Selected Publications
Butler, Y. G., Peng, X., & Lee, J. (2021). Young learners’ voices: Towards a learner-centered approach to understanding language assessment literacy. Language Testing, 38(3), 429–455.
Butler, Y. G. (2021). Researching with children as an opportunity for active and interactive learning: Lessons from a digital game design project. In A. Pinter and K. Kuchah (Eds.), Ethical and methodological issues in researching young language learners in school contexts (pp. 27–47). Bristol: Multilingual Matters.
Butler, Y. G. (2021). Assessment for young learners. In G. Fulcher & L. Harding (Eds.), Routledge Handbook of Language Testing (pp. 153–170). Taylor & Francis.
Butler, Y. G., & Iino, M. (2021). Fairness in college entrance exams in Japan and the planned use of external tests in English. In B. Lanteigne, C. Coombe, & J. D. Brown (Eds.), Challenges in language testing around the world (pp. 47–56). Springer.
Butler, Y. G. (2020). The ability of young learners to construct word meaning in context. Studies in Second Language Learning and Teaching, 10(3), 549–580.
Butler, Y. G. (2020). Cognition and young learners’ language development. In M. Schwartz (ed.), Handbook of early language education. Springer International Handbooks of Education. https://doi.org/10.1007/978-3-030-47073-9_2-1
Butler, Y. G., & Sakurai, C. (2020). Developing a classroom-based language assessment of Japanese children who speak minority language in Japan: The dialogic language assessment. Language Assessment Quarterly, 17(5), 467–490.
Butler, Y. G., Lee, J., & Peng, X. (2020). Failed policy attempts for measuring English speaking abilities in college entrance exams: Cases from China, Japan, and South Korea. English Today.
Lee, J., & Butler, Y. G. (2020). Reconceptualizing language assessment literacy: Where are language learners? TESOL Quarterly, 54(4), 1098–1111.
Butler, Y. G. (2019). Common challenges in diverse contexts. AILA Review, 32, 178–186.
Butler, Y. G. (2019). Linking noncognitive factors back to second language learning: New theoretical directions. System. Doi: 10.1016/j.system.2019.102127
Butler, Y. G. (2019). Teaching vocabulary to young second- or foreign-language learners: What can we learn from the research? Language Teaching for Young Learners, 1(1), 4–33.
Butler, Y. G. (2019). Assessment of young English learners in instructional settings. In A. Gao (Ed.), Second handbook of English language teaching (pp. 477–495). Springer.
Butler, Y. G. (2019). Inviting children’s views for designing digital game tasks. In H. Reinders, S. Ryan, & S. Nakamura (Eds.), Innovation in language learning and teaching: The case of Japan (pp. 71–96). Palgrave Macmillan.
Butler, Y. G., Liu, Y. (2019). The role of peers in young learners’ English learning: A longitudinal case study in China. In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of instructed second language acquisition studies (pp. 145–167). Routledge.
Butler, Y. G. (2019). How teachers of young learners of English are educated in East and Southeast Asia: Research-based lessons. In M. S. Zein & S. Garton (Eds.), Early language learning and teacher education (pp. 17–38). Multilingual Matters.
Butler, Y. G. (2018). The role of context in young learners’ processes for responding to self-assessment items. The Modern Language Journal, 18, 1–20.
Butler, Y. G., & Le, V. (2018). A longitudinal investigation of parental social-economic status (SES) and young students’ learning of English as a foreign language. System, 73, 4–15.
Butler, Y. G. (2018). Gaming and young learners. In S. Garton & F. Copland (Eds.), The Routledge Handbook of Teaching English to Young Learners (pp. 315–319). Routledge.
Butler, Y. G. (2018). Young learners’ processes and rationales for responding to self-assessment items: cases for generic can-do and five-point Likert-type formats. In J. Davis et al. (Eds.), Useful assessment and evaluation in language education (pp. 21–39). Georgetown University Press.
Wolf, M., & Butler, Y. G. (Eds.). (2017). English language proficiency assessments for young learners (pp. 256). Routledge.
Butler, Y. G. (2017). The role of affect in intraindividual variability in task performance for young learners. TESOL Quarterly, 51(3), 728–737.
Butler, Y. G. (2017). Motivational elements of digital instructional games: A study of young L2 learners’ game designs. Language Teaching Research, 21(6), 735–750.
Butler, Y. G. (2017). The dynamics of motivation development among young learners of English in China. In J. Enever, & E. Lindgren (Eds.), Early language learning: Complexity and mixed methods (pp. 167–185). Multilingual Matters.
Butler, Y. G., Liu, Y., & Kim, H. (2017). Narrative development in L1 and FL: A longitudinal study among young Chinese learners of English. In M. P. G. Mayo (Ed.), Foreign language in primary school: Research insight (pp. 149–175). Multilingual Matters.
Butler, Y. G. (2017). Instructed SLA in East Asian contexts. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 321–338). Routledge.
For more publications, see Yuko Goto Butler’s publications