Office: DM 470A
Telephone: (305) 348-2854
- Ph.D. Georgetown University, 2010 (awarded with distinction)
- M.S. Georgetown University, 2007
- B.A. University of Virginia, 2003
- Cognitive benefits of bilingualism
- Second language acquisition
- Bilingual education
- Classroom- versus online-based language learning
- Methodologies of language teaching
- Teacher education and teacher cognition
Gurzynski-Weiss, L., & Baralt, M. (2015). Does type of modified output correspond to learner noticing of feedback? A closer look in face-to-face and computer-mediated task-based interaction. Applied Psycholinguistics, 36, 1393-420.
Head, L., Baralt, M., & Darcy Mahoney, A. (2015). Bilingualism as a potential strategy to improve executive function in preterm infants - A review. Journal of Pediatric Health Care, 29, 126-36.
Gurzynski-Weiss, L., & Baralt, M. (2014). Exploring learner perception and use of task-based interactional feedback in FTF and CMC modes. Studies in Second Language Acquisition, 36, 1-37.
Cerezo, L., Baralt, M., Suh, B-R., & Leow, R. (2014). Does the medium really matter in L2 development? The validity of CALL research designs. Computer Assisted Language Learning, 27, 294-310.
Baralt, M. (2013). The impact of cognitive complexity on feedback efficacy during online versus face-to-face interactive tasks. Studies in Second Language Acquisition, 35, 689-725.
Baralt, M., Pennestri, S., Selvanadin, M. (2011). Using Wordles to teach foreign language writing. Language Learning & Technology, 15, 12-22.
Baralt, M., & Gurzynski-Weiss, L. (2011). Comparing learners’ state anxiety during task-based interaction in computer-mediated and face-to-face communication. Language Teaching Research, 15, 201-29.
Baralt, M. (2009). The Use of Social Networking Sites for Language Practice and Learning. Ilha Do Desterro, Recent Research in SLA, 59, 1. Federal University of Santa Catarina (UFSC), Brazil.