Publications
Some of the publications (or abstracts) can be accessed by clicking on the blue hyperlinks. I'm currently working on several other papers and will post the references/links once they've been accepted/published.
Peer-Reviewed Journal Articles
Burri, M., Mantei, J, & Kervin, L. (accepted). "This side is the real world and the other one is like Minecraft": Using an almost wordless picture book to explore Japanese primary school students' cultural awareness. Language Teaching for Young Learners.
Burri, M. (online first). Making the case for brain-friendly pronunciation instruction. RELC Journal. https://doi.org/10.1177/00336882211035519
Burri, M. (2021). "Teaching pronunciation is always on my mind": A 5-year longitudinal study on a Japanese English teacher's developing practices and cognitions about pronunciation. JALT Journal, 43(2), 143-166. https://doi.org/10.37546/JALTJJ43.2-1
Playsted, S., & Burri, M. (2021). The vowel matrix: Enhancing literacy development through an innovative approach to teaching pronunciation. English Australia Journal, 37(2), 32-44.
Burri, M., & Baker, A. (2021). "I feel…slightly out of touch": A longitudinal study of teachers learning to teach English pronunciation over a six-year period. Applied Linguistics, 42(4), 791-809. https://doi.org/10.1093/applin/amab009
Burri, M. (2021). School and cross-cultural adjustment overseas. MinneTESOL Journal, 37(1).
Playsted, S., Burri, M., & Acton, W. (2020). Warming up and activating mind, body and emotions in pronunciation instruction. TESOLANZ Journal, 28, 49-55.
Burri, M. (2020). Conducting qualitative longitudinal research on learning to teach English pronunciation: Challenges, pitfalls...coffee, and bubbles! The Qualitative Report, 25(8), 3163-3172.
Burri, M., & Baker, A. (2020). "A big influence on my teaching career and my life": A longitudinal study of L2 pronunciation teacher development. TESL-EJ, 23(4).
Burri, M., & Baker, A. (2019). "I never imagined" pronunciation as "such an interesting thing": Student teacher perception of innovative practices. International Journal of Applied Linguistics, 29(1), 95-108. https://doi.org/10.1111/ijal.12247
Burri, M., Baker, A., & Chen, H. (2018). Establishing a framework for learning to teach English pronunciation in an Australian TESOL program. Australian Review of Applied Linguistics, 41(3), 307-327. https://doi.org/10.1075/aral.18020.bur
Burri, M. (2018). Empowering NNESTs in primary school contexts: An ethnographic case study. TESOL Journal, 9(1), 185-202. https://doi.org/10.1002/tesji.316.
Burri, M. (2017). Making sense of theory: A doctoral student's narrative of conceptualizing a theoretical framework. BC TEAL Journal, 2(1), 25-35.
Burri, M., Chen, H., & Baker, A. (2017). Joint development of teacher cognition and identity through learning to teach L2 pronunciation. The Modern Language Journal, 101(1), 128-142. https://doi.org/10.1111/modl.12388
Burri, M., Baker, A., & Chen, H. (2017). "I feel like a nervous breakdown": Pre-service and in-service teachers' developing beliefs and knowledge about pronunciation instruction. Journal of Second Language Pronunciation, 3(1), 109-136. https://doi.org/10.1075/jslp.3.1.05bur.
Baker, A. & Burri, M. (2016). Feedback on second language pronunciation: A case study of EAP teacher’s beliefs and practices. Australian Journal of Teacher Education, 41(6), 1-19. https://doi.org/10.14221/ajte.2016v41n6.1
Burri, M. (2015). "My perspective changed dramatically": A case for preparing L2 instructors to teach pronunciation. English Australia Journal, 31(1), 19-37.
Burri, M. (2015). Student teachers' cognition about L2 pronunciation instruction: A case study. Australian Journal of Teacher Education, 40(10), 66-87. https://doi.org/10.14221/ajte.2015v40n10.5.
Book Chapters
Burri, M. (forthcoming). From ESL student to teacher educator: Reflections on transnational and transcultural professional identity development. In G. Barkhuizen (Ed.), Language teachers studying abroad: Identities, emotions and disruptions.
Brinton, D., Burri, M., & Baker, A. (2022). Beyond controlled, guided, and free practice: Teaching pronunciation effectively via a coaching model. In J. Levis, T. Derwing, & S. Sonsaat-Hegelheimer (Eds.), Second language pronunciation: Bridging the gap between research and teaching (151-173). Oxford, UK: John Wiley & Sons, Inc.
Pang, W., & Burri, M. (2018). Teaching dialogic speaking strategies in a Canadian EAP program. In A. Burns & J. Siegel (Eds.), International perspectives on teaching the four skills in ELT: Listening, speaking, reading, writing. (pp.111-124). Cham, Switzerland: Palgrave Macmillan.
Burri, M., Baker, A., & Acton, W. (2016). Anchoring academic vocabulary with a "hard hitting" haptic pronunciation teaching technique. In T. Jones (Ed.), Pronunciation in the classroom: The overlooked essential (pp.17-26). Alexandria, VA: TESOL Press.
Burri, M. (2014). Haptic-assisted vocabulary and pronunciation teaching technique. In A. Coxhead (Ed.), New ways in teaching vocabulary (2nd ed.) (pp.189-191). Alexandria, VA: TESOL Press.
Papers Published in Conference Proceedings
Acton, W., Baker, A., Burri, M., & Teaman, B. (2013). Preliminaries to haptic-integrated pronunciation instruction.. In J. Levis & K. LeVelle (Eds.). Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference, Aug. 2012. (pp. 234-244). Ames, IA: Iowa State University.
Teaching and Learning
Mister-Colmenares, B., & Burri, M. (2019). "I feel my body moving and I hear the word": Using gesture-like movement to enhance productive word recall. Think Tank: Bulletin of the JALT Mind, Brain, and Education SIG, 5(11), 6-12.
Burri, M., Baker, A., & Acton, W. (2019). Proposing a haptic approach to facilitating L2 learners' pragmatic competence. Humanising Language Teaching, 3.
Burri, M. (2019, February). SPLIS and beyond: The Gilbert legacy. As We Speak: The Newsletter of the Speech, Pronunciation, and Listening Interest Section.
Burri, M., Acton, W., & Baker, A. (2019). Moving to L2 fluency: The tai ball chi technique. Speak Out! Journal of the IATEFL Pronunciation Special Interest Group, 60, 43-51.
Burri, M. (2016, June). NNEST of the month blog. Interview is available here.
Burri, M., & Baker, A. (2016). Teaching rhythm and rhythm grouping: The butterfly technique. English Australia Journal, 31(2), 72-77.
Book Reviews
Burri, M. (2018). [Review of the book Assessment in second language pronunciation, by O. Kang & A. Ginther]. Journal of Second Language Pronunciation, 4(2), 284-287. doi:10.1075/jslp.17054.bur
Pang, W. & Burri, M. (2010). [Review of the book series Writing to communicate 1-3, by C. Boardman, & J. Frydenberg]. SLW News: The Newsletter of TESOL’s Second Language Writing Interest Section, 5(2).
Other Contributions
Burri, M. (2018). Researcher introduction. RIICC Newsletter, 12, 8.
Burri, M. (2017). From BC TEAL to pronunciation teacher preparation: An update from down under. TEAL News Winter 2017, 26-28.
Burri, M. (2013). G’day BC TEAL! TEAL News Fall 2013, p.9-10.
Burri, M. (2008). TESOL 2008: 5 days in New York. TEAL News Summer 2008, p.21-22.
Burri, M. (2007). Reflecting on the 2007 TESOL convention. TEAL News Summer 2007, p.10-11.
Peer-Reviewed Journal Articles
Burri, M., Mantei, J, & Kervin, L. (accepted). "This side is the real world and the other one is like Minecraft": Using an almost wordless picture book to explore Japanese primary school students' cultural awareness. Language Teaching for Young Learners.
Burri, M. (online first). Making the case for brain-friendly pronunciation instruction. RELC Journal. https://doi.org/10.1177/00336882211035519
Burri, M. (2021). "Teaching pronunciation is always on my mind": A 5-year longitudinal study on a Japanese English teacher's developing practices and cognitions about pronunciation. JALT Journal, 43(2), 143-166. https://doi.org/10.37546/JALTJJ43.2-1
Playsted, S., & Burri, M. (2021). The vowel matrix: Enhancing literacy development through an innovative approach to teaching pronunciation. English Australia Journal, 37(2), 32-44.
Burri, M., & Baker, A. (2021). "I feel…slightly out of touch": A longitudinal study of teachers learning to teach English pronunciation over a six-year period. Applied Linguistics, 42(4), 791-809. https://doi.org/10.1093/applin/amab009
Burri, M. (2021). School and cross-cultural adjustment overseas. MinneTESOL Journal, 37(1).
Playsted, S., Burri, M., & Acton, W. (2020). Warming up and activating mind, body and emotions in pronunciation instruction. TESOLANZ Journal, 28, 49-55.
Burri, M. (2020). Conducting qualitative longitudinal research on learning to teach English pronunciation: Challenges, pitfalls...coffee, and bubbles! The Qualitative Report, 25(8), 3163-3172.
Burri, M., & Baker, A. (2020). "A big influence on my teaching career and my life": A longitudinal study of L2 pronunciation teacher development. TESL-EJ, 23(4).
Burri, M., & Baker, A. (2019). "I never imagined" pronunciation as "such an interesting thing": Student teacher perception of innovative practices. International Journal of Applied Linguistics, 29(1), 95-108. https://doi.org/10.1111/ijal.12247
Burri, M., Baker, A., & Chen, H. (2018). Establishing a framework for learning to teach English pronunciation in an Australian TESOL program. Australian Review of Applied Linguistics, 41(3), 307-327. https://doi.org/10.1075/aral.18020.bur
Burri, M. (2018). Empowering NNESTs in primary school contexts: An ethnographic case study. TESOL Journal, 9(1), 185-202. https://doi.org/10.1002/tesji.316.
Burri, M. (2017). Making sense of theory: A doctoral student's narrative of conceptualizing a theoretical framework. BC TEAL Journal, 2(1), 25-35.
Burri, M., Chen, H., & Baker, A. (2017). Joint development of teacher cognition and identity through learning to teach L2 pronunciation. The Modern Language Journal, 101(1), 128-142. https://doi.org/10.1111/modl.12388
Burri, M., Baker, A., & Chen, H. (2017). "I feel like a nervous breakdown": Pre-service and in-service teachers' developing beliefs and knowledge about pronunciation instruction. Journal of Second Language Pronunciation, 3(1), 109-136. https://doi.org/10.1075/jslp.3.1.05bur.
Baker, A. & Burri, M. (2016). Feedback on second language pronunciation: A case study of EAP teacher’s beliefs and practices. Australian Journal of Teacher Education, 41(6), 1-19. https://doi.org/10.14221/ajte.2016v41n6.1
Burri, M. (2015). "My perspective changed dramatically": A case for preparing L2 instructors to teach pronunciation. English Australia Journal, 31(1), 19-37.
Burri, M. (2015). Student teachers' cognition about L2 pronunciation instruction: A case study. Australian Journal of Teacher Education, 40(10), 66-87. https://doi.org/10.14221/ajte.2015v40n10.5.
Book Chapters
Burri, M. (forthcoming). From ESL student to teacher educator: Reflections on transnational and transcultural professional identity development. In G. Barkhuizen (Ed.), Language teachers studying abroad: Identities, emotions and disruptions.
Brinton, D., Burri, M., & Baker, A. (2022). Beyond controlled, guided, and free practice: Teaching pronunciation effectively via a coaching model. In J. Levis, T. Derwing, & S. Sonsaat-Hegelheimer (Eds.), Second language pronunciation: Bridging the gap between research and teaching (151-173). Oxford, UK: John Wiley & Sons, Inc.
Pang, W., & Burri, M. (2018). Teaching dialogic speaking strategies in a Canadian EAP program. In A. Burns & J. Siegel (Eds.), International perspectives on teaching the four skills in ELT: Listening, speaking, reading, writing. (pp.111-124). Cham, Switzerland: Palgrave Macmillan.
Burri, M., Baker, A., & Acton, W. (2016). Anchoring academic vocabulary with a "hard hitting" haptic pronunciation teaching technique. In T. Jones (Ed.), Pronunciation in the classroom: The overlooked essential (pp.17-26). Alexandria, VA: TESOL Press.
Burri, M. (2014). Haptic-assisted vocabulary and pronunciation teaching technique. In A. Coxhead (Ed.), New ways in teaching vocabulary (2nd ed.) (pp.189-191). Alexandria, VA: TESOL Press.
Papers Published in Conference Proceedings
Acton, W., Baker, A., Burri, M., & Teaman, B. (2013). Preliminaries to haptic-integrated pronunciation instruction.. In J. Levis & K. LeVelle (Eds.). Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference, Aug. 2012. (pp. 234-244). Ames, IA: Iowa State University.
Teaching and Learning
Mister-Colmenares, B., & Burri, M. (2019). "I feel my body moving and I hear the word": Using gesture-like movement to enhance productive word recall. Think Tank: Bulletin of the JALT Mind, Brain, and Education SIG, 5(11), 6-12.
Burri, M., Baker, A., & Acton, W. (2019). Proposing a haptic approach to facilitating L2 learners' pragmatic competence. Humanising Language Teaching, 3.
Burri, M. (2019, February). SPLIS and beyond: The Gilbert legacy. As We Speak: The Newsletter of the Speech, Pronunciation, and Listening Interest Section.
Burri, M., Acton, W., & Baker, A. (2019). Moving to L2 fluency: The tai ball chi technique. Speak Out! Journal of the IATEFL Pronunciation Special Interest Group, 60, 43-51.
Burri, M. (2016, June). NNEST of the month blog. Interview is available here.
Burri, M., & Baker, A. (2016). Teaching rhythm and rhythm grouping: The butterfly technique. English Australia Journal, 31(2), 72-77.
Book Reviews
Burri, M. (2018). [Review of the book Assessment in second language pronunciation, by O. Kang & A. Ginther]. Journal of Second Language Pronunciation, 4(2), 284-287. doi:10.1075/jslp.17054.bur
Pang, W. & Burri, M. (2010). [Review of the book series Writing to communicate 1-3, by C. Boardman, & J. Frydenberg]. SLW News: The Newsletter of TESOL’s Second Language Writing Interest Section, 5(2).
Other Contributions
Burri, M. (2018). Researcher introduction. RIICC Newsletter, 12, 8.
Burri, M. (2017). From BC TEAL to pronunciation teacher preparation: An update from down under. TEAL News Winter 2017, 26-28.
Burri, M. (2013). G’day BC TEAL! TEAL News Fall 2013, p.9-10.
Burri, M. (2008). TESOL 2008: 5 days in New York. TEAL News Summer 2008, p.21-22.
Burri, M. (2007). Reflecting on the 2007 TESOL convention. TEAL News Summer 2007, p.10-11.
