@inproceedings{despain_despain_2023, title={Nurturing the human connection: Increasing student engagement and personal connection in an asynchronous language course}, url={https://doi.org/10.4995/HEAd23.2023.16366}, DOI={10.4995/HEAd23.2023.16366}, abstractNote={Based on course evaluations, student needs and expectations regarding asynchronous courses have changed during and after the COVID pandemic. With the goal of meeting, understanding and responding to the needs of the post-COVID student, intentional modifications were made to an online, asynchronous course to ensure attention to the student as a whole. While respecting the need for asynchronous offerings, designing increased opportunities for human face-to-face interaction in the form of guided personal and language goal setting sessions, orientation sessions, chapter check-ins and exam preparation sessions were all implemented. Initial feedback results show a positive shift and satisfaction in learning, resilience and growth not only for students, but also for instructors.}, author={Despain, Scott and Despain, Jennifer A}, year={2023}, month={Jun} }
 @inbook{michnowicz_despain_gorham_2016, title={The changing system of Costa Rican pronouns of address}, ISBN={9789027258090 9789027267009}, ISSN={2213-3887}, url={http://dx.doi.org/10.1075/ihll.10.12mic}, DOI={10.1075/ihll.10.12mic}, abstractNote={This study examines the reported use of three forms of address ( tu, vos, usted ) in Costa Rican Spanish. Previous studies indicate three phenomena of interest: (1) Usted is used with [+solidarity] interlocutors; (2) While tuteo has been historically absent, some studies suggest an increase in tuteo use among young speakers; (3) Older studies indicated that younger speakers were increasing their use of vos . Based on 209 surveys, results indicate an increase in ustedeo among younger speakers, which contradicts earlier studies. Possible explanations include the socio-political history of Costa Rica, as well as a linguistic reaction against the influx of voseo -using Nicaraguan immigrants. Finally, no clear evidence of expanding tuteo is found, at least for the survey data analyzed here.}, booktitle={Forms of Address in the Spanish of the Americas}, publisher={John Benjamins Publishing Company}, author={Michnowicz, Jim and Despain, J. Scott and Gorham, Rebecca}, year={2016}, month={Aug}, pages={243–266} }
 @article{despain_2015, title={A Model for Large-Enrollment Beginning Foreign Language Classes}, volume={43}, ISSN={0148-7639}, url={http://dx.doi.org/10.1632/adfl.43.2.52}, DOI={10.1632/adfl.43.2.52}, number={2}, journal={ADFL Bulletin}, publisher={Modern Language Association (MLA)}, author={Despain, Scott}, year={2015}, pages={52–57} }
 @article{despain_2005, title={Auralog TeLL me More}, volume={88}, number={3}, journal={Hispania}, author={Despain, J.S.}, year={2005}, pages={520–526} }
 @article{despain_2004, title={EduOle Verbos en -AR, Verbos en -ER, Verbos en -IR}, volume={87}, number={1}, journal={Hispania}, author={Despain, J.S.}, year={2004}, pages={109–111} }
 @article{despain_2003, title={Achievement and Attrition Rate Differences Between Traditional and Internet-Based Beginning Spanish Courses}, volume={36}, ISSN={0015-718X 1944-9720}, url={http://dx.doi.org/10.1111/j.1944-9720.2003.tb01474.x}, DOI={10.1111/j.1944-9720.2003.tb01474.x}, abstractNote={: This paper describes a 2–1/2-year study on of achievement and attrition rate differences between a beginning, university-level Spanish course delivered in the classroom and the same course taught over the Internet. The course was taught face-to-face in a classroom setting to traditionally matriculated students. Each class session was also streamed as a live Webcast via the Internet (and was archived for later delivery) to a section of traditionally matriculated students. In later semesters, sections of Distance Education (nontraditionally matriculated) students were included in the study. Results suggest that (1) current Internet technology can effectively deliver a beginning Spanish language course and, for the motivated student, provide an experience nearly identical to that of the classroom setting; (2) attrition rates were significantly different between the traditional group (low attrition) and the two Internet groups (higher attrition); and (3) achievement scores on hourly tests and final exams, and overall achievement, were not significantly different when comparing students who completed the course. However, when all students who had initially enrolled were included in the analyses, the two Internet groups scored significantly lower than the traditional delivery group.}, number={2}, journal={Foreign Language Annals}, publisher={Wiley}, author={Despain, J. Scott}, year={2003}, month={May}, pages={243–257} }
 @article{despain_2002, title={Delivery Systems and Student Achievement}, volume={34}, ISSN={1050-0049 1050-0049}, url={http://dx.doi.org/10.17161/iallt.v34i1.8346}, DOI={10.17161/iallt.v34i1.8346}, number={1}, journal={IALLT Journal of Language Learning Technologies}, publisher={The University of Kansas}, author={Despain, J. Scott}, year={2002}, month={Apr}, pages={33–64} }