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Dooly, M., & Sadler, R. (2019). “If you don’t improve, what’s the point?” Investigating the impact of a “flipped” online exchange in teacher education. Recall Journal. first view

Dooly, M. (2018). “I do which the question”: Students’ innovative use of technology resources in the language classroom. Language Learning & Technology, 22(1), 184-217.

Dooly, M. (2017). Telecollaboration. In C.A. Chapelle & S. Sauro (Eds.) The handbook of technology and second language teaching and learning (pp. 169-183). Hoboken, NJ: Wiley-Blackwell.

Sadler, R. (2017). The continuing evolution of virtual worlds for language learning. In C.A. Chapelle & S. Sauro (Eds.) The handbook of technology and second language teaching and learning (pp. 184-201). Hoboken, NJ: Wiley-Blackwell.

Dooly, M. (2016). ‘Please remove your avatar from my personal space’: Competences of the telecollaboratively efficient person. In T. Lewis & R. O’Dowd (Eds.) Online intercultural exchange: Policy, pedagogy, practice (pp. 192-208). NY/London: Routledge.

Dooly, M., & Tudini, V. (2016). 'Now we are teachers': The role of small talk in student language teachers' telecollaborative task development. Journal of Pragmatics, 102, 38-53.

Dooly, M., & Sadler, R. (2016). Becoming little scientists: Technologically-enhanced project-based language learning. Language Learning & Technology, 20(1):54-78.

Sadler, R. & Dooly, M. (2016). Twelve years of telecollaboration: What we've learnt. ELT-J, 70(4), 401-413.

Dooly, M. (2015a). Networked classrooms and networked minds: Language teaching in a brave new world. In C. J. Jenks & P. Seedhouse (Eds.) International perspectives on the ELT classroom (pp. 84-109). Houndsmills, Basingstoke/New York: Palgrave MacMillan.

Dooly, M. (2015b).  Learning to e-function in a brave new world:Language teachers’ roles in educating for the future. A A. Turula, B. Mikolajewska, & D. Stanulewicz (Eds.) Insights into technology enhanced language pedagogy (pp. 11-25). Warsaw Studies in English Language and Literature. Vol. 18, J. Fisiak (Ed.). Bern/Vienna: Peter Lang.

Dooly, M. & Sadler, R. (2015). The design process of a technology-enhanced teacher education flipped classroom: a case study. In J. Colpaert, A. Aerts, M. Oberhofer, & M. Gutiérez-Colón Plana (eds.) 17th International CALL Conference Proceedings: Task design and CALL (pp. 226-233). Antwerp: Nieuwe Media Dienst, University of Antwerp.

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Sadler, R. (2012). Virtual worlds for language learning: From theory to practice. Bern: Peter Lang.

Dooly, M., & Sadler, R. (2013). Filling in the gaps: Linking theory and practice through telecollaboration in teacher education. ReCALL, 25(1), 4-29.

Dooly, M. (2011). Divergent perceptions of telecollaborative language learning tasks: Tasks-as-workplan vs. task-as-process. Language Learning & Technology, 15(2): 69–91.

Dooly, M. (ed.) (2008) Telecollaborative language learning. Moderating intercultural collaboration and language learning. A guidebook to moderating intercultural collaboration online. Bern: Peter Lang.

Dooly, M. (2007). Understanding the many steps for effective collaborative language projects, Language Learning Journal, 36(1), 65-78.