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 FLTA CALL knowledge and development: The role of context. (Completed 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