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• Teemant, A., Upton, T. & Sherman, B. J. (2024). Inclusive learning communities: An English learner framework for all educators. TESOL Journal, 15, e798. https://doi.org/10.1002/tesj.798 2.
• Ene, E., & Upton, T. A. (2024). Structure and Engagement in Teacher–Student Chats in ESL Writing. CALICO Journal, 41(2), 146-164. https://doi.org/10.1558/cj.22452 3
• Ene, E. & Upton, T. A. (2018). Synchronous and asynchronous teacher electronic feedback and learner uptake in ESL composition. Journal of Second Language Writing, 41, pp. 1-13. 4.
• Wang, J. & Upton, T. A. (2017). Textbook writers’ perspectives on theoretical frameworks in beginning and intermediate Chinese textbooks. Journal of Second Language Teaching and Research, 6, pp. 145-169.
• Ene, E. & Upton, T.A. (2014). Learner uptake of electronic teacher feedback in ESL composition. System: An International Journal of Educational Technology and Applied Linguistics 46, pp. 80-95.
• Upton, T. A. (2013). Materials for language for specific purposes. In Chapelle, C.A. (Ed.) Encyclopedia of Applied Linguistics. Oxford, UK: Wiley-Blackwell. Retrievable from http://onlinelibrary.wiley.com/book/10.1002/9781405198431.

Teaching English as a Second Language, applied linguistics, second language acquisition, corpus linguistics, second language reading, discourse analysis, English for academic and specific purposes, intensive English instruction