My primary research interest is in the intersection of new media, internet and communication technologies, digital literacies and second language learning and teaching. I am currently researching the impact of changing teaching contexts on teachers’ knowledge of computer assisted technology use.

I also have a strong interest in language teacher education, especially with technology.

Other research that I have been involved in are in World Englishes, Mobile Assisted Language Learning, Language Learner Identity, Psycholinguistic Measures of Language Knowledge, and Crosslinguistic transfer.


Fulbright Foreign Language Teaching Assistants’ computer assisted language learning knowledge and beliefs: The impact of international exchange (Working Title; Anticipated Completion May 2018)

Qualifying Exam Papers: 

U.S. foreign language student digital literacy habits: Factors affecting engagement (Completed Fall 2016)

The Interpretability Hypothesis: Learner Sensitivity to Gendered Pronouns in English (Completed Fall 2015)

Research Publications:

Refereed Journal Articles

 Maloney, J. & De Costa, P. I. (2017) Imagining the Japanese heritage learner: A scalar perspective. Language, Discourse & Society, 5(1), 35-52.

Book Chapters

 Maloney, J. (2018; In Press) U.S. foreign language student digital literacy practices: Factors affecting engagement.

 De Costa, P. I., Crowther, D., & Maloney, J. (2018) Global Englishes Methodologies. Book chapter in preparation.


 Maloney, J., Liu, J. (2016 October) [Review of the book Teaching Languages Online (2nd Ed.)]. Language Learning & Technology, 20(3), 37-39. Available at

Miller, Z., Maloney, J. (2016 February) [Review of the book Language Learning with Digital Video]. Language Learning & Technology, 20(1), 46-49. Available at