Bernard Issa

Bernard Issa is an Assistant Professor of Spanish Linguistics with a specialization in Second Language Acquisition. He received his Ph.D. from the University of Illinois at Chicago. His dissertation research, supported by National Science Foundation and Language Learning dissertation grants, employed eye-tracking to investigate how learners allocate their attention under different instructional interventions. Bernard’s broader research agenda examines how individual difference variables (e.g., motivation, attention, second language use, and working memory) relate to the learning and processing of second language grammar and furthermore, understand how those variables interact with learner external factors such as type of instructional intervention and learning context.

Bernard also serves as the First-Year Spanish Language Program Director and the Language Training Coordinator for Graduate Students.

Publications

Journal Articles & Book Chapters

Zeigler, N., Issa, B., Bowden, H., Moranski, K. (2025). Metacognitive instruction in technology-mediated TBLT: An Exploratory Case Study of Learners’ Engagement. System. http://doi.org/10.1016/j.system.2025.103804 ^{A, B, C, D, E, F, G}

Zalbidea, J., & Issa, B. I. (2025). Exploring the potential of content-embedded working memory capacity tasks for advancing second language acquisition research. Studies in Second Language Acquisition, 1-25. ^{A, B, C, D, E, F, G}

Luque, A., Koronkiewicz, B., Issa, B., Faretta-Stutenberg, M., & Bowden, H. W. (2025). Ecological validity and inclusivity in heritage bilingualism research: Examining objective and subjective Spanish proficiency assessments and language experience factors. Frontiers in Language Sciences, 3, 1400587.^{B, C, D, E, F, G}

Frimu, R., & Issa, B. I. (2025). Dimensions of communicative language teaching in online synchronous and face‐to‐face contexts: A comparison of student perceptions. Foreign Language Annals, 58(1), 70-89. ^{A, B, C, D, E, F, G}

*Jones, E. & Issa, B. (2024). Investigating Vocabulary Growth through Total Physical Response Storytelling with Undergraduate Spanish Learners. MIFLC Review, 23, 39-60. ^{B, C, D, G}

Faretta-Stutenberg, M., Issa, B., Wood Bowden, H., & Morgan-Short, K., (2023) Parallel forms reliability of two versions of the Spanish Elicited Imitation Task. Research Methods in Applied Linguistics, 2(3). doi: 10.1016/j.rmal.2023.100070 ^{A, B, C, D, E, F, G}

Moranski, K., Godoy-Peñas, J., Issa, B., Faretta-Stutenberg, M., & Wood Bowden, H. (2023). Spanish L2 Development in a Short-Term Domestic Immersion Program. Frontiers: The Interdisciplinary Journal of Study Abroad, 35(1), 345-391. doi:10.36366/frontiers.v35i1.733 ^{A, B, C, D, E, G}

Zalbidea, J., & Issa, B. (2023). Chapter 2. Quantitative approaches in L2 research abroad. In Research Methods in Applied Linguistics (pp. 33-58). John Benjamins Publishing Company. doi:10.1075/rmal.4.02zal ^{B, C, G}

Zalbidea, J., Issa, B. I., & Faretta-Stutenberg, M. (2022). Brief but Mighty? Sustained L2 Learning and Perceived Psychobehavioral Benefits After Short-Term Study Abroad. The Modern Language Journal, 106(2), 411-428. doi:10.1111/modl.12777 ^{A, B, C, D, E, F, G}

Issa, B., Faretta-Stutenberg, M., Koronkiewicz, B. (2022). Second-language writing in university-level basic language programs: A survey of student and instructor beliefs. Foreign Language Annals, 55(2), 383-407. doi:10.1111/modl.12777 ^{A, B, C, D, E, F, G}

Issa, B., Faretta-Stutenberg, M. & Bowden, H. (2020). Grammatical and Lexical Development During Short-term Study Abroad: Exploring L2 Contact and Initial Proficiency. The Modern Language Journal, 104: 860-879. ^{A, B, C, D, E, F, G}

Zalbidea, J., Issa, B., Faretta-Stutenberg, M., & Sanz, C. (2020) Initial Proficiency And L2 Grammar Development During Short-Term Immersion Abroad: Conceptual And Methodological Insights. Studies in Second Language Acquisition, 1-29. doi:10.1017/S0272263120000376 ^{A, B, C, D, E, F, G}

Issa, B. (2019). Examining the relationships between attentional allocation, working memory and second language development: An eye-tracking study. In Ronald Leow (Ed.), The Routledge Handbook of Second Language Research in Classroom Learning (464-479). New York, NY: Routledge. ^{A, B, C, D, E, F, G}

Issa, B., & Morgan-Short, K. (2019). Effects of External and Internal Attentional Manipulations on Second Language Grammar Development: An Eye-tracking Study. Studies in Second Language Acquisition, 41(2), 389-417. ^{A, B, C, D, E, F, G}

Morgan‐Short, K. , Marsden, E. , Heil, J. , Issa, B., Leow, R. P., Mikhaylova, A. , Mikołajczak, S. , Moreno, N. , Slabakova, R. and Szudarski, P. (2018), Multisite Replication in Second Language Acquisition Research: Attention to Form During Listening and Reading Comprehension. Language Learning, 68(2), 392-437. ^{D, E, G}

Issa, B., & Zalbidea, J. (2018). Proficiency Levels in Study Abroad: Is There an Optimal Time for Sojourning? In Cristina Sanz & Alfonso Morales-Front (Eds.), Handbook of Study Abroad Research and Practice (453-463). New York, NY: Routledge ^{B, C, G}

Bowden, H., & Issa, B. (2018). Neurolinguistic Perspectives. In Kim Potowski (Ed.), Handbook of Spanish as a Minority/Heritage Language (203-220). New York, NY: Routledge Routledge. ^{B, C, G}

Issa, B., Villegas, B., Morgan-Short, K., & Raney, G. (2015). An Eye-tracking Study on the Role of Attention and its Relationship with Motivation. EUROSLA Yearbook, 15 (1), 114-142. ^{A, B, C, D, E, F, G}

^NOTE: For each multi-authored publication based on empirical work, these contributions took the form of (A) obtaining funding for the project, (B) conceptualization of the work, (C) substantial original writing, (D) statistical and/or methodological design, (E) statistical analyses, (F) data collection, and/or (G) editing of the work. *Indicates published with a graduate student.

Phone: 865-974-8987

Email: bissa@utk.edu

Education