Selected Publications
Park, I., & Wagner, S. (2024). Negotiating power inequalities in joint decision-making in a faculty meeting. In H. Z. Waring & N. Tadic (Eds.), Critical conversation analysis: Inequality and injustice in talk-in-interaction (pp. 133–154). Multilingual Matters.
Lewis, K. B., & Wagner, S. (2023). Empathy and professional development via relate-to-self in post-observation meetings. System, 114. https://doi.org/10.1016/j.system.2023.103025
Lewis, K. B., & Wagner, S. (2022). The potential of complaining as reflective practice in mentoring. ELT Journal, 76.
Wagner, S., & Park, I. (2022). Whole-class Co-construction in a high school Spanish classroom: A conversation-analytic perspective. Language Learning, 71(S1), 203-239. https://doi.org/10.1111/lang.12472
Wagner, S., & Lewis, K. B. (2021). Third-party complaints in teacher post-observation meetings. Journal of Pragmatics, 178, 378–390.
Wagner, E., Liao, Y-F., & Wagner, S. (2021). Authenticated spoken texts for L2 listening tests. Language Assessment Quarterly, 18, 205–227.
Wagner, S., & Lewis, K. B. (2019). Complaining as reflective practice in TESOL teacher-mentor post-observation meetings. Working Papers in Educational Linguistics, 34, 1–26.
Liao, Y-F., Wagner, E., & Wagner, S. (2018). Test-takers’ attitudes and beliefs about the spoken texts used in EFL listening tests. English Teaching & Learning, 42, 227–246.
Eaton, S. E., Wagner, S., Hirashiki, J., & Ciancio, J. (2018). Understanding and Exploring Signature Pedagogies for TESOL Teacher Education. Calgary, Canada: University of Calgary.
Liao, Y-F., Wagner, E., & Wagner, S. (2017). Comparing ESL and EFL test-takers’ performance on “Actual” and “Authenticated” GEPT listening tasks. Language Training and Testing Center (LTTC) Foundation.
Wagner, E., & Wagner, S. (2016). Scripted and unscripted texts used in listening tasks on high stakes tests in China, Japan, and Taiwan. In V. Aryadoust & J. Fox (Eds.), Trends in language assessment research and practice: The view from the Middle East and Pacific Rim. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
Wagner, S. (2015). Asymmetrical aspects of knowledge in mediation talk. In L. Grujicic-Alatriste (Ed.), Linking discourse studies to professional practice. Bristol, UK: Multilingual Matters.
Wagner, S., & Lopez, J. G. (2015). Meeting the challenges of service-learning teaching with international TESOL student teachers. In A. Wurr and J. Perren (Eds.), Learning the language of global citizenship: Strengthening service-Learning in TESOL. Champaign, IL: Common Ground Publishing.
Wagner, S. (2014). Review of the book The Handbook of Discourse Analysis. Modern Language Journal, 98.
Wagner, S. (2014). The interactive demonstration of interactional competence in the ITA TEACH test. Working Papers in Educational Linguistics, 29.
Wagner, S. (2013). National Communication Association micro grant report.
Wagner, S. (2011). Review of the book Learning Politeness: Disagreement in a second language. Modern Language Journal, 95.
Oxford, R.L., Cho, Y., Leung, S.*, & Kim, H-J. (2004). Effect of the presence and difficulty of task on strategy use: An exploratory study. International Review of Applied Linguistics and Language Teaching, 42.
Leung, S.* (2002). Review of the book Language as Social Action. Issues in Applied Linguistics, 13.
Leung, S.* (2002). Conflict talk: A discourse analytical perspective. Teachers College Columbia University Working Papers in TESOL & Applied Linguistics, 2(2).