Research

Books

Cotos, E. (signed contract). Technology-enhanced move analysis: Methodological advances in genre studies. Cambridge Applied Linguistics Series. Cambridge University Press.

Kruse, O., Rapp, K., Anson, C. M., Benetos, K., Cotos, E., Devitt, A., & Shibani, A. (Eds.). (2023). Digital writing technologies: Impact on theory, research, and practice in higher education. Springer Nature Switzerland AG.

Cotos, E. (2014). Genre-based automated writing evaluation for L2 research writing: From design to evaluation and enhancement. New York, NY: Palgrave Macmillan. 

Articles in Refereed Journals

Terrill, K., & Cotos, E. (in press). Reliability of large language models at identifying and classifying content in research articles. Journal of Academic Writing.

Cotos, E., Huffman, S., & Link, S. (2020). Understanding graduate writers’ interaction with and impact of RWT during revision. Journal of Writing Research, 12(1), 187–232. 

Knight, S., Abel, S., Shibani, A., Goh, Y.K., Conijn, R., Gibson, A., Vajjala, S., Cotos, E., Sandor, A., & Buckingham Shum, S. (2020). Are you being rhetorical? An open corpus of machine annotated rhetorical moves. Journal of Learning Analytics, 7(3), 138–154. 

Cotos, E., & Chung, Y. (2019). Functional language in curriculum genres: Implications for screening international teaching assistants. Journal of English for Academic Purposes, 41, 100766. 

Cotos, E., & Chung, Y. (2018). Domain description: Validating the interpretation of TOEFL iBT® Speaking scores for ITA screening and certification purposes. (TOEFL Research Report No. RR-85). Princeton, NJ: Educational Testing Service. doi.org/10.1002/ets2.12233. 

Cotos, E. (2019). Articulating societal benefits in grant proposals: Move analysis of broader impacts. English for Specific Purposes, 54, 15–34.

Cotos, E., Link, S., & Huffman, S. (2017). Effects of DDL technology on genre learning. Language Learning and Technology, 21(3), 104–130. 

Cotos, E., Huffman, S., & Link, S. (2017). A move/step model for Methods sections: Demonstrating rigour and credibility. English for Specific Purposes, 46, 90–106. 

Cotos, E., Link, S., & Huffman, S. (2016). Studying disciplinary corpora to teach the craft of Discussion. Writing & Pedagogy, 8, 33–64. 

Cotos, E., & Pendar, N. (2016). Discourse classification into rhetorical functions for AWE feedback. CALICO, 33(1), 92–116. 

Cotos, E. (2015). Automated writing analysis for writing pedagogy: From healthy tension to tangible prospects. Writing & Pedagogy, 7, 197–231. 

Cotos, E., Huffman, S., & Link, S. (2015). Furthering and applying move/step constructs: Technology-driven marshalling of Swalesian genre theory for EAP pedagogy. Journal of English for Academic Purposes, 19, 52–72. 

Chapelle, C. A., Cotos, E., Lee, J. (2015). Validity arguments for diagnostic assessment using automated writing evaluation. Language Testing, 32(3), 385–405. 

Cotos, E. (2014). Enhancing writing pedagogy with learner corpus data. ReCALL, 26(2), 202–224.

Cotos, E., & Huffman, S. (2013). Learner fit in scaling up automated writing evaluation. International Journal of Computer-Assisted Language Learning and Teaching, 3(3), 77–98. 

Cotos, E. (2011). Potential of automated writing evaluation feedback. CALICO, 28(2), 420–459.

Cotos, E. (2011). Wimba Voice 6.0 collaboration suite. Language Learning and Technology, 15, 29–35. 

Chapters in Refereed Books

Cotos, E. (2024). Towards a validity argument for genre-based AWE. In J. Xu & G. Yu (Eds.), Language test validation in a digital age. Cambridge Assessment English and Cambridge University Press.

Cotos, E., & Becker, K. (2024). Written discourse and second language research. In M. Prior & B. Paltridge (Eds.), The Routledge handbook of second language acquisition and discourse. Routledge: New York and London. 

Cotos, E. (2023). Corpus-based knowledge framework analysis: A deliberation of methodology and outcomes. In T. Slater (Ed.), Social practices in higher education: A knowledge framework approach to linguistic research and teaching (pp. 36–73). Equinox.

Cotos, E. (2023). Automated feedback for writing. In Kruse, O., Rapp, K., Anson, C. M., Benetos, K., Cotos, E., Devitt, A., & Shibani, A. (Eds.), Digital writing technologies: Impact on theory, research, and practice in higher education (pp. 347–364). Springer Nature Switzerland AG.

Link, S., Cotos, E., & Dinca, A. (2023). Towards defining digital writing quality. In Kruse, O., Rapp, K., Anson, C. M., Benetos, K., Cotos, E., Devitt, A., & Shibani, A. (Eds.), Digital writing technologies: Impact on theory, research, and practice in higher education (pp. 435–446). Springer Nature Switzerland AG.

Tan, A., Cotos, E., & Dorneich, M. (2023). Genre-based L2 research writing: SLA-CALL interfaces for prototyping an interactive virtual reality environment. In M. Peterson & N. Jabbari (Eds.), Frontiers in technology-mediated language learning (pp. 7–25). Routledge.

Kochem, T., Edalatishams, Compton, L., & Cotos, E. (2022). An extra layer of support: Developing an English-speaking consultation training program. In U. Kickhöfel Alves & J. Alcantara de Albuquerque (Eds.), Second language pronunciation: Different approaches to teaching and training (pp. 167–196). Berlin, Boston: De Gruyter Mouton. 

Cotos, E. (2022). Genre-based automated writing evaluation. In H. Mohebbi & C. Coombe (Eds.), Research questions in language education (pp. 645–660). Springer Nature Switzerland AG. 

Gray, B., Cotos, E., & Smith, J. (2020). Combining rhetorical move analysis with multi-dimensional analysis: Research writing across disciplines. In U. Römer, V. Cortes, & E. Friginal (Eds.), Advances in corpus-based research on academic writing: Effects of discipline, register, and writer expertise (pp. 138–168). John Benjamins.

Yang, H., & Cotos, E. (2018). Innovative implementation of a web-based rating system for individualizing online English speaking instruction. In S. Link & J. Li (Eds.), Assessment across online language education, CALICO Monograph Series (Vol. 16, pp. 167–183). Sheffield, UK: Equinox Publishing.

Cotos, E. (2017). Language for specific purposes and corpus-based pedagogy. In C. Chapelle & S. Sauro (Eds.), The Handbook of Technology in Second Language Teaching (pp. 248–264). Wiley: New Jersey. 

Cotos, E. (2017). Computer-assisted research writing in the disciplines. In S. A. Crossley & D. S. McNamara (Eds.), Adaptive educational technologies for literacy instruction (pp. 225–242). Routledge: New York and London.

Cotos, E. (2012). Towards effective integration and positive impact of automated writing evaluation in L2 writing. In G. Kessler, A. Oskoz & I. Elola (Eds.), Technology across writing contexts and tasks, CALICO Monograph Series (Vol. 10, pp. 81–112). San Marcos, TX.

Articles in Refereed Conference Proceedings

Fiacco, J., Cotos, E., & Rose, C. (2019). Towards enabling feedback on rhetorical structure with neural sequence models. In Proceedings of Learning Analytics Knowledge Conference, 9, 310–319. 

Richards, M., & Cotos, E. (2019). Segmental accuracy: A recommended training sequence for moving learners from accurate perception to accurate and automatic production in the stream of speech. In J. Levis, C. Nagle, & E. Todey (Eds.), Proceedings of the 10th Pronunciation in Second Language Learning and Teaching Conference (pp. 413–422). Ames, IA: Iowa State University. ISSN 2380-9566. 

Ramezani, M., Kalivarapu, V., Gilbert, S., Huffman, S., Cotos, E., & O’Connor, A. (2017). Rapid tagging and reporting for functional language extraction in scientific articles. In Proceedings of the 6th International Workshop on Mining Scientific Publications. Toronto, ON, Canada. doi.org/10.1145/3127526.3127533. 

Cotos, E., Gilbert, S., & Sinapov, J. (2014). NLP-based analysis of rhetorical functions for AWE feedback. In J. Colpaert, A. Aerts, & M. Oberhofer (Eds.), Research challenges in CALL, Proceedings of the 16th International CALL Research Conference (pp. 117–123). Linguapolis, Institute for Language and Communication, University of Antwerp, Belgium. 

Pendar, N., & Cotos E. (2008). Automatic identification of discourse moves in scientific article introductions. In Proceedings of the 3rd Workshop on Innovative Use of NLP for Building Educational Applications, 62–70. doi.org/10.3115/1631836.1631844. 

Textbooks

Huffman, S., Cotos, E., & Becker, K. (2021). Preparing to publish. Iowa State University Digital Press. Licensed under a Creative Commons Attribution NonCommercial ShareAlike 4.0 International License. https://doi.org/10.31274/isudp.2023.132

Kochem, T., Ghosh, M., Compton, L., & Cotos, E. (2020). Oral communication for non-native speakers of English. Iowa State University Digital Press. Licensed under a Creative Commons Attribution NonCommercial ShareAlike 4.0 International License. https://doi.org/10.31274/isudp.2020.29

Encyclopedia Articles

Cotos, E. (in press). The language of grant writing. International Encyclopedia of Language and Linguistics, 3^rd Edition. Elsevier.

Cotos, E. (2019). Move analysis. In C. A. Chapelle (Ed.), The Concise Encyclopedia of Applied Linguistics (pp. 757–764). Oxford, UK: Wiley-Blackwell. 

Cotos, E. (2018). Move analysis. In C. A. Chapelle (Ed.), Encyclopedia of Applied Linguistics. Oxford, UK: Wiley-Blackwell. doi.org/10.1002/9781405198431.

Cotos, E. (2018). Automated writing evaluation. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Wiley: New Jersey. doi.org/10.1002/9781118784235.eelt0391.

External Grants

Internal Grants