching
    • Psycholinguistics
    • Cross cultural aspects of language learning
    • Topics in ESL: Task-based language teaching
    • PhD seminar: Interaction in SLA

    Undergraduate courses:

    • Language acquisition (Concordia, TESL 341)
    • Language in the US
    • English grammar and usage
    • Introduction to linguistics
    • Introduction to English grammar
    • Senior seminar: Language acquisition



Concordia University