University College London
Institute of Education
20 Bedford Way, London
United Kingdom, WC1 0AL
k.saito@ucl.ac.uk
2023-present: Professor of Education, University College London
2018-2023: Associate Professor of Education, University College London
2015-2018: Lecturer in Applied Linguistics, Birkbeck College, University of London
2012-2015: Assistant Professor of English, Waseda University
2011-2012: Postdoctoral Fellow, Simon Fraser University
2008-2011: PhD in Second Language Education, McGill University
2005-2007: M.A. in Linguistics, Syracuse University
| Kazuya's new MA course @ UCL Second Language Speaking and Listening  CLICK HERE |
Kazuya's Supervision (BA, MA & PhD Projects)  CLICK HERE |
Saito, K. PI (2025-2028). Automated feedback and individualised training system for second language speech. Leverhulme Trust Grant (£310,535) [Project Description]
Saito, K. PI (2024-2026). Sustaining multilingual children’s well-being through AI-based neurocognitive and language training. British Council/UK-ISPF Research Grant (£100,000) [Project Description]
Saito, K. PI (2020-2024). Training a good ear predicts successful second language acquisition: Interfacing neuroscience, hearing, and education research perspectives. Spencer Foundation Grant ($50,000) [Project Description]
Saito, K. PI (2020-2024). Does having a good ear promote successful L2 speech learning? A behavioural and neural investigation. Leverhulme Trust Research Grant (£233,813) [Project Description]
Saito, K. PI (2019-2021). Interfacing education and neuroscience perspectives on the cognitive foundation of successful foreign language learning. ESRC Japan-UK Grant (£50,294) [Project Description]
Saito, K., & Tierney, A. (in press, 2025). Roles of domain-general auditory processing in L2 speech learning revisited: What degree of precision makes a difference? Language Learning. [Download] [Related Link]
Saito, K., Dewaele, J-M., In’nami, Y., & Abe, M (in press, 2025). Disentangling the causal role of motivation, enjoyment, and anxiety in second language speech learning. Studies in Second Language Acquisition. [Download] [Related Link]
Saito, K., *Uchihara, T., *Takizawa, K., & *Suzukida, Y. (in press, 2025). Declarative and automatized phonological vocabulary knowledge in L2 listening proficiency: A training study. Applied Psycholinguistics. [Download] [Related Link]
*Bakkouche, L., & Saito, K. (in press, 2025). Effects of auditory processing, memory, and experience on early and later stages of second language speech learning. Second Language Research. [Download] [Related Link]
*Takizawa, K., *Uchihara, T., Saito, K., & *Suzukida, S. (2025, in press). Automatized knowledge to automaticity in speech: Examining the contribution of automatized phonological vocabulary knowledge to L2 utterance fluency. Applied Linguistics. [Download] [Related Link]
Saito, K., *Uchihara, T., *Takizawa, K., & *Suzukida, Y. (2025). Individual differences in L2 listening proficiency revisited: Roles of form, meaning, and use aspects of phonological vocabulary knowledge. Studies in Second Language Acquisition, 47, 26-52. [Download] [Related Link]
Saito, K., & *Uchihara, T. (2025). Experiential, perceptual, and cognitive individual differences in the development of declarative and automatized phonological vocabulary knowledge. Bilingualism: Language and Cognition, 28, 427-443. [Download] [Related Link]
Correia, S., *Rato, A., *Ge, Y., Fernandes, J. D., *Kachlicka, M., Saito, K., & Rebuschat, P. (2025). Effects of phonetic training and cognitive aptitude on the perception and production of non-native speech contrasts. Studies in Second Language Acquisition, 47, 440-457. [Download] [Related Link]
Dewaele, J.-M., Saito, K., & Halim, F. (2025). How teacher behaviour shapes Foreign Language learners’ Enjoyment, Anxiety and Attitudes/Motivation: A mixed modelling longitudinal investigation. Language Teaching Research, 29, 1580-1602. [Download] [Related Link]
Munro, M., Derwing, T., & Saito, K. (2025). Aspiring to aspirate: L2 acquisition of English word-initial /p/ over 10 yearsh. Language and Speech, 68, 247-261. [Download] [Related Link]
*Suzukida, Y., & Saito, K. (2025). LexJP: A test to efficiently assess vocabulary knowledge of Japanese. Research Methods in Applied Linguistics, 4,, 100208. [Download] [Related Link]
*Uchihara, T., Saito, K., *Kurokawa, S., *Takizawa, K., & *Suzukida, Y. (in press). Declarative and automatized phonological vocabulary: Recognition, recall, lexicosemantic judgement, and employability of words in L2 listening. Language Learning,75, 458-492. [Download] [Related Link]
Saito, K. (2024). Age effects in spoken second language vocabulary attainment beyond the critical period. Studies in Second Language Acquisition, 46, 3-27. [Download] [Related Link]
Saito, K., & Tierney, A. (2024). Domain-general auditory processing as a conceptual and measurement framework for second language speech learning aptitude: A test-retest reliability study. Studies in Second Language Acquisition, 46, 1206-1230. [Download] [Related Link]
Saito, K., *Kachlicka, M., *Suzukida, Y., *Mora-Plaza, I., *Ruan, Y., & Tierney, A. (2024). Auditory processing as perceptual, cognitive, and motoric abilities underlying successful second language acquisition. Journal of Experimental Psychology: Human Perception and Performance, 50, 119. [Download] [Related Link]
Dewaele, J.-M., & Saito, K. (2024). Are enjoyment, anxiety and attitudes/motivation different in English foreign language classes compared to LOTE classes? Studies in Second Language Learning and Teaching, 14,, 171-191. [Download] [Related Link]
*Kachlicka, M., Symons, A., Saito, K., Dick, F., & Tierney, A. (2024). Tone language experience enhances dimension-selective attention and subcortical encoding but not cortical entrainment to pitch. Imaging Neuroscience. [Download] [Related Link]
*Petrova, K., Jasmin, K., Saito, K., & Tierney, A. T. (2024). Extensive residence in a second language environment modifies perceptual strategies for suprasegmental categorization. Journal of Experimental Psychology: Learning, Memory, and Cognition, 49, 1943. [Download] [Related Link]
Revesz, A., Jeong, H., Suzuki, S., Matsuura, S., Saito, K., & Sugiura, M. (2024). Investigating task-generated processes: Exploring the neural correlates of task complexity during silent pauses in speech production. Studies in Second Language Acquisition, 46, 1170-1205. [Download] [Related Link]
Sasaki, M., *Suzukida, Y., *Takizawa, K., & Saito, K. (2024). What influences the comprehensibility of L2 writers’ opinion texts by L2 raters? Interactions between textual characteristics and raters’ profiles. System. [Download] [Related Link]
*Sun, H., Saito, K., & Dewaele, J.-M. (2024). Cognitive and socio-psychological individual differences, experience, and naturalistic second language speech learning: A longitudinal study. Language Learning, 74, 5-40. [Download] [Related Link]
*Tran, M., & Saito, K. (2024). Effects of the 4/3/2 activity revisited: Extending Boers (2014) and Thai & Boers (2016). Language Teaching Research, 28 , 326-345. [Download] [Related Link]
*Xue, J., Saito, K., & *Mora-Plaza, I. (2024). Task-based pronunciation teaching: Lack of auditory precision but not memory hinders learning. System, 127 . [Download] [Related Link]
Saito, K. (2023). How does having a good ear promote successful second language speech acquisition in adulthood? Introducing auditory precision hypothesis-L2. Language Teaching, 56, 522-538. [Download] [Related Link]
Saito, K., *Macmillan, K., *Kachlicka, M., *Kunihara, T., & Minematsu, N. (2023). Automated assessment of second language comprehensibility: Review, training, validation, and generalization studies. Studies in Second Language Acquisition, 45, 234–263. [Download] [Related Link]
Dewaele, J.-M., Saito, K., & Halim, F. (2023). How Foreign Language Enjoyment acts as a buoy for sagging motivation: A longitudinal investigation. Applied Linguistics, 44, 22-45. [Download] [Related Link]
*Ruan, Y., & Saito, K. (2023). Domain-general auditory difficulties limit instructed second language speech learning: Communicative focus on phonetic form revisited. System, 114. [Download] [Related Link]
*Shao, Y., Saito, K., & Tierney, A. (2023). How does having a good ear promote instructed second language pronunciation development? Roles of domain-general auditory processing in choral repetition training. TESOL Quarterly, 57, 33-63. [Download] [Related Link]
*Suzukida, Y., & Saito, K. (2023). Detangling experiential effects of immersion versus classroom instruction on L2 learners' development of comprehensibility: A longitudinal study. Bilingualism: Language and Cognition, 26, 762-775. [Download] [Related Link]
*Uchihara, T., Webb, S., Saito, K., & Trofimovich, P. (2023). Frequency of exposure influences accentedness and comprehensibility in learners’ pronunciation of second language words. Language Learning, 73, 84-125. [Download] [Related Link]
Saito, K., *Petrova, K., *Suzukida, Y., *Kachlicka, M., & Tierney, A. (2022). Training auditory processing promotes second language speech acquisition. Journal of Experimental Psychology: Human Perception and Performance, 8, 1410. [Download] [Related Link]
Saito, K., *Kachlicka, M., *Suzukida, Y., *Petrova, K., Lee, B., & Tierney, A. (2022). Auditory precision hypothesis-L2: Dimension-specific relationships between auditory processing and second language segmental learning in adulthood. Cognition, 229, 105236. [Download] [Related Link]
Saito, K., *Hanzawa, K., *Petrova, K., *Suzukida, Y., *Kachlicka, M, & Tierney, A. (2022). Incidental and multimodal high variability phonetic training: Potential, limits, and future directions. Language Learning, 72, 1049-1091. [Download] [Related Link]
Saito, K., *Macmillan, K., *Kroeger, S., Magne, V., *Takizawa, K., *Kachlicka, M., & Tierney, A. (2022). Roles of domain-general auditory processing in spoken second-language vocabulary attainment in adulthood. Applied Psycholinguistics 43, 581-606. [Download] [Related Link]
Saito, K., *Haining, C., *Suzukida, Y., Dardon, D., Suzuki, Y., Jeong, H., Revesz, A., Sugiura, M., & Tierney, A. (2022). Does domain-general auditory processing uniquely explain the outcomes of second language speech acquisition, even once cognitive and demographic variables are accounted for? Bilingualism: Language and Cognition, 25, 856-868. [Download] [Related Link]
Saito, K., *Sun, H., *Kachlicka, M., *Robert, J., Nakata, N., & Tierney, A. (2022). Domain-general auditory processing explains multiple dimensions of L2 acquisition in adulthood. Studies in Second Language Acquisition, 44(1), 57-86. [Download] [Related Link]
Saito, K., & *Liu, Y. (2022). Roles of collocation in L2 comprehensibility revisited: Different tasks, L1 vs. L2 raters, and cross-sectional vs. longitudinal analyses. Second Language Research, 38(3), 531-554. [Download] [Related Link]
*Suzukida, Y., & Saito, K. (2022). What is second language pronunciation proficiency? An empirical study. System,106, 102754. [Download] [Related Link]
*Uchihara, T., Webb, S., Saito, K., & Trofimovich, P. (2022). Does mode of input affect how second language learners create form-meaning connections and pronounce second language words? Modern Language Journal, 106, 351-370. [Download] [Related Link]
*Uchihara, T., Webb, S., Saito, K., & Trofimovich, P. (2022). The effects of talker variability and frequency of exposure on the acquisition of spoken word knowledge. Studies in Second Language Acquisition, 44(2), 357-380. [Download] [Related Link]
*Uchihara, T., *Eguchi, M., Clenton, J., Kyle, K., & Saito, K. (2022). To what extent is collocation knowledge associated with oral proficiency? A Corpus-based approach to word association. Language and Speech, 65(2), 311-336. [Download] [Related Link]
*Wheeler, P., & Saito, K. (2022). Second language speech intelligibility revisited: differential roles of phonological accuracy, visual speech, and iconic gesture. Modern Language Journal, 106, 429-448. [Download] [Related Link]
*Zheng, C., Saito, K., & Tierney, A. (2022). Successful second language pronunciation learning is linked to precise auditory processing rather than music aptitude. Second Language Research, 38 (3), 477-497. [Download] [Related Link]
Saito., K., *Suzukida, Y., *Tran, M., & Tierney, A. (2021). Domain-general auditory processing partially explains L2 speech learning in classroom settings: A review and generalization study. Language Learning, 71, 669-715. [Download] [Related Link]
Saito, K. (2021). What characterizes comprehensible and nativelike pronunciation among English-as-a-Second-Language speakers? Meta-analyses of phonological, rater, and instructional factors. TESOL Quarterly, 55, 866-900. [Download] [Related Link]
Saito, K., *Suzuki, S., *Oyama, T., & Akiyama, Y. (2021). How does longitudinal interaction differentially promote experienced vs. inexperienced learners’ L2 speech learning? Second Language Research, 37, 547-571. [Download] [Related Link]
*Sun, H., Saito, K., & Tierney, A. (2021). A longitudinal investigation of explicit and implicit auditory processing in L2 segmental and suprasegmental acquisition. Studies in Second Language Acquisition, 43, 551-573. [Download] [Related Link]
*Suzukida, Y., & Saito, K. (2021). Which segmental features matter for successful L2 comprehensibility? Revisiting and generalizing the pedagogical value of the Functional Load principle. Language Teaching Research, 25 (3), 431-450. [Download]nbsp;[Related Link]
Saito, K., *Kachlicka, M., *Sun, H., & Tierney, A. (2020). Domain-general auditory processing, age, experience, and post-pubertal L2 speech learning: A behavioural and neurophysiological investigation. Journal of Memory and Language. [Download] [Related Link]
Saito, K. (2020). Multi- or single-word units? The role of collocation use in comprehensible and contextually appropriate second language speech. Language Learning, 70, 548-588. [Download] [Related Link]
Saito, K., *Sun, H., & Tierney, A. (2020). Domain-general auditory processing as a perceptual-cognitive anchor of L2 pronunciation learning in adulthood: A longitudinal study. Applied Psycholinguistics, 41 , 1083-1123. [Download] [Related Link]
Saito, K., *Macmillan, K., *Tran, M., *Suzukida, Y., *Sun, H., *Magne, V., *Ilkan, M., & Murakami, A. (2020). Developing, analyzing and sharing multivariate datasets: Individual differences in L2 learning revisited. Annual Review of Applied Linguistics, 40 , 9-25. [Download] [Related Link]
Saito, K., Trofimovich, P., Abe, M., & In’nami, Y. (2020). Dunning-Kruger effects in second language speech learning: How does self-perception calibrate with other perception over time? Individual Differences and Learning, 79, 101849. [Download] [Related Link]
*Lee, B., Plonsky, L., & Saito, K. (2020). The effects of perception- vs. production-based pronunciation instruction. System, 88,102185. [Download] [Related Link]
Saito, K., *Tran, M., *Suzukida, Y., *Sun, H., Magne, V., & *Ilkan, M. (2019). How do second language listeners perceive the comprehensibility of foreign-accented speech? Roles of first language profiles, second language proficiency, age, experience, familiarity and metacognition. Studies in Second Language Acquisition, 41, 1133-1149. [Download] [Related Link]
Saito, K., *Sun, H., & Tierney, A. (2019). Explicit and implicit aptitude effects on second language speech learning: Scrutinizing segmental, prosodic and temporal sensitivity and performance via behavioral and neurophysiological measures Bilingualism: Language and Cognition, 22, 1123-1140. [Download] [Related Link]
Saito, K., & Plonsky, L. (2019). Effects of second language pronunciation teaching revisited: A proposed measurement framework and meta-analysis. Language Learning. [Download] [Related Link]
Saito, K., *Suzukida, Y., & *Sun, H. (2019). Aptitude, experience and second language pronunciation proficiency development in classroom settings: A longitudinal study. Studies in Second Language Acquisition, 41, 201-225. [Download] [Related Link]
Saito, K. (2019). To what extent does long-term foreign language education improve spoken second language lexical proficiency? TESOL Quarterly, 53, 82-107. [Download] [Related Link]
Saito, K. (2019). The role of aptitude in second language segmental learning:The case of Japanese learners’ English /r/ pronunciation attainment in classroom settings. Applied Psycholinguistics, 40, 183-204. [Download] [Related Link]
Saito, K. (2019). Individual differences in second language speech learning in classroom settings: Roles of awareness in the longitudinal development of Japanese learners’ English /r/ pronunciation. Second Language Research, 40, 183-204. [Download] [Related Link]
*Kachlicka, M., Saito, K. & Tierney, A. (2019). Successful second language learning is tied to robust domain-general auditory processing and stable neural representation of sound. Brain and Language, 192, 15-24. [Download] [Related Link]
Dewaele, J.-M., Franco, A., & Saito, K. (2019). The effect of perception of teacher characteristics on Spanish EFL Learners’ Anxiety and Enjoyment. Modern Language Journal, 103, 412-427. [Download] [Related Link]
Magne, V., *Suzuki, S., *Suzukida, Y., *Ilkan, M., *Tran, M., & Saito, K. (2019). Exploring the dynamic nature of second language listeners' perceived fluency: A mixed-methods approach. TESOL Quarterly, 53, 1139-1150. [Download] [Related Link]
*Appel, R., Trofimovich, P., Saito, K., Isaacs, T., & Webb, S. (2019). Lexical aspects of comprehensibility and nativeness from the perspective of native-speaking English raters. International Journal of Applied Linguistics. [Download] [Related Link]
Shintani, N., Saito, K., & Koizumi, R. (2019). The relationship between multilingual raters' language background and their perceptions of accentedness and comprehensibility of second language speech. International Journal of Bilingual Education and Bilingualism, 22, 849-869. [Download] [Related Link]
Saito, K., Dewaele, J.-M., Abe, M., & In'nami, Y. (2018). Motivation, emotion, learning experience and second language comprehensibility development in classroom settings: A cross-sectional and longitudinal study. Language Learning, 68, 709-743. [Download] [Related Link]
Saito, K., *Ilkan, M., Magne, V., *Tran, M., & *Suzuki, S. (2018).Acoustic characteristics and learner profiles of low, mid and high-level second language fluency. Applied Psycholinguistics, 39, 593-617. [Download] [Related Link]
Saito, K., & *Hanzawa, K. (2018). The role of input in second language oral ability development in foreign language classrooms: A longitudinalstudy. Language Teaching Research, 22, 398-417. [Download] [Related Link]
Saito, K., & Akiyama, Y. (2018). Effects of video-based interaction on the development of second language listening comprehension ability: A longitudinal study. TESOL Quarterly, 52, 163-176. [Download] [Related Link]
Saito, K. & van Poeteren, K. (2018). The perception-production link revisited: The case of Japanese learners' English /r/ performance. International Journal of Applied Linguistics, 28, 3-17. [Download] [Related Link]
*Uchihara, T., & Saito, K. (2018). Exploring the relationship between productive vocabulary knowledge and second language oral ability. The Language Learning Journal, 47, 64-75. [Download] [Related Link]
Crowther, D., Trofimovich, P., Saito, K., & Isaacs, T. (2018). Linguistic dimensions of second language accentedness and comprehensibility vary across speaking tasks. Studies in Second Language Acquisition, 40, 443-457. [Download] [Related Link]
Dewaele, J.-M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign Language Enjoyment and Anxiety: The effect of teacher and learner variables. Language Teaching Research. [Download] [Related Link]
Saito, K. (2017). Effects of sound, vocabulary and grammar learning aptitude on adult second language speech attainment in foreign language classrooms. Language Learning, 67, 665-693. [Download] [Related Link]
Saito, K., Dewaele, J.-M., & *Hanzawa, K. (2017). A longitudinal investigation of the relationship between motivation and late second language speech learning in classroom settings. Language and Speech, 60, 614-632. [Download] [Related Link]
Saito, K., Trofimovich, P., & Isaacs, T. (2017). Using listener judgements to investigate linguistic influences on L2 comprehensibility and accentedness: A validation and generalization study. Applied Linguistics, 38, 439-462. [Download] [Related Link]
Saito, K., & Akiyama, Y. (2017a). Video-based interaction, negotiation for comprehensibility, and second language speech learning: A longitudinal study. Language Learning, 67, 43-74. [Download] [Related Link]
Saito, K. & Akiyama, Y. (2017b). Linguistic correlates of comprehensibility in second language Japanese speech. Journal of Second Language Pronunciation, 3, 199-218. [Download] [Related Link]
*Saito, Y., & Saito, K. (2017). Differential effects of instruction on the development of second language comprehensibility,word stress, rhythm, and intonation: The case of inexperienced Japanese EFL learners. Language Teaching Research, 21, 589-608. [Download] [Related Link]
Saito, K., Webb, S., Trofimovich, P., & Isaacs, T. (2016a). Lexical profiles of comprehensible second language speech: The role of appropriateness, fluency, variation, sophistication, abstractness and sense relations. Studies in Second Language Acquisition, 37, 677-701. [Download] [Related Link]
Saito, K., Webb, S., Trofimovich, P., & Isaacs, T. (2016b). Lexical correlates of comprehensibility versus accentedness in second language speech. Bilingualism: Language and Cognition, 19, 597-609. [Download] [Related Link]
Saito, K., & Shintani, N. (2016a). Foreign accentedness revisited: Canadian and Singaporean raters' perception of Japanese accented English. Language Awareness, 25, 305-317. [Download] [Related Link]
Saito, K., & Shintani, N. (2016b). Do native speakers of North American and Singapore English differentially perceive second language comprehensibility? TESOL Quarterly, 50, 421-446. [Download] [Related Link]
Akiyama, Y., & Saito, K. (2016). Development of comprehensibility and its linguistic correlates: A longitudinal study of video-mediated telecollaboration. Modern Language Journal, 100, 585-609. [Download] [Related Link]
*Gooch, R., Saito, K., & Lyster, R. (2016). Effects of recasts and prompts on L2 pronunciation development: Teaching English /r/ to Korean adult EFL learners. System, 60, 117-127. [Download] [Related Link]
Saito, K., & *Hanzawa, K. (2016). Developing second language oral ability in foreign language classrooms: The role of the length and focus of instruction and individual differences. Applied Psycholinguistics, 37, 813-840. [Download] [Related Link]
Saito, K., Trofimovich, P., & Isaacs, T. (2016). Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels. Applied Psycholinguistics, 37, 217-240. [Download] [Related Link]
Trofimovich, P., Isaacs, T., Kennedy, S., Saito, K., & Crowther, D. (2016) Flawed self-assessment: Investigating self- and other-perception of second language speech. Bilingualism: Language and Cognition, 19, 122-140. [Download] [Related Link]
Saito, K. (2015a). The role of age of acquisition in late second language oral proficiency attainment. Studies in Second Language Acquisition, 37, 713-743. [Download] [Related Link]
Saito, K. (2015b). Experience effects on the development of late second language learners' oral proficiency. Language Learning, 65, 563-595. [Download] [Related Link]
Saito, K. (2015c). Communicative focus on L2 phonetic form: Teaching Japanese learners to perceive and produce English /r/ without explicit instruction. Applied Psycholinguistics, 36, 377-409. [Download] [Related Link]
Saito, K. (2015d). Variables affecting the effects of recasts on L2 pronunciation development. Language Teaching Research, 19, 276-300. [Download] [Related Link]
Crowther, D., Trofimovich, P., Saito, K., & Isaacs, T. (2015). Second language comprehensibility revisited: Investigating the effects of learner background. TESOL Quarterly, 49, 814-837. [Download] [Related Link]
Crowther, D., Trofimovich, P., Isaacs, T., & Saito, K. (2015). Does a speaking task affect second language comprehensibility? Modern Language Journal, 99, 80-95. [Download] [Related Link]
Saito, K. (2014). Experienced teachers' perspectives on priorities for improved intelligible pronunciation: The case of Japanese learners of English. International Journal of Applied Linguistics, 24, 250-277. [Download] [Related Link]
Saito, K., & Munro, M. (2014). The early phase of /r/ production development in adult Japanese learners of English. Language and Speech, 57, 451-469. [Download] [Related Link]
Saito, K., & Wu, X. (2014). Communicative focus on form and L2 suprasegmental learning: Teaching Cantonese learners to perceive Mandarin tones. Studies in Second Language Acquisition, 36, 647-680. [Download] [Related Link]
Saito, K. (2013a). Age effects on late bilingualism: The production development of /r/ by high-proficiency Japanese learners of English. Journal of Memory and Language, 69, 546-562. [Download] [Related Link]
Saito, K. (2013b). The acquisitional value of recasts in instructed second language speech learning: Teaching the perception and production of English /r/ to adult Japanese learners . Language Learning, 63, 499-529. [Download] [Related Link]
Saito, K. (2013c). Re-examining effects of form-focused instruction on L2 pronunciation development: The role of explicit phonetic information. Studies in Second Language Acquisition, 35, 1-29. [Download] [Related Link]
Saito, K., & Brajot, F. (2013). Scrutinizing the role of length of residence and age of acquisition in the interlanguage pronunciation development of English /r/ by late Japanese bilinguals. Bilingualism: Language and Cognition, 16, 847-863. [Download] [Related Link]
Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46, 1-40. [Download] [Related Link]
2012
Saito, K. (2012). Effects of instruction on L2 pronunciation development: A synthesis of 15 quasi-experimental intervention studies. TESOL Quarterly, 842-854. [Download] [Related Link]
Saito, K., & van Poeteren, K. (2012). Pronunciation-specific adjustment strategies for intelligibility in L2 teacher talk: Results and implications of a questionnaire study. Language Awareness, 21, 369-385. [Download] [Related Link]
Saito, K., & Lyster, R. (2012a). Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /r/ by Japanese learners of English. Language Learning, 62, 595-633. [Download] [Related Link]
Saito, K., & Lyster, R. (2012b). Investigating pedagogical potential of recasts for L2 vowel acquisition. TESOL Quarterly, 46, 387-398. [Download] [Related Link]
Saito, K. (2011a). Identifying problematic segmental features to acquire comprehensible pronunciation in EFL settings: The case of Japanese learners of English. RELC Journal, 42, 363-378. [Download] [Related Link]
Saito, K. (2011b). Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development: An instructed SLA approach to L2 phonology. Language Awareness, 20, 45-59. [Download] [Related Link]
Saito, K. (2011c). Differential effects of phonological and lexicogrammatical errors on NS and NNS listener perceptions of comprehensibility: An exploratory study. The Journal of Asia TEFL, 8, 39-61. [Download] [Related Link]
Lyster, R., & Saito, K. (2010a). Corrective feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32, 265-302. [Download] [Related Link]
Lyster, R., & Saito, K. (2010b). Interactional feedback as instructional input: A synthesis of classroom SLA research. Language, Interaction and Acquisition, 1, 276-297. [Download] [Related Link]
Saito, K. (2007). The influence of explicit phonetic instruction on pronunciation teaching in EFL settings: The case of English vowels and Japanese learners of English. Linguistic Journal, 3 (3), 17-41. [Related Link]
Saito, K. (2021). Corrective feedback and the development of L2 pronunciation. In H. Nassaji & E. Kartchava (Eds.). The Cambridge handbook of corrective feedback in language learning and teaching (pp. pp. 407-429). Cambridge, UK: Cambridge University Press. [Download][Related Link]
Saito, K. (2018). Advanced segmental and suprasegmental acquisition.In P. Malovrh & A. Benati (Eds.). The handbook of advanced proficiency in second language acquisition (pp. 282-303). Wiley Blackwell. [Download]
Saito, K. (2018). Recasts. In Liontas, J. (Ed.), The TESOL encyclopedia of ELT. Wiley-Blackwell.[Download] [Related Link]
Saito, K., Trofimovich., P., Isaacs, T., & Webb., S. (2016). Re-examining phonological and lexical correlates of second Language comprehensibility: The role of rater experience. In T. Isaacs & P. Trofimovich (Eds.). Interfaces in second language pronunciation assessment: Interdisciplinary perspectives (pp. 141-156). . Bristol, UK: Multilingual Matters. [Download] [Related Link]
Saito, K. (2015). How do non-native speakers perceive the role of phonology and leixogrammar in improved comprehensibility? Waseda Cultural Review, 46, 63-75.[Download]
Saito, K. (2015). Review of Teaching and Researching English Accents in Native and Non-native Speakers edited by Ewa. Waniek-Klimczak and Linda. Shockey (2013, Springer). World Englishes, 34, 293-295. [Download] [Related Link]
Munro, M. J., Derwing, T. M., & Saito, K. (2013). English L2 vowel acqusition over seven years. In. J. Levis & K. LeVelle (Eds.). Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference. Ames, IA: Iowa State University.[Download]
Saito, K. (Monthly submission, April 2013 – March 2015). Introduction to English pronunciation. In 1000-Hour Hearing Marathon. Tokyo: ALC Press Inc. [Author Info]
Saito, K., & Smith, G. (Monthly submission, February 2009 – March 2013). Introduction to English pronunciation. In 1000-Hour Hearing Marathon. Tokyo: ALC Press Inc. [Author Info]
Saito, K., & MacKay, D. (2011, March). What characterizes intelligible pronunciation? The case of 10 experienced non-native speakers in Canada. The English Journal, 41, 22-35. [Download] [Related Link]
Saito, K. (2009, January). How to learn and practice eight English-specific sounds. The English Journal, 39, 24-32. [Related Link]
HOW TO TEACH COMPREHENSIBLE PRONUNCIATION
Top 5 Segmental features crucial for comprehensibility
Sample Article 1 [Download]
Sample Article 2 [Download]
Sample Article 3 [Download]
Sample Article 4 [Download]
Sample Article 5 [Download]
Segmental Summary [Download]
Top 4 Suprasegmental features crucial for comprehensibility
Syllable [Download]
Lexical stress [Download]
Intonation [Download]
Rhythm [Download]
Rhythm & intonation [Download]
References:
① Suzukida, Y., & Saito, K. (in press, 2020). Which segmental features matter for successful L2 comprehensibility? Revisiting and generalizing the pedagogical value of the Functional Load principle. Language Teaching Research.
② Saito, K. (2014). Experienced teachers' perspectives on priorities for
improved intelligible pronunciation: The case of Japanese learners of English.
International Journal of Applied Linguistics, 24, 250-277.
③ Saito, K., & van Poeteren, K. (2012). Pronunciation-specific adjustment
strategies for intelligibility in L2 teacher talk: Results and implications
of a questionnaire study. Language Awareness, 21, 369-385.
④ Saito, K. (2011). Identifying problematic segmental features to acquire comprehensible pronunciation in EFL settings: The case of Japanese learners of English. RELC Journal, 42, 363-378.
HOW TO TEACH ENGLISH [r] "COMMUNICATIVELY"
Focus on English /r/: English Argumentative Project
Day 1 [Download]
Day 2 [Download]
Day 3 [Download]
Day 4 [Download]
Argument creation material ① [Download]
Argument creation material ② [Download]
Teacher manuals [Day 1] [Day 2] [Day 3] [Day 4]
Focus on English /r/: Communicative Games
Find Someone Who [Download]
Karuta: Card Game [Download]
Guessing Game ① [Download]
Guessing Game ② [Download]
Card Reading [Download]
References:
① Saito, K., & Lyster, R. (2012). Effects of form-focused instruction
and corrective feedback on L2 pronunciation development of /r/ by Japanese
learners of English. Language Learning, 62, 595-633.
② Saito, K. (2013). Re-examining effects of form-focused instruction on L2 pronunciation development: The role of explicit phonetic information. Studies in Second Language Acquisition, 35, 1-29.
③ Saito, K. (2013). The acquisitional value of recasts in instructed second
language speech learning: Teaching the perception and production of English
/r/ to adult Japanese learners . Language Learning, 63, 499-529.
④ Saito, K. (2015). Communicative focus on L2 phonetic form: Teaching Japanese learners to perceive and produce English /r/ without explicit instruction. Applied Psycholinguistics, 36, 377-409.
(2025, April). Sensory account of L2 speech learning and teaching: Current trends and future directions. New Sounds 2025: The 11th International Symposium on the Acquisition of Second Language Speech (Toronto, Canada)
(2023, June). Having a good ear promotes second language speech learning: Roles of auditory processing at perceptual, cognitive & motoric levels. Nordic Speech Research Forum (Jyväskylä, Finland)
(2022, June). Research on second language pronunciation teaching and technology A state-of-the-art review. International Conference on ELT in Korea (Seoul, Korea)
(2021, June). How does having a good ear promote successful L2 speech acquisition in adulthood? . The 30th conference of the European Second Language Association (Barcelona, Spain)
(2019, June). How research helps assess, develop and teach comprehensible L2 pronunciation: An overview. The L2 Pronunciation Research Workshop: Bridging the Gap between Research and Practice (Barcelona, Spain)
(2019, May). Assessing, developing and teaching second language comprehensibility as a multifaceted phenomenon: The role of listener and speaker individual differences. The 6th International Conference on English Pronunciation: Issues & Practices (Skopje, Macedonia)
(2017, October). Researching, assessing and teaching comprehensible second language speech. International Conference on Best Practices and Innovations in Education. (İzmir, Turkey)
(2024, August). Second language pronunciation teaching: State-of-the-art review and future directions. Tsukuba University Distinguished Lecture Series . (Tsukuba, Japan)
(2024, June). Phonological vocabulary knowledge revisited: Defining, measuring, and training declarative and automatized dimensions. London Second Language Research Forum Colloquium. (London, UK)
(2023, July). Teaching and researching speaking and listening. UK-China Association for Talent, Science and Technology Exchange (UCATSE). (London, UK)
(2023, May). Enhancing productivity while maintaining work-life balance in academia. UWestern University. (London, Canada)
(2022, October). What distinguishes between comprehensible vs. nativelike L2 pronunciation? Indiana University. (Indiana University)
(2022, July). Teaching and researching speaking and listening. UK-China Association for Talent, Science and Technology Exchange (UCATSE). (London, UK)
(2022, June). Introducing offline auditory processing test as L2 research and teaching tool. London Second Language Research Forum Colloquium. (London, UK)
(2021, July). SLA-based second language listening training. JACET Japan. (Tokyo, Japan)
(2021, June). New insights into talented learners of a second language: How does having and training a good ear matter?. Tohoku University. (Sendai, Japan)
(2021, June). How does having a good ear promote L2 speech learning? A story so far. London Second Language Research Forum Colloquium. (London, UK)
(2020, September). Having a good ear as a foundation of second language acquisition. Japan Second Language Research Forum Colloquium. (Tokyo, Japan)
(2019, December). Having a good ear promote successful L2 speech acquisition. Lancaster University. (Lacaster, UK)
(2019, November). Collecting, analysing and linking speech and aptitude database in Japan and the UK. Kobe University. (Kobe, Japan)
(2019, June). What characterises “talents” for successful second language speech learning?. London Second Language Research Forum Colloquium. (London, UK)
(2019, June). Assessing, developing and teaching L2 comprehensibility. University of Pompeu Fabra. (Barcelona, Spain)
(2019, June). How to teach L2 pronunciation? Waseda University. (Tokyo, Japan)
(2019, June). Second language speech acquisition. Kobe University. (Kobe, Japan)
(2019, January). Research-based pronunciation learning and teaching. ALC Inc. (Tokyo, Japan)
(2018, June). On the underlying mechanism for L2 speech learning: What have behavioral measures revealed so far?. Tohoku University. (Miyagi, Japan)
(2018, June). Teaching Japanese EFL students to attain comprehensible second language speaking proficiency. Miyagi University of Education. (Miyagi, Japan)
(2018, June). The past, present and future of research on L2 writing/speech. Japan Second Language Acquisition Research Forum. (Osaka, Japan)
(2018, April). What characterises "talents" for successful second language speech learning?. Northumbria University. (Newcastle, UK)
(2018, January). Late second language speech learning: A research synthesis. City University of Hong Kong. (Kowloon Tong, Hong Kong) [Download]
(2018, January). Teaching “comprehensible” second language pronunciation: A research synthesis. University of Reading. (Reading, UK)
(2017, September). Individual differences in second language speech learning in classroom settings: Longitudinal investigations of motivation, use and acquisition. J-SLARF, Chuo University. (Tokyo, Japan)
(2017, June). Effects of explicit pronunciation instruction: Research synthesis. LET Kansai. (Osaka, Japan)
(2017, June). Roles of individual differences in second language speech learning in Japanese EFL classrooms: Cross-sectional and longitudinal perspectives . Kansai University. (Osaka, Japan)
(2017, June). Developing second language speech in foreign language classrooms. Osaka Univesity. (Osaka, Japan)
(2017, May). Effects of instruction on the development of intelligible pronunciation in Japanese EFL classrooms: What and how to teach? International Christian University. (Tokyo, Japan) [Download]
(2017, May). Assessing, teaching and researching second language fluency. International Christian University. (Tokyo, Japan) [Download]
(2017, May). What characterises high, mid and low-level second language fluency?. London Second Language Acquisition Research Forum (London, UK)
(2017, April). Aptitude effects on second language pronunciation proficiency development . St. Mary Universiuty, Twickenham (London, UK)
(2017, March). How to assess, teach and research second language pronunciaiton. Queen Mary Universiuty of London (London, UK)
(2016, October). Researching, learning and training second language speech. Universiuty of York (York, UK)
(2016, May). Role of individual differences in second language speech learning: A longitudinal study. London Second Language Acquisition Research Forum (London, UK)
(2016, February). The pedagogical potential and limits of English Medium Instruction in Japanese English-as-a-Foreign-Language classrooms. Universiuty of Oxford (Oxford, UK)
(2016, February). The role of video-based interaction in the longitudinal development of second language oral ability. University of Essex (Essex, UK)
(2015, December). What makes second language speech comprehensible?Bloomsbury Public Lecture Series, Birkbeck, Univesity of London (London, UK)
(2015, November). To what extent can conversational interaction help second language speech learning?. Institute of Education, Univeristy College London (London, UK)
(2015, May). Improving L2 oral abilit via e-FonF. LET Kansai (Osaka, Japan)
(2014, November). What is comprehensible second language speech? The case of Japanese learners of English. The Japan Association of College English Teachers (Tokyo, Japan)
(2014, June). Second language speaking: Reviews, results and implications of empirical studies. TALK, Waseda University[Abstract][LINK].
(2014, May). Researching second language oral proficiency. ETJ Tokyo Workshop[Abstract][LINK].
(2014, February, March). Teaching and researching second language speech. Temple University, Japan Campus (Tokyo/Osaka, Japan)[Abstract].
(2013, June). Improving the comprehensibility of adult Japanese learners of English: What and how to teach?. Miyagi University (Sendai, Japan)[Abstract].
Birkbeck, University of London
Language Teaching Research (BA) 2016-2017, 2018-2019
Language Learning (BA) 2015-2016, 2017-2018
Investigating Language (BA) (team-taught) 2015-2016, 2016-2017, 2017-2018, 2018-2019
Second Language Acquisition (MA) 2016-2017, 2017-2018
Second and Additional Language Acquisition (MA)(co-taught with Jean-Marc Dewaele) 2015-2016
Linguistics Description and Corpus Application (MA) (co-taught with Rachelle Vessey) 2016-2017
Linguistic Description for Language Teaching (MA) (co-taught with Bojana Petric) 2015-2016
Introduction to Applied Linguistics (MA) (team-taught) 2015-2016, 2016-2017, 2017-2018, 2018-2019
Empirical Workshop (MA) (team-taught) 2015-2016, 2016-2017, 2017-2018
Temple University of Japan Campus
Teaching and Researching Second Language Speech (MA/PhD) 2013-2014
Teaching and Researching Second Language Speaking and Listening (MA) 2014-2015
Independent Research Study (PhD)2015-2016
Waseda University
Introduction to the Study of Second Language Education (BA)
Second Language Speech Learning (PhD)
Teaching Second Language Oral Proficiency
McGill University
Second Language Learning: Classroom Settings (BA)
Syracuse University
JPS 101, JPS 102, JPS 200, Japanese (BA)
See a list of reserach projects.
Associate Editor
Studies in Second Language Acquisition (Cambridge University Press)
Advisory Board
Language Teaching (Cambridge University Press)
TESOL Quarterly (Wiley-Blackwell)
Language Teaching Research (SAGE)
Journal of Second Language Pronunciation (John Benjamins)
International Journal of Applied Linguistics: ITL (John Benjamins)
Grant Proposal Reviewer
Panel for Standard Research Grant, Academy of Finland
Reviewer for Standard Research Grant, Economic and Social Research Council
Reviewer for Standard Research Grant, National Science Foundation
Reviewer for SSHRC Insight Grants, Social Sciences and Humanities Research Council in Canada
Reviewer for Free Competition Humanities Scheme, the Council for Social Sciences and the Humanities of the Netherlands Organization for Scientific ResearchReviewer for Standard Research Grant, the Swiss National Science Foundation
Reviewer for the Language Learning Early Career Research Grant, Language Learning (Wiley-Blackwell)
Reviewer for the Free Competition Humanities Scheme, the Council for Social Sciences and the Humanities of the Netherlands Organization for Scientific Research