Kara Nicole Moranski
Old Chemistry Building
A&S Romance & Arabic Languages & Literat - 0377
Dr. Kara Moranski teaches Spanish and foreign language education courses in the Department of Romance and Arabic Languages and Literatures. She uses her training in both applied linguistics and educational statistics to conduct curricular research, investigating what is working in contemporary language classes in K-12 and postsecondary settings. Her recent work has focused on flipped learning models and metacognitive instruction to promote peer interaction. Her research has appeared in Foreign Language Annals, The Modern Language Journal, and Applied Linguistics.
Ph.D.: Temple University (Hispanic Linguistics)
M.S.: University of Pennsylvania (Statistics, Measurement, & Research)
M.A.: Temple University (Spanish, concentration Second Language Acquisition)
B.A.: University of Pittsburgh (Hispanic Languages and Literatures)
Metacognition and language learning
Quantitative methods for classroom research
Peer interaction and social determinants of language learning
Active/flipped learning models
Investigators:Moranski, K. 2014 -2015 University of Pennsylvania, Penn Language Center School of Arts and Sciences Language Teaching Innovation Grant, Research Strand, "A survey of students’ study strategies and educational outcomes for two pedagogical models: Phase I" Role:PI $2,500 Completed Type:Grant
Investigators:Moranski, K. 2015 -2016 University of Pennsylvania, Penn Language Center School of Arts and Sciences Language Teaching Innovation Grant, Research Strand, "A survey of students’ study strategies and educational outcomes for two pedagogical models: Phase II" Role:PI $1,500 Completed
Grant: #2018 ECR Grant Investigators:Gutierrez, Carlos; Moranski, Kara 07-01-2018 -06-30-2019 Language Learning The Impact of Meta-Cognitive Instruction on Learner-Learner Interaction Role:PI $8,000.00 Active Level:Private Non-Profit
Grant: #2019 Res. Priorities Initiative Investigators:Moranski, Kara 09-01-2019 -08-31-2020 American Council on the Teaching of Foreign Languages The Impact of Metacognitive Instruction for Interactional Feedback During Text Chat Role:PI $2,000.00 Awarded Level:Private Non-Profit
Peer Reviewed Publications
Moranski, K., & Ziegler, N. (2020. ) More Information.Language Learning, ,
Ziegler, N., Moranski, K., Smith, G., & Phung, H. (2020. ) Metacognitive instruction and interactional feedback in a computer-mediated environment .TESL Canada, , 37 (2 ) ,210-233
Toth, P., & Moranski, K. (2018. ) Why haven’t we solved instructed SLA? A sociocognitive account .Foreign Language Annals, , 51 (1 ) ,73 -89
Moranski, K. & Henery, A. (2017. ) Helping learners orient to the inverted or flipped language classroom: Mediation via informational video .Foreign Language Annals, , 50 (2 ) ,285 -305
Moranski, K. & Kim, F. (2016. ) "Flipping" lessons in a multi-section Spanish course: Implications for assigning explicit grammar instruction outside of the classroom .The Modern Language Journal, , 100 (4 ) ,830 -852
Toth, P.D., Wagner, E.M., & Moranski, K. (2013. ) “Co-constructing” explicit L2 knowledge with high school Spanish learners through guided induction .Applied Linguistics, , 34 (3 ) ,279-303
Toth, P.D., Moranski, K., Shaffer, A., Mattson-Prieto, R. (2020 ) Languaging and grammatical terminology: Expressing linguistic concepts while co-constructing understandings Languaging in language learning and teaching: A collection of empirical studies .(pp. 67 -90).Amsterdam, John Benjamins
Moranski, K. & Toth, P. (2016 ) Small-group meta-analytic talk and Spanish L2 development Peer interaction and second language learning: Pedagogical potential and research agenda .(pp. 291 -316).Philadelphia & Amsterdam, John Benjamins
Ziegler, N. & Moranski, K. (03-27-2018. ) A cross-linguistic approach for metacognitive instruction on interactional feedback in the L2 classroom: Findings from a mixed methods design .Chicago, Illinois.
Toth, P. & Moranski, K. (03-25-2018. ) Why haven’t we solved instructed SLA?: A sociocognitive account .Chicago, Illinois.
Henery, A. & Moranski, K. (10-20-2017. ) Helping learners orient to the inverted language classroom: Mediation via informational video .Portland, Oregon.
Moranski, K., & Ziegler, N. (10-13-2017. ) The effects of metacognitive instruction on interactional feedback: Insights from a mixed methods approach. The Ohio State University.
Toth, P., Moranski, K., & Gil-Berrio, Y. (03-21-2017. ) The impact of pragmatics-related episodes on language-related episodes in L2 Spanish peer interaction .Portland, Oregon.
Toth, P., Moranski, K., & Gil-Berrio, Y. (09-22-2016. ) Social and instructional determinants of peer interaction among adolescent L2 Spanish learners. Columbia University, New York.
Moranski, K. (04-09-2016. ) A multilevel regression model for an application of inverted (‘flipped’) classroom pedagogy and variables of learner affect .Orlando, Florida.
Moranski, K (03-25-2015. ) A large-scale randomized study of the impact of ‘inverting’ or ‘flipping’ the Spanish foreign-language classroom .Toronto, Canada.
Toth, P., Moranski, K., & Gil-Berrio, Y. (03-24-2015. ) The individual and social impact of meta-analytic talk on L2 Spanish accuracy and use .Toronto, Canada.
11-2018 -05-2019 Office of the Provost Group/Interdisciplinary Award $11,600 in funding for project "Expanding the impact of foreign language education in the Greater Cincinnati Area," co-written with Dr. Thérèse Migraine-George and Dr. Jen Vojtko Rubí Status:Recipient Level:Department
Member, American Council on the Teaching of Foreign Languages (ACTFL),
Member, American Association of Teachers of Spanish and Portuguese (AATSP),