Looney, S. D. and He, Y. (2021). Laughter and Smiling: Sequential Resources for Managing Delayed and Disaligning Responses. Classroom Discourse 12 (4), 319-343.
Looney, S. D. (2021). Classroom Teasing: Institutional Contingencies and Embodied Action. Discourse Studies 23 (4), 519-538.
Hall, J. K. and Looney, S. D. (2021). The role of self-talk in downgrading an L2 teacher's certainty about grammar matters. TESOL Quarterly 55 (1), 185-218.
Looney, S. D. and Kim, J. (2018). Humor, Uncertainty, and Affiliation: Cooperative and Co-operative Action in the University Science Lab. Linguistics and Education, 46, 56-69.
Looney, S. D., Jia, D. and Kimura, D. (2017). Self-Directed Okay in Mathematics Lectures. Journal of Pragmatics, 107 (1), 46-59.
Looney, S. D., and Bhalla, S. (eds) (2019). A Transdisciplinary Approach to International Teaching Assistants: Perspectives from Applied Linguistics. Bristol, U.K.: Multilingual Matters.
Hall, J. K. and Looney, S. D. (eds) (2019). The Embodied Work of Teaching. Bristol, U.K.: Multilingual Matters.
Looney, S. D. (2019). Co-operative Action: Addressing Misunderstanding and Displaying Uncertainty in the Undergraduate Physics Lab. In A Translingual Approach to International Teaching Assistants. Eds., Looney, S. D., and Bhalla, S. Bristol, U.K.: Multilingual Matters.
Looney, S. D. and Kim, J. (2019). Managing Disaligning Responses: Sequence and Embodiment in Third Turn Teases. In J. K. Hall and S. D. Looney (eds), The Embodied Work of Teaching. Bristol, U.K.: Multilingual Matters.
Looney, S. D. (2015). Interaction and discourse markers in the ITA-led Physics Laboratory. In G. Gorsuch (Ed.), Talking matters: Research on Talk and Communication of International Teaching Assistants. Stillwater, OK: New Forums Press.
2022-2026. US Department of Education: Title VI Language Resource Centers program: Center for Advanced Language Proficiency Education and Research (CALPER; Kevin McManus (PI, Penn State), Olesya Kisselev (Co-PI, Univ. of Texas – San Antonio), Jialing Wang (Co-PI, Penn State)). Project Title: Instructional Materials for Pragmatic and Interactional Competence in Japanese. Role: Project Co-Coordinator, Collaborators: Akiko Imamura (Michigan State) and Innhwa Park (Westchester University). Awarded: $753,012 for 48 months.
2021-2022. National Science Foundation. Research on Emerging Technologies for Teaching and Learning (RETTL). Project Title: EAGER: Collaborative Research: Second Language Speech Production: Formulation of Objective Speech Intelligibility Measures and Learner-Specific Feedback. Role: Okim Kang (Principal Investigator, Northern Arizona University), John H.L. Hansen (Co-PI, University of Texas at Dallas), and Stephen D. Looney (Co-PI, Pennsylvania State University). Awarded: $300,000 for 18 months.