| Number | Principal Investigator(s) | Project Title |
| 2015-2016 | ||
| 1. | Rosalie Hirch and Joe Geluso | Developing a Multi-tiered Diagnostic Test of Grammar |
| 2. | Alaina Tuttle | Differences between Written Feedback with a Conference and e-Feedback with Asynchronous Q&A on the Uptake of an English Grammatical Form |
| 3. | Jim Ranalli | The effects of provision of real-time AWE feedback on the cognitive processes of ESL student writers |
| 4. | Kelly Cunningham | Modes of Feedback in ESL Writing: The Implications of Shifting from Text to Screencast |
| 5. | Arif Bakla | Digital Nativism and Productivity: Mixed-Methods Data from an EFL and ESL Context |
| 2014-2015 | ||
| 1. | Rebecca Bae | The effects of pausing on comprehensibility |
| 2. | Hye-Won Lee | Innovative assessment tasks for academic English proficiency: An integrated listening-speaking task vs. a multimedia-mediated speaking task |
| 3. | Lena Alhamad | Effect of interlocutor on learners’ focus on form in synchronous computer mediated communication |
| 4. | Sam von Gillern | Text-based adventure games and vocabulary acquisition |
| 2013-2014 | ||
| 1. | Jim Ranalli and Ahmet Dursun | AWE feedback: How well do ESL writing students understand and use it? |
| 2. | Victor D. O. Santos | An assessment of English 99 and 101 students’ knowledge of academic English vocabulary |
| 3. | Zhi Li | †A validation study of the English Placement Test (EPT): Focusing on the inferences of extraploation and utilization |
| 4. | Hong Ma | Validate a test on students’ knowledge of academic verbs |
| 5. | Volker Hegelheimer, Secil Akincil, Ahmet Dursun, and Manisha Gore | Supporting the development of academic reading, listening and writing skills through social media: Moving beyond a formal classroom setting |
Note: Affiliation is Iowa State University unless otherwise indicated. † indicates PhD dissertation.