Yuko Goto Butler

Butler, Y. G. (2026). Teaching additional language to young learners through tasks. Language Teaching. Advance online publication. https://doi.org/10.1017/S026144482610113X

Timpe-Laughlin, V., & Butler, Y. G. (2026). Task-based approaches to teaching additional languages in primary school. John Benjamin.

Butler, Y. G. (2026). Self-assessment in additional language learning. In H. Nesi & P. Milin (Eds.), International encyclopedia of language and linguistics (3rd ed., vol 9., pp.  9–13). Elsevier. https://doi.org/10.1016/B978-0-323-95504-1.00190-3

Butler, Y. G. (2026). Formative assessment. In J. Bland & S. Mourão (Eds.), Teaching English to young learners: Critical issues in language education with 5 to 12-year-olds (2nd ed., pp. 53–69). Bloomsbury.

Butler, Y. G., & Okazawa, E. (2026). The effectiveness of local instructional strategies for early reading: An exploratory study in Japan. In J. Rokita-Jaśkow & M. Ellis (Eds.), Global challenges facing early language teaching (pp. 170–184). Routledge. https://doi.org/10.4324/9781003643333-16

Butler, Y. G., & Jiang, S. (2025). Pre-service language teachers’ perceptions and applications of generative AI for future teaching. Language Teaching Research Quarterly, 51, 299–324. https://doi.org/10.32038/ltrq.2025.51.07

Butler, Y. G. (2025). Challenges in understanding children’s language learning in games. ELT Journal, 79(4), 605–614. https://doi.org/10.1093/elt/ccaf035

Butler, Y. G. (2025). Children’s additional language learning in instructional settings: Implications for teaching and future research. Multilingual Matters.

Butler, Y. G., & Pinter, A. (Eds.). (2025). Child-centered approaches to applied linguistics research. John Benjamins.

Butler, Y. G., & Jiang, S. (2025). How do pre-service language teachers perceive generative AI’s affordance? A case of ChatGPT. System, 129, Article 103606. https://doi.org/10.1016/j.system.2025.103606

Butler, Y. G., & Liu, Y. (2025). Developmental trajectories of discourse features by age and learning environment. International Review of Applied Linguistics in Language Teaching, 63(3), 1625–1665. https://doi.org/10.1515/iral-2024-0199

Butler, Y. G. (2025). Assessment for young learners. In C. A. Chapelle (Ed.), Encyclopedia of applied linguistics. https://doi.org/10.1002/9781405198431.wbeal0057.pub2

Butler, Y. G. (2025). Child-focused assessment: Current practices and challenges. In S. Frisch & K. Glaser (Eds.), Early language learning in instructed contexts (pp. 20–42). John Benjamin.

Butler, Y. G. (2025). Washback in primary and secondary K–12 contexts: Cases from Asia. In D. Allen (Ed.), Washback research in language assessment: Fundamentals and contexts (pp. 135–146). Routledge.

Butler, Y. G. (2025). Learners’ self-assessment. In H. Nassaji & E. Kartchava (Eds.), Language assessment in second language learning and teaching (pp. 203–217). Bloomsbury.

Butler, Y. G. (2025). Verbal reports as an instructional tool for young L2 learners. In M. Nikolov & S. L. Krevelj (Eds.), Early foreign language learning and teaching: Evidence versus wishful thinking (pp. 61–79). Multilingual Matters.

Butler, Y. G., Liu, Y., Kim, H., & Kang, K. (2025). The development of English articles in oral narratives among young English learners in China. In L. Lopriore & D. Karoulla-Vrikki (Eds.), Oracy acquisition and development in early second language learning: Voices from diverse international contexts (pp. 198–217). Multilingual Matters.

Butler, Y. G. (2025). Teaching English as an international language to young learners. In N. Galloway & A. F. Selvi (Eds.), The Routledge handbook of English as an international language (pp. 361–375). Routledge.

Butler, Y. G., & Jiang, S. (2025). Intercultural learning in preschool and primary school contexts. In C. Fäcke, X. Gao, & P. Garrett-Rucks (Eds.), Handbook of plurilingual and intercultural language learning (pp. 275–287). John Wiley & Sons.

Pinter, A., Butler, Y. G., Sherwin, H., Tabali, P., Mathew, R., & Peng, X. (2024). Language learning "in the wild": Children playing online games in English. British Council. https://doi.org/10.57884/MVA5-R844

Butler, Y. G. (2024). Self-assessment in additional language learning. In H. Nesi & P. Milin (Eds.), International encyclopedia of language and linguistics (3rd ed.). https://doi.org/10.1016/B978-0-323-95504-1.00190-3

Timpe-Laughlin, V., Roters, B., & Butler, Y. G. (2024). Exploring the idea of a “task” in the context of the young language learner classroom [ETS Research Report Series]. Wiley.

Butler, Y. G., & Timpe-Laughlin, V. (2024). Listening and young learners. In E. Wagner, A. O. Batty, & E. Galaczi (Eds.), The Routledge handbook of second language acquisition and listening (pp. 292–304). Routledge.

Butler, Y. G. (2024). Young learners and language teaching. In C. A. Chapelle & M. Sato (Eds.), The Encyclopedia of applied linguistics, second edition: Instructed second language acquisition. Wiley-Blackwell. https://doi.org/10.1002/9781405198431.wbeal0374.pub2

Pusey, K., & Butler, Y. G. (2024). Exploring the interaction among writing fluency, writing processes, and external resources access in second language writing assessment. Computers and Composition, 74, Article 102888. https://doi.org/10.1016/j.compcom.2024.102888

Butler, Y. G. (2023). Self-assessment in second language learning. Language Teaching, 57(1), 42–56. http://doi.org/10.1017/S0261444822000489

Pusey, K., & Butler, Y. G. (2023). Amplifying test-taker voices in the validation of L2 writing assessment tasks. Assessing Writing, 59, Article 100790. https://doi.org/10.1016/j.asw.2023.100790

Pusey, K., & Butler, Y. G. (2023). Investigating the ecological validity of second language writing assessment tasks. System, 119, Article 103174. https://doi.org/10.1016/j.system.2023.103174

Butler, Y. G. (2022). Exploring the idea of “assessment with learners” in discussing language assessment literacy. Language Teaching Research Quarterly, 29, 92–101. https://doi.org/10.32038/ltrq.2022.29.06

Butler, Y. G. (2022). Language education in the era of digital technology. JALT Journal, 44(1), 137–152. https://doi.org/10.37546/jaltjj44.1-7

Butler, Y. G. (2022). Learning through digital technologies among pre-primary school children: Implications for their additional language learning. Language Teaching for Young Learners, 4(1), 30–65. https://doi.org/10.1075/ltyl.21009.but

Butler, Y. G. (2022). How to implement self-assessment to assist children’s language learning. In I. Papadopoulos & S. Chiper (Eds.), International current trends in applied linguistics and pedagogy (pp. 83–96). NOVA.

Butler, Y. G. (2022). Expanding the role of self-assessment: From assessing to learning English. In D. Valente & D. Xerri (Eds.), Innovative practices in early English language education. Palgrave Macmillan.

Butler, Y. G. (2022). Self-assessment. In H. Mohebbi, & C. Coombe (Eds.), Research questions in language education and applied linguistics (pp. 393–396). Springer.

Butler, Y. G. (2022). Assessment for young learners. In G. Fulcher & L. Harding (Eds.), Routledge handbook of language testing (pp. 153–170). Taylor & Francis.

Zein, S., & Butler, Y. G. (Eds.). (2022). English for young learners in Asia: Challenges and directions for teacher education. Routledge.

Butler, Y. G., Peng, X., & Lee, J. (2021). Young learners’ voices: Towards a learner-centered approach to understanding language assessment literacy. Language Testing, 38(3), 429–455. https://doi.org/ 10.1177/0265532221992274

Butler, Y. G. (2021). Struggling for a diverse but fair policy: policy challenges to implementing English at the primary school level in Japan. In S. Zein & M. R. Coady (Eds.), Early language learning policies in the 21st century (pp.41–59). Springer.

Butler, Y. G. (2021). Researching with children as an opportunity for active and interactive learning: Lessons from a digital game design project. In A. Pinter and K. Kuchah (Eds.), Ethical and methodological issues in researching young language learners in school contexts (pp. 27–47). Multilingual Matters.

Butler, Y. G. (2021). Assessment for young learners. In G. Fulcher & L. Harding (Eds.), Routledge handbook of language testing (pp. 153–170). Taylor & Francis.

Butler, Y. G., & Iino, M. (2021). Fairness in College Entrance Exams in Japan and the Planned Use of External Tests in English. In B. Lanteigne, C. Coombe, & J. D. Brown (Eds.), Challenges in language testing around the world (pp. 47–56). Springer.

Butler, Y. G. (2020). The ability of young learners to construct word meaning in context. Studies in Second Language Learning and Teaching, 10(3), 549–580. https://www.ceeol.com/search/article-detail?id=899585

Butler, Y. G. (2020). Cognition and young learners’ language development. In M. Schwartz (ed.), Handbook of early language education [Springer International Handbooks of Education]. https://doi.org/10.1007/978-3-030-47073-9_2-1

Butler, Y. G., & Sakurai, C. (2020). Developing a classroom-based language assessment of Japanese children who speak minority language in Japan: The dialogic language assessment. Language Assessment Quarterly, 17(5), 467–490. https://doi.org/10.1080/15434303.2020.1826487

Butler, Y. G., Lee, J., & Peng, X. (2020). Failed policy attempts for measuring English speaking abilities in college entrance exams: Cases from China, Japan, and South Korea. English Today, 38(4), 271–277. https://doi.org/10.1017/S0266078420000346

Lee, J., & Butler, Y. G. (2020). Reconceptualizing language assessment literacy: Where are language learners? TESOL Quarterly, 54(4), 1098–1111. https://doi.org/10.1002/tesq.576