Joseph Vitta

Associate Professor

Kyushu University

Japan

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Joseph Vitta is an Associate Professor at Kyushu University in Japan. His research focuses on language acquisition and assessment, particularly in the areas of second language vocabulary development and eye tracking methodologies. Recent publications include work on lexical sophistication models and the implications of fixed- and mixed-effects modeling in vocabulary research. He is also actively engaged in reviewing research methodologies and practices in second language education.

Articles (20)

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2025

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2025

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2025

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2025

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2025

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2024

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2024

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2024

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2023

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2023

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2023

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2022

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2022

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2022

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2022

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2022

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2021

Collaborators (11)

Paul Leeming

Kindai University

JAPAN

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Nausica Marcos Miguel

Ghent University

BELGIUM

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Dale Brown

Kanazawa University

JAPAN

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Tim Stoeckel

Professor

Niigata University

JAPAN

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Geoffrey Pinchbeck

Assistant Professor

Carleton University

CANADA

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Brandon Kramer

Associate Professor

Kwansei Gakuin University

JAPAN

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Stuart McLean

Kindai University

JAPAN

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Phil Hiver

Florida State University

UNITED STATES

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Claudia Helena Sánchez-Gutiérrez

University of California

UNITED STATES

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Jeffrey Stewart

Associate Professor

University of Tokyo

JAPAN

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Christopher Nicklin

Project Assistant Professor

University of Tokyo

JAPAN

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Joseph Vitta

Research Interests

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About

Articles (20)

Methodological recommendations for webcam-based eye tracking: A scoping review

Conceptualization and frequency of sampling (mal)practices in L2 inferential quantitative research: Towards a potential QRP?

Applying lexical sophistication models to wordlist development: A proof-of-concept study

Contrasting Fixed- and Mixed-Effects Modeling in Vocabulary Research: Reanalyzing Laufer (2024) and McLean et al. (2020)

Contrasting Fixed‐ and Mixed‐Effects Modeling in Vocabulary Research: Reanalyzing Laufer (2024) and McLean et al. (2020)

Willingness to Communicate, Speaking Self‐Efficacy, and Perceived Communicative Competence as Predictors of Second Language Spoken Task Production

Rigor and self-awareness in L2 instructed vocabulary research: A commentary on Isbell and colleagues (2024), Stoeckel and Ishii (2024), and Aizawa (2024)

Willingness to Communicate, Speaking Self-Efficacy, and Perceived Communicative Competence as Predictors of Second Language Spoken Task Production

Engagement in language learning: A systematic review of 20 years of research methods and definitions

Rasch modelling vs. item facility: implications on the validity of assessments of Asian EFL/ESL vocabulary knowledge and lexical sophistication modelling

The contribution of affixes to productive English vocabulary knowledge for Chinese, German and Spanish learners: A comparison

‘The wisdom of crowds’: When teacher judgments outperform word-frequency as a predictor of students’ vocabulary knowledge

Initial Development of a Second Language Discussion Task-Specific Self-Efficacy Instrument: An Illustration for Frontline Researchers

Academic word difficulty and multidimensional lexical sophistication: An English‐for‐academic‐purposes‐focused conceptual replication of Hashimoto and Egbert (2019)

The Relationship between Word Difficulty and Frequency: A Response to Hashimoto (2021)

Research Syntheses in L2 Vocabulary Research: A Scoping Review

Assessing Rasch measurement estimation methods across R packages with yes/no vocabulary test data

Rater Judgments and Word Difficulty: Conceptualizing the Substantive Validity of the VST

Self-determination mini-theories in second language learning: A systematic review of three decades of research

EFFECT SIZE–DRIVEN SAMPLE-SIZE PLANNING, RANDOMIZATION, AND MULTISITE USE IN L2 INSTRUCTED VOCABULARY ACQUISITION EXPERIMENTAL SAMPLES

Collaborators (11)

Paul Leeming

Nausica Marcos Miguel

Dale Brown

Tim Stoeckel

Geoffrey Pinchbeck

Brandon Kramer

Stuart McLean

Phil Hiver

Claudia Helena Sánchez-Gutiérrez

Jeffrey Stewart

Christopher Nicklin

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