Language Program Direction During COVID-19: Collective Memories of the Extraordinary. Second Language Research and Practice . 2020.
Mills N, Courtney M, Dede C, Dressen A, Gant R. Culture and Vision in Virtual Reality Narratives. Foreign Language Annals. 2020.Abstract
Hansen (2014) states that foreign language studies must learn to conceive of culture as an open, multi-voiced and dialogical interaction full of contradictions”(p. 9). One advocated approach to teach transcultural understanding is through the analysis of cultural narratives (MLA report, 2007, p. 4). Kearney (2012) defines cultural narratives as “the multiple (sometimes competing), conventional storylines that cultural groups produce and use to make sense of and attribute meaning to their shared experiences” (p. 59). This article will showcase a project in a beginning French course in which four different Parisians from the same quarter were asked to document and share the stories of their lives with a virtual reality (VR) camera. Findings reveal that the VR narratives allowed students to envision, experience, and understand diverse facets of Parisian culture
and more vividly imagine their future role as participants in Parisian communities.
Mills N. Engagement and Immersion in Virtual Reality Narratives. In: Engagement in the Second Language Classroom. Bristol, UK: Multilingual Matters ; 2020.
Bourns S, Krueger C, Mills N. Perspectives on Teaching Language and Content. New Haven, CT: Yale University Press; 2020.
Mills N, Moulton S. Students’ and instructors’ perceived value of language and content curricular goals. Foreign Language Annals. 2017;winter :1-17.
Mills N, Belnap K. Beliefs, motivation, and engagement: What every teacher of Arabic needs to know about self-efficacy. In: Handbook for Arabic Language Teaching Professionals in the 21st Century . 2nd ed. ; 2016.
Mills N, Minuchehr P. The development of a national curriculum guide for Persian: Themes, genres, Standards-based goals, and models. Journal of the Council of Less Commonly Taught Languages. 2014.
Norris J, Mills N ed. Innovation and Accountability in Language Program Evaluation. Boston: Heinle Cengage; 2014.
Norris J, Mills N. Introduction: Innovation and Accountability in Foreign Language Program Evaluation. In: Innovation and Accountability in Language Program Evaluation. Boston: Heinle Cengage ; 2014.
Mills N. Self-efficacy in second language acquisition. In: Multiple Perspectives on the Self. Bristol, UK: Multilingual Matters ; 2014.
Mills N. Action research: Bridging theory and practice. Academic Exchange Quarterly: Second language Acquisition & Pedagogy. 2013;17 (1) :95-100.
Mills N. Teaching assistants’ self-efficacy in teaching literature: Sources, personal assessments, and consequences. Modern Language Journal,91. 2011;(1) :1-11.
Mills N, Minucher P. Curriculum design for beginning Persian: Standards, goals, objectives, evaluation, and learning. STARTALK.; 2011.
Mills N. Situated Learning through Social Networking Communities: The Development of Joint Enterprise, Mutual Engagement, and a Shared Repertoire. Thorne S, Smith B. CALICO Journal special issue: Second Language Acquisition Theories, Technologies, and Language Learning. 2011;2 :345-368.
Mills N, Péron M. Global simulation and writing self-beliefs of college intermediate French students. International Journal of AppliedLinguistics. 2009 :239-273.
Mills N. A ‘Guide du Routard’ simulation: Enhancing the Standards through project-based learning. Foreign Language Annals. 2009;42 (4) :607-639.
Mills N. Task-based Course Development: A Guide du Routard Simulation. In: Stone L, Wilson-Duffy C Task-Based III: Expanding the range of tasks with online resources International Association for Language Learning Technology. ; 2009.
Mills N, Allen HW. Teacher self-efficacy of graduate teaching assistants of French Siskin J. Thought to Action: Exploring Beliefs and Outcomes in the Foreign Language Classroom. 2007.
Mills N, Pajares F, Herron C. Self-efficacy of college intermediate French students: Relation to Achievement and Motivation. Language Learning. 2007;53 (3) :417-442.
Mills N, Pajares M, Herron C. A re-evaluation of the role of anxiety: Self-efficacy, anxiety, and their relation to reading and listening proficiency. Foreign Language Annals. 2006;39 (2) :276-293.