Papers
Stapleton, P. (2023). Introduction: Advances in writing technology over the eons. In J. Qin, & P. Stapleton (Eds.), Technology in second language writing: Advances in composing, translation, writing pedagogy and data-driven learning (pp. 1-7). Routledge.
Stapleton, P. (2021). Using Google Translate as a tool to improve L2 writing: A case study of primary-level writing in Hong Kong. International Journal of Computer Assisted Language Learning and Teaching, 11, 92-98.
Yuan, R., Yang, M., & Stapleton, P. (2021). Enhancing undergraduates’ critical thinking through research engagement: A practitioner research approach. Thinking Skills and Creativity, 38.
Liu, F., & Stapleton, P. (2020). Counterargumentation at the primary level: An intervention study investigating the argumentative writing of second language learners. System. Open access https://doi.org/10.1016/j.system.2019.102198
Yuan, R., & Stapleton, P. (2020). Student teachers’ perceptions of critical thinking and its teaching. ELT Journal, 74, 40-48.
Stapleton, P., & Leung, B. K. K. (2019). Assessing the accuracy and teachers’ impressions of Google Translate: A study of primary L2 writers in Hong Kong. English for Specific Purposes 56, 18-34. Open access
Stapleton, P. (2019). Avoiding cognitive biases: Promoting good decision making in research methods courses. Teaching in Higher Education 24(4), 578-586.
Stapleton, P. (2019). Standards of English in academic writing: A response to McKinley and Rose. Journal of Second Language Writing, 44, 110-113.
Liu, F. & Stapleton, P. (2018). Connecting writing assessment with critical thinking: An exploratory study of alternative rhetorical functions and objects of enquiry in writing prompts. Assessing Writing, 38, 10-20.
Stapleton, P. & Shao, Q. (2018). Research in language teaching over two decades: A retrospective of the first 20 volumes of Language Teaching Research. Language Teaching Research, 22(3), 350-369.
Stapleton, P. & Shao, Q. (2018). A worldwide survey of MATESOL programs in 2014: Patterns and perspectives. Language Teaching Research, 22(1), 10-28.
Stapleton, P. (2017). Ability to argue: Rooted in nature. Journal of Second Language Writing, 36, 83-84.
Shao, Q. & Stapleton, P. (2016). Marginalizing English in high-stakes tests: an attitudinal study in China. Asian EFL Journal, 18(4), 156-189.
Ding, F., & Stapleton, P. (2016). Walking like a toddler: Students' autonomy development in English during cross-border transitions. System, 59(12), 28.
Thierfelder, P., & Stapleton, P. (2016). Errors in the written English of native users of sign language: An exploratory case study of Hong Kong deaf students. System, 58, 12-24.
Liu, F., & Stapleton, P. (2015). Writing prompt convergence in high-stakes tests: Exploring alternative rhetorical functions and objects of enquiry. Studies in Educational Evaluation, 47, 68-75.
Ding, F., & Stapleton, P. (2015). Self-emergent peer support using on-line social networking during cross-border transition. Australasian Journal of Educational Technology, 31(6), 671-684.
Stapleton, P., & Wu, Y. M. A. (2015). Assessing the quality of arguments in students' persuasive writing: A Case study analyzing the relationship between surface structure and substance. Journal of English for Academic Purposes, 17, 12-23.
Stapleton, P. (2014). Language teaching research: Promoting a more interdisciplinary approach. English Language Teaching (ELT) Journal, 68, 432-441.
Stapleton, P. (2014). A response to Richard Kiely. English Language Teaching (ELT) Journal, 68, 451-452.
Liu, F., & Stapleton, P. (2014). Counterargumentation and the cultivation of critical thinking in argumentative writing: Investigating washback from a high-stakes test. System, 45, 117-128.
Stapleton, P. (2013). Using conference submission data to uncover broad trends in language teaching: A case study of one conference over 30 years. Language Teaching Research, 18, 1-20.
Stapleton, P. (2012). Gauging the effectiveness of anti-plagiarism software: An empirical study of second language graduate writers. Journal of English for Academic Purpose, 11(2), 125–133.
Stapleton, P. (2012). Shifting cognitive processes while composing in an electronic environment: A study of L2 graduate writing. Applied Linguistics Review, 3(1), 151–171.
Patkin, J. & Stapleton, P. (2012). Public radio and inclusiveness: A study of Hong Kong’s Radio 3 and the South Asian community. Media Asia, 39(3), 148–159.
Nault, S. & Stapleton, P. (2011). The community participation process in ecotourism development: A case study of the community of Sogoog, Bayan-Ulgii, Mongolia. Journal of Sustainable Tourism, 19(6), 695-712.
Stapleton, P. (2011). A survey of attitudes towards critical thinking among Hong Kong secondary school teachers: Implications for policy change. Thinking Skills and Creativity, 6(1), 14-23.
Stapleton, P. (2011). Japanese universities: Change or risk marginalization. The Language Teacher, 35(5), 37-41.
Stapleton, P. & Radia, P. (2010). Tech-era L2 writing: Towards a new kind of process. ELT Journal, 64(2), 175-183.
Stapleton, P. & Collett, P. (2010). JALT Journal turns 30: A retrospective of the first three decades.. Jalt Journal, 32(1), 75-90.
Stapleton, P. (2010). Writing in an electronic age: A case study of L2 composing processes. Journal of English for Academic Purposes, 9(4), 295-307.
Radia, P. & Stapleton, P. (2009). Unconventional sources as a new convention: The shifting paradigm of undergraduate writing. The Internet and Higher Education, 12(34), 156-164.
Stapleton, P. & Helms-Park, R. (2008). A response to Matsuda and Tardy’s “Voice in academic writing: The rhetorical construction of author identity in blind manuscript review.” English for Specific Purposes , 27(1), 94-99.
Radia, P. & Stapleton, P. (2008). Unconventional Internet genres and their impact on second language undergraduate students' writing process. The Internet and Higher Education, 11(1), 9-17.
Tanaka, H. & Stapleton, P. (2007). Increasing reading input in Japanese high school EFL classrooms: An empirical study exploring the efficacy of extensive reading.. The Reading Matrix, 7(1), 115-131.
Shirato, J. & Stapleton, P. (2007). Comparing English vocabulary in a spoken learner corpus with a native speaker corpus: Pedagogical implications arising from an empirical study in Japan. Language Teaching Research, 11(4), 393-412.
Helms-Park, R., Radia, P. & Stapleton, P. (2007). A preliminary assessment of Google Scholar as a source of EAP students’ research materials. The Internet and Higher Education, 10(1), 65-76.
Mizushima, L. & Stapleton, P. (2006). Analyzing the function of meta-oriented critical comments in Japanese comic conversations. Journal of Pragmatics, 38, 2105-2123.
Helms-Park, R. & Stapleton, P. (2006). How the views of faculty can inform undergraduate Web-based research: Implications for academic writing. Computers and Composition, 23(4), 444-461.
Stapleton, P. & Helms-Park, R. (2006). Evaluating Web sources in an EAP module: Introducing a multi-trait instrument for feedback and assessment. English for Specific Purposes, 25(4), 438-455.
Stapleton, P. (2006). Critiquing research methodology. Comments on broader concerns about complex statistical studies. Applied Linguistics, 27(1), 130-134.
Stapleton, P. (2006). Developing learners' critical filter for Web sites. Essential Teacher, 3(1), 50-53.
Stapleton, P., Helms-Park, R. & Radia, P. (2006). The Web as a source of unconventional research materials in second language academic writing. The Internet and Higher Education, 9(1), 63-75.
Stapleton, P. (2005). Evaluating web-sources: Internet literacy and L2 academic writing. ELT Journal, 59(2), 135-143.
Stapleton, P. (2005). Using the Web as a research source: Implications for L2 academic writing. Modern Language Journal, 89(2), 177-189.
Stapleton, P. (2003). Storytelling narratives in English and Japanese: A comparative study with implications for TEFL. Asia Pacific Journal of Language and Education, 6(2), 79-98.
Helms-Park, R. & Stapleton, P. (2003). Questioning the importance of individualized voice in undergraduate L2 argumentative writing: An empirical study with pedagogical implications. Journal of English for Academic Purposes, 2(3), 229-245.
Stapleton, P. (2002). Critical thinking in Japanese L2 writing: Rethinking tired constructs. ELT Journal, 56(3), 250-257.
Stapleton, P. (2002). Critiquing voice as a viable pedagogical tool in L2 writing: Returning the spotlight to ideas. Journal of Second Language Writing, 11(3), 177-190.
Stapleton, P. (2001). Critical thinking in Japanese L2 writing: Implications about content familiarity and assumptions. Written Communication, 18(4), 506-548.
Stapleton, P. (2000). Culture's role in TEFL: An attitude survey in Japan. Language, Culture and Curriculum, 13(3), 291-305.