Publications and projects

A list of my articles, dissertation, and current projects, can be found below. The full-text versions of some items can be found on under the username errolmoneill. As of September 2019, my work has been cited in 27 publications (23 journal articles, 3 dissertations, and 1 book) in three different languages — English, Spanish, and Swedish (source: Google Scholar).



  • O’Neill, E. M. (2019). Training students to use online translators and dictionaries: The impact on second language writing scores. International Journal of Research Studies in Language Learning (IJRSLL). 8(2), 47-65. Free access.
  • O’Neill, E. M. (2019). Online Translator, Dictionary, and Search Engine Use Among L2 Students. CALL-EJ. 20(1), 154-177. Free access.
  • O’Neill, E. M. (2016). Measuring the Impact of Online Translation on FL Writing Scores. IALLT Journal of Language Learning Technologies. 46(2), Fall 2016, 1-39. Abstract & free access.
  • Soler, I. G. & O’Neill, E. M. (2016). Teaching Pragmatics with the Mi Vida Loca Video Program. Dimension 2016 Special Issue: Focus on Intercultural Competence, 103-127. Free access.
  • O’Neill, E. M. (2014). Real-life Technology and the L2 French Classroom: Online Translation Usage among Intermediate French Students. Selected Proceedings of the AATF Convention. 5(1), 36-42. Free access.
  • O’Neill, E. (2013). Online Translator Usage in Foreign Language Writing. Dimension 11(1), 74-88. Free access.
  • O’Neill, E. (2012). The effect of online translators on L2 writing in French. Diss. University of Illinois at Urbana-Champaign. Free access.


  • Articles that are submitted
    • O’Neill, E. M. Twenty years of online translation: a historical perspective of the usage, accuracy, and perception of online translators for language education. (under review)
    • O’Neill, E. M. The Impact of Google Translate and WordReference on L2 Composition Writing. (under review)
  • Current projects
    1. I am currently analyzing data from the study “The Use of Online Translators and Dictionaries for Courses Delivered Online“. This research asks language students and instructors taking classes online about their practices and attitudes concerning online tools (online translators, dictionaries, search engines, etc.). Based on a review of the literature, this study should be the first to explore the use of online translators specifically among online students and teachers, and one of the largest studies on online translators to date. Among other aspects, it looks into:
      • cases such as homework or individual practice, where these resources may be permitted
      • test and other assessments for which such technologies are explicitly prohibited by the instructor.
    2. I am continuing work on my most recent research, based off of my study “Writing through the Use of Technology: Online Translators and Dictionaries,” which involved over 300 participants in third- and fourth-level language classes. I have presented preliminary results at recent conferences (please see the Conference Presentations tab). Some areas I am looking at include:
      • usage — how many world language students use online translators and online dictionaries, for both graded and ungraded language learning
      • writing — what effect(s) using Google Translate and WordReference has on composition writing among intermediate language students, as rated by faculty and graduate assistants
      • training — the impact that prior training about the strengths and weaknesses of online translators and dictionaries may have on student success in using these online tools.
    3. The next phases of my research will be continued data analysis of the previous study including:
      • linguistic features — the results of six specific linguistic features (content, vocabulary, spelling, syntax, grammar, comprehensibility) to see what effect(s) online translator and dictionary use have on student writing scores
      • detection of use — the accuracy with which instructors can detect whether or not an online translator or dictionary was used by students in writing their compositions
      • extent of use — the extent to which students who used Google Translate or WordReference relied on these tools during the writing process.

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