Chen, C.L. (2018). The effects of second-language repeated reading on reading comprehension and incidental vocabulary acquisition. Unpublished doctoral disertation, Teachers College, Columbia University, New York.
Choong, K. (2014). Effects of task complexity on written production in L2 English. Unpublished doctoral dissertation, Teachers College, Columbia University, New York.
Ekiert, M. (2010). Investigating articles as expressions of definiteness in L2 English of Slavic speakers. Unpublished doctoral dissertation, Teachers College, Columbia University, New York.
Finneran, R. (2020). The Selective Fossilization Hypothesis: A longitudinal study of English language learners' persistent errors. Unpublished doctoral dissertation, Teachers College, Columbia University, New York.
Hall, T. (2017). Learner chunks in second language acquisition. Unpublished doctoral dissertation. Teachers College, Columbia University.
Jung, J. Y. (2019). Effects of explicit and implicit focus on form on L2 acquisition of the English passive. Unpublished doctoral dissertation. Teachers College, Columbia University.
Kang, E.Y. (2017). The effects of narrow reading on L2 text comprehension and vocabulary acquisition. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
Kim, J. H. (2008). Focus on form in communicative EFL classrooms: A study of learner recognition of recasts. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
Kim, P. (2022). Energy Conservation Theory for Second Language Acquisition (ECT-L2A): A partial validation of kinetic energy - Aptitude and motivation. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
Kwon, E.Y. (2008). Cross-linguistic influence and "universal" developmental patterns in child second language acquisition: A longitudinal study. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
Lew, W. M. (2022). Input robustness: An in-depth study of ESL/EFL textbooks. Unpublished doctoral dissertation. Teachers College, Columbia University, New York
Liu, Y.-T. (2007). Phonological recoding in sentence-level Chinese character recognition by advanced adult L2 Chinese learners. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
Park, E. S. (2007). Learner-generated noticing of L2 input: An exploratory study. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
Park, M.S. (2019). An exploratory study of foreign accent and phonological awareness in Korean learners of English. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
Revesz, A. J. (2007). Focus on form in task-based language teaching: Recasts, task complexity, and L2 learning. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
Seol, H. (2001). The impact of age and L1 influence on L2 ultimate attainment. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
Song, S. (2009). Recasts, grammatical morphemes, and L2 learning: A longitudinal case study of Korean L2 learners. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
Sok, S. (2017). Incidental and intentional L2 vocabulary acquisition. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
Suzuki, M. (2007). Learner uptake and second language learning. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
Year, J. (2009). Korean speakers' acquisition of the English ditransitive construction: The role of input frequency and distribution. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.