Director, Center for Communication Excellence, Graduate College
Assistant Professor, Applied Linguistics Program, English Department
Human Computer Interaction Interdisciplinary Program
Offices: 1137 Pearson Hall and 317 Ross Hall
Phone: (515) 294-1958
Ph.D. Applied Linguistics and Technology (Iowa State University)
M.A. Philology (Moldova State University)
B.A. English Language and Literature / Translation and Interpreting (Moldova State University)
Language for specific and academic purposes, corpus-based genre analysis, automated writing evaluation, computer-assisted language learning and assessment.
*Accessible through ISU Digital Repository (https://works.bepress.com/elena_cotos)
Cotos, E., & Chung, Y.(2019). Functional language in curriculum genres: Implications for screening international teaching assistants. Journal of English for Academic Purposes. https://authors.elsevier.com/a/1ZNK55FQORU9EE
Cotos, E. (2019). Articulating societal benefits in grant proposals: Move analysis of broader impacts. English for Specific Purposes, 54, 15-34.
Fiacco, J., Cotos, E., & Rose, C. (2019). Towards enabling feedback on rhetorical structure with neural sequence models. In Proceedings of Learning Analytics Knowledge Conference, Tempe, Arizona USA.
Cotos, E., & Chung, Y. (2018). Domain description: Validating the interpretation of TOEFL iBT® Speaking scores for international teaching assistant screening and certification purposes (TOEFL Research Report No. RR-85). Princeton, NJ: Educational Testing Service. https://doi.org/10.1002/ets2.12233
Cotos, E. (2018). Move analysis. In C. A. Chapelle (Ed.), Encyclopedia of Applied Linguistics. Oxford, UK: Wiley-Blackwell.
Cotos, E. (2018). Automated writing evaluation. In J.I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Wiley: New Jersey.
Yang, H., & Cotos, E. (2018). Innovative implementation of a web-based rating system for individualizing online English speaking instruction. In S. Link & J. Li (Eds.), Assessment across online language education, CALICO Monograph Series (Vol. 16, pp. 167–183). CALICO: San Marcos, TX.
Cotos, E., Link, S., & Huffman, S. (2017). Effects of DDL technology on genre learning. Language Learning and Technology, 21(3), 104-130.
Cotos, E. (2017). Language for specific purposes and corpus-based pedagogy. In C. Chapelle & S. Sauro (Eds.), The Handbook of Technology in Second Language Teaching (pp. 248-264). Wiley: New Jersey.
Cotos, E., Huffman, S., & Link, S. (2017). A Move/Step model for Methods sections: Demonstrating rigour and credibility. English for Specific Purposes, 46, 90-106.
Cotos, E. (2016). Computer-assisted research writing in the disciplines. In S. A. Crossley & D. S. McNamara (Eds.), Adaptive educational technologies for literacy instruction (pp. 225-242). NY: Taylor & Francis, Routledge.
Cotos, E., Link, S., & Huffman, S. (2016). Studying disciplinary corpora to teach the craft of Discussion. Writing and Pedagogy, 8(1), 33-64.
Cotos, E., & Pendar, N. (2016). Discourse classification into rhetorical functions for AWE feedback. CALICO Journal, 33(1), 92-116.
Cotos, E. (2015). AWE for writing pedagogy: From healthy tension to tangible prospects. Special issue on Assessment for Writing and Pedagogy. Writing and Pedagogy, 7(2-3), 197-231.
Cotos, E., Huffman, S., & Link, S. (2015). Furthering and applying move/step constructs: Technology-driven marshalling of Swalesian genre theory for EAP pedagogy. Journal of English for Academic Purposes, 19, 52-72.
Chapelle, C. A., Cotos, E., Lee, J. (2015). Validity Arguments for Diagnostic Assessment Using Automated Writing Evaluation. Language Testing, 32(3), 385-405.
Cotos, E. (2014). Genre-based automated writing evaluation for L2 research writing: From design to evaluation and enhancement. Basingstoke, UK: Palgrave Macmillan.
Cotos, E. (2014). Enhancing writing pedagogy with learner corpus data. ReCALL, 26(2), 202-224.
Cotos, E. & Huffman, S. (2013). Learner fit in scaling up automated writing evaluation. International Journal of Computer-Assisted Language Learning and Teaching, 3(3), 77–98.
Cotos, E. (2012). Towards effective integration and positive impact of automated writing evaluation in L2 Writing. In G. Kessler, A. Oskoz & I. Elola (Eds.), Technology across writing contexts and tasks, CALICO Monograph Series (Vol. 10, pp. 81–112). CALICO: San Marcos, TX.
Cotos, E. (2011). Potential of automated writing evaluation feedback. CALICO Journal, 28(2), 420-459.
Cotos, E. (2011). Wimba Voice 6.0 collaboration suite. Language Learning and Technology Journal, 15, 29-35.
Cotos, E. (2009). Designing an intelligent discourse evaluation tool: Theoretical, empirical, and technological considerations. In C. A. Chapelle, H.- S. Jun, & I. Katz (Eds.), Developing and Evaluating Language Learning Materials (pp. 103–127). Ames, IA.
Chapelle, C.A, Cotos, E., & Silva, K. (2009). Evaluating the effectiveness of Teacher Development Interactive (TDI). Research report. Pearson Education, New York, NY.
Pendar, N. & Cotos E. (2008). Automatic identification of discourse moves in scientific article introductions. In Proceedings of the 3rd Workshop on Innovative Use of NLP for Building Educational Applications (pp. 62-70). Columbus, Ohio.
Cotos, E. & Pendar, N. (2008). Automated diagnostic writing tests: Why? How? In C. A. Chapelle, Y.-R. Chung, & J. Xu (Eds.), Towards adaptive CALL: Natural language processing for diagnostic language assessment (pp. 65-81). Ames, IA.
Online course in advanced speaking for international teaching assistants. ELO course development, Engineering-LAS Development Grant. Co-PI L. Compton (2019)
Advanced writing support with new technology. $18,000. Computation Advisory Committee, Senior Vice President and Provost. Co-PI S. Huffman (2017)
An interdisciplinary approach to developing an Automated Functional Language Extraction (AFLEX) system to transform the translation of STEM research to society. $494,969. Presidential Initiative for Interdisciplinary Research in Data Driven Science. PI A. M. O’Connor; Co-PIs C. A. Chapelle, J. Coetzee, K. De Brabanter, S. Gilbert, R. MacDonald (2015-2018)
ISU Information Retrieval Group Validating the interpretation of TOEFL iBT® speaking scores for ITA screening and certification purposes. $125,000. TOEFL® Committee of Examiners 2015 Research Program, Educational Testing Service. Co-PI Y-R. Chung (2015-2018)
Graduate Peer Mentor Program Pilot. $204,428. Office of the Senior Vice President and Provost. (2014-2015)
Language of writing in STEM disciplines. $100,000. Presidential Initiative for Interdisciplinary Research. PI C. A. Chapelle; Co-PIs W. R. Graves, V. Hegelheimer, M. Jeffries-El, L. Potter (2013-2014)
STEM Writing Research Group The grant writing challenge: Broader Impacts text analysis. $61,328. Strengthening the Professoriate at ISU, Innovation through Institutional Integration Program, National Science Foundation. PI S. Quisenberry, Co-PIs D. Rover, B. Bowen (2012-2013)
Research Writing Tutor. $628,567. Computation Advisory Committee, Senior Vice President and Provost; Graduate College; College of Engineering; College of Liberal Arts and Sciences. Co-PIs S. Gilbert, C. A. Chapelle, W. R. Graves (2010-2013)
Enhancing opportunities for English pronunciation practice and improvement. $43,372. Computation Advisory Committee, Senior Vice President and Provost. (2011)
Helping international students develop effective oral English communication skills. $34,826. Computation Advisory Committee, Senior Vice President and Provost. (2010) Enhancing academic writing instruction with automated writing evaluation technology. $17,475. Liberal Arts and Sciences Computation Advisory Committee. Co-PI C. A. Chapelle (2009)
Grant for Doctoral Research in L2 Assessment. $2,000. Educational Testing Service. (2009)
Select Conference Presentations
Cotos, E. & Sandor, A. (2018). Testing an integrated method for the automated analysis of rhetorical intent in research article introductions. American Association for Applied Linguistics Conference. Chicago, IL.
Cotos, E. & Chung, Y-r. (2018). Validating the interpretation of TOEFL iBT® Speaking scores for ITA screening and certification purposes. Language Assessment Research Conference, Ames, IA.
Cotos, E., Kruse, O., & Rapp, C. (2018). New tools for writers and new tools for researchers: From tool development to writing analytics and back – Using data to explore pedagogical impacts and create the next generation of writing tools. Symposium at the 5th International Conference on Writing Analytics, St. Petersburg, FL.
Cotos, E. (2017). Research Writing Tutor. Electronic Writing Support in Secondary and Higher Education Symposium, European Association for the Teaching of Academic Writing Conference. London, United Kingdom.
Cotos, E. (2017). A technology-enhanced model for institutionalized disciplinary genre writing support in higher education. Writing Symposium. Giessen, Germany.
Gilbert, S., Kamdar, N., Kalivarapu, V., Amin-Naseri, M., Cotos, E., & O'Connor, A. (2017). Extraction of relevant text from PDF research articles using font analysis. International Workshop on Mining Scientific Publications. Newark, NJ.
Cotos, E. (2017). A corpus-based platform for data-driven writing. Writing Analytics Literacy Workshop, International Conference on Learning Analytics and Knowledge. Vancouver, BC, Canada.
Cotos, E., Link, S., & Huffman, S. (2017). Corpora in language learning and teaching. Data-Driven Learning Colloquium. American Association for Applied Linguistics Conference. Portland, OR.
Kaufer, D., Cotos, E., Cai, X., & Ishizaki, S. (2017). Linguistic realizations that prime interactive experiences in scientific writing. American Association for Applied Linguistics Conference. Portland, OR.
Cotos, E., Link, S., & Huffman, S. (2016). Effects of corpus-based technology on L2 genre learning. Symposium on Second Language Writing, Tempe, AZ.
Cotos, E., & Chung, Y. (2016). Investigating functional language use for Domain Description. 18th Annual MwALT Conference, Purdue University, West Lafayette, IN.
Cotos, E., Huffman, S., & Link, S. (2016). Direct corpus explorations with the Research Writing Tutor. American Association of Corpus Linguistics and Technology for Second Language Learning Conference, Ames, IA.
Cotos, E., Vajjala, S., Chapelle, C., & Kim, H. (2016). Computational analysis of methods sections in a corpus of scientific articles. Poster, American Association of Corpus Linguistics and Technology for Second Language Learning Conference, Ames, IA.
Cotos, E., Chung, Y., Simpson, E., & Becker, K. (2016). Domain description: Language functions of knowledge structures in ITA and TOEFL iBT® speech corpora. American Association of Corpus Linguistics and Technology for Second Language Learning Conference, Ames, IA.
Cotos, E. (2016). The discourse of Broader Impacts in funded and non-funded grant proposals. American Association for Applied Linguistics Conference. Orlando, FL.
Cotos, E. (2016). Technology-enhanced framework for scholarly writing support. International Conference on Education. Honolulu, HI.
Cotos, E. (2015). Genre-based automated writing evaluation for L2 genre instruction. American Association for Applied Linguistics Conference. Toronto, Canada.
Cotos, E. (2015). Specialized Corpora: At the Interface of CALL and EAP – Tech Showcase. CALICO Conference. University of Colorado, Boulder, CO.
Honors and Awards
Best Paper Award. Cotos, E., Huffman, S., & Link, S. Validity evidence in support of genre-based AWE. Technology for Second Language Learning Conference (2017)
Finalist for Jacqueline Ross TOEFL Dissertation Award. Educational Testing Service (2012)
Professional & Scientific Outstanding New Professional Award. Office of the Senior Vice President and Provost, ISU (2011)
Karas Award for Outstanding Dissertation. Graduate College, ISU (2011)
Research Excellence Award. English Department, ISU (2010)
Teaching Excellence Award. English Department, ISU (2007)
Grannis Scholarship Award. English Department, ISU (2004)
Junior Faculty Development Program Scholarship. US Department of State, American Councils for International Education, ACTR/ACCELS (2001-2002)
Language Tester Certificate. Peace Corps, Washington, D.C. (2002)