Rebecca Sachs, PhD

Rebecca Sachs
Full-time Faculty
TESOL and Applied Linguistics Program Chair

Dr. Rebecca Sachs is the Program Chair of TESOL and Applied Linguistics and a full-time faculty member in the School of Education (SED) at Virginia International University, where she teaches courses on linguistics, language acquisition, curriculum and materials design, pedagogical grammar, individual differences, and research methods, as well as the TESOL practicum. Prior to joining VIU, Dr. Sachs taught in the Department of Linguistics at Georgetown University and the MA TESOL program at American University. She has also worked in the field of language testing and has several years of experience teaching English as an additional language in both university intensive English programs and community settings.

At VIU, Dr. Sachs co-organizes the SED’s annual Conference on Language, Learning, and Culture, as well as the monthly Voices from the Field speaker series, and serves as Co-Chair of the Institutional Review Board. Much of her research explores the role of individual differences in language learners’ depth of processing, awareness of linguistic phenomena, and language development under different instructional conditions (e.g., with different types of feedback or levels of cognitive task complexity). She has also performed studies to evaluate the validity of various research methods, such as measures of awareness and operationalizations of cognitive task complexity. She presents regularly at conferences such as AAAL and SLRF and has published her work in a variety of edited collections and in journals such as Language Learning, Computer Assisted Language Learning, The Modern Language Journal, and Studies in Second Language Acquisition.

Ph.D. in Linguistics, Georgetown University

M.A. in TESOL, Michigan State University

B.A. in Foreign Languages and Communication Disorders, Boston University

  • Individual differences in language learning
  • Depth of processing and language awareness
  • Corrective feedback
  • Teacher cognition
  • Research methods
  • APLX 500 Introduction to Language and Applied Linguistics
  • APLX 510 Introduction to Language Acquisition
  • APLX 540 Language Curriculum Materials and Design
  • APLX 615 Pedagogical Grammar for Communicative Classrooms
  • APLX 655 Individual Differences in Language Acquisition
  • APLX 665 TESOL Practicum
  • EDUC 640 Introduction to Research Methods

Nagle, C., Sachs, R., & Zárate-Sández, G. (forthcoming). Exploring the intersection between teachers’ beliefs and research findings in pronunciation instruction. Modern Language Journal.

Hamrick, P., & Sachs, R. (2017). Establishing evidence of learning in experiments employing artificial linguistic systems. Studies in Second Language Acquisition, [FirstView], 1-17. doi:10.1017/S0272263116000474

Petersen, K., & Sachs, R. (2015). The language classroom in the age of networked learning. In R. P. Leow, L. Cerezo, & M. Baralt (Eds.), A psycholinguistic approach to technology and language learning (pp. 3-22). Berlin: De Gruyter Mouton.

Rebuschat, P., Hamrick, P., Riestenberg, K., Sachs, R., & Ziegler, N. (2015). Triangulating measures of awareness: A contribution to the debate on learning without awareness. Studies in Second Language Acquisition, 37(2), 299-334. doi:10.1017/S0272263115000145

Révész, A., Sachs, R., & Hama, M. (2014). The effects of task complexity and input frequency on the acquisition of the past counterfactual construction through recasts. Language Learning, 64(3), 615-650. doi:10.1111/lang.12061

Rebuschat, P., Hamrick, P., Sachs, R., Riestenberg, K., & Ziegler, N. (2013). Implicit and explicit knowledge of form-meaning connections: Evidence from subjective measures of awareness. In J. M. Bergsleithner, S. N. Frota, & J. K. Yoshioka (Eds.), Noticing and second language acquisition: Studies in honor of Richard Schmidt (pp. 255-275). Honolulu, HI: University of Hawai’i at Manoa, National Foreign Language Resource Center.

Mackey, A., & Sachs, R. (2012). Older learners in SLA research: A first look at working memory, feedback, and L2 development. Language Learning, 62(3), 704-740. doi:10.1111/j.1467-9922.2011.00649.x

Révész, A., Sachs, R., & Mackey, A. (2011). Task complexity, uptake of recasts, and second language development. In P. Robinson (Ed.), Second language task complexity: Researching the Cognition Hypothesis of language learning and performance (pp. 203-235). Philadelphia: John Benjamins.

Dickinson, M., Eom, S., Kang, Y., Lee, C.M., & Sachs, R. (2008). A balancing act: How can intelligent computer-generated feedback be provided in learner-to-learner interactions? Computer Assisted Language Learning, 21(5), 369-382. doi:10.1080/09588220802343702

Sachs, R., & Suh, B-R. (2007). Textually enhanced recasts, learner awareness, and L2 outcomes in synchronous computer-mediated interaction. In A. Mackey (Ed.), Conversational interaction and second language acquisition: A series of empirical studies (pp. 197-227). Oxford: Oxford University Press.

Sachs, R., & Polio, C. (2007). Learners’ uses of two types of written feedback on a L2 writing revision task. Studies in Second Language Acquisition, 29(1), 67-100. doi:10.1017/S0272263107070039

Sachs, R., Hamrick, P., Leow, R., & McCormick, T. (2018, March). Improving the validity of subjective measures of awareness: A focus on veridicality and reactivity. American Association for Applied Linguistics. Chicago, IL.

Nagle, C. L., Zárate-Sández, G., & Sachs, R. (2018, Feb). What’s research got to do with it? The relationship between research findings and teaching practices in Spanish pronunciation instruction. Current Approaches to Spanish and Portuguese Second Language Phonology. Indiana University, Bloomington, IN.

Sachs, R., Nakatsukasa, K., & Akiyama, Y. (2017, March). Deep processing does not always mean more learning: The mediating role of cognitive individual differences for successful and unsuccessful learners. American Association for Applied Linguistics. Portland, OR.

Nagle, C. L., Zárate-Sández, G., & Sachs, R. (2017, March). Teachers’ and learners’ evolving beliefs on pronunciation instruction. American Association for Applied Linguistics. Portland, OR.

Sachs, R., Nakatsukasa, K., & Akiyama, Y. (2016, Sept). Aptitude-treatment interactions in feedback processing: Individual differences, cognitive processes, and learning under different instructional conditions. Second Language Research Forum. Teachers College, Columbia University, NY.

Sachs, R., & Hamrick, P. (2016, April). Appropriate baselines and control groups in (semi-)artificial language learning experiments. American Association for Applied Linguistics. Orlando, FL.

Sachs, R., & Hamrick, P. (2015, Oct). Using subjective measures to investigate the acquisition of implicit/explicit knowledge in aptitude-treatment interactions with feedback. Second Language Research Forum, Georgia State University. Atlanta, GA.

Sachs, R., & Nagle, C. (2014, Oct). Demystifying pronunciation instruction for pre-service language teachers: An action research project. Second Language Research Forum. University of South Carolina, Columbia, SC.

Riestenberg, K., Sachs, R., Ziegler, N., Hamrick, P., & Rebuschat, P. (2013, Oct). Triangulating measures of awareness: Source attributions, confidence ratings, concurrent think-alouds, and post-exposure interviews. Second Language Research Forum. Provo, UT.

Sachs, R., Hamrick, P., Rebuschat, P., Riestenberg, K., & Ziegler, N. (2013, March). Learners’ implicit and explicit knowledge of form-meaning connections: Evidence from subjective measures. American Association for Applied Linguistics. Dallas, TX.

Révész, A., Sachs, R., & Hama, M. (2013, March). Eye-tracking as a means of investigating task-based cognitive processes. Colloquium: Methodological advances in TBLT research: Measurement of task demands and processes. American Association for Applied Linguistics. Dallas, TX.

Rebuschat, P., Hamrick, P., Sachs, R., Ziegler, N., & Riestenberg, K. (2012, Oct). Using subjective measures to distinguish implicit and explicit knowledge: A contribution to the Williams-Leow debate. Second Language Research Forum. Carnegie Mellon University, Pittsburgh, PA.

Révész, A., Sachs, R., & Hama, M. (2012, March). The effects of task complexity, type-token frequency, and individual differences on the acquisition of past counterfactuals. American Association for Applied Linguistics. Boston, MA.

Sachs, R., & Weger, H. (2012, March). Differing relationships among aptitudes, motivations, and L2 outcomes across different instructional conditions. Georgetown University Round Table on Languages and Linguistics. Washington, DC.

Weger, H., & Sachs, R. (2011, Oct). Motivation and effort in the comparison group: A factor in studies of L2 feedback? Second Language Research Forum. Iowa State University, Ames, IA.

Sachs, R. (2011, March). Can phrase-structure tree diagrams help L2 Japanese students learn to interpret sentences with reflexives? Generative Approaches to Second Language Acquisition. University of Washington, Seattle, WA.

Sachs, R. (2010, Oct).
Aptitude-treatment interactions in an experimental study of visual feedback on reflexive binding. Colloquium: Aptitude and Individual Differences in SLA, Second Language Research Forum. University of Maryland, College Park, MD.

Professor of the Year, Virginia International University (2013-2014)

  • American Association for Applied Linguistics (AAAL)
  • Washington DC Area TESOL (WATESOL)
  • Co-Chair, Institutional Review Board
  • Chair, Faculty Rank and Promotions Committee
  • Secretary, Faculty Assembly
  • Advisory Board Member, VIU School of Language Studies
  • Advisory Board Member, VIU School of Test Preparation

Virginia International University

School of Education

4401 Village Drive Second Floor

Fairfax, VA 22030