Dr Irina Elgort

  • Senior lecturer, Centre for Academic Development
    Faculty contact for VBS anad Law, from May 2020
    Research Areas:
    L2 vocabulary development, teaching and learning vocabulary, bilingual lexicon, computer-assisted language learning, L2 reading, e-learning, higher education

Professional activities

Irina works in the area of digital and online learning in higher education and in language education. She teaches on the Postgraduate Higher Education Learning and Teaching (PHELT) programme and the Master's Programme in Applied Linguistics (School of Linguistics and Applied Language Studies). She also teaches an undergraduate language and diction paper in the NZSM.

Irina is serving on the editorial boards of CALICO Journal; Journal of Computing in Higher Education; and RELC Journal. Her recent publications have appeared in Studies in Second Language Acquisition, Applied Linguistics, Language Learning, Language Testing and Bilingualism: Language and Cognition.


GDip TESL MA PhD Victoria University of Wellington;

MA Pedagogical University St Petersburg.

Research interests

Irina's research interests include lexical development in a second and foreign language, computer assisted language learning (CALL), higher education and learning analytics. Irina has investigated vocabulary acquisition, learning and testing; and technology-mediated teaching, learning and communication. She has conducted empirical and experimental research that involves analyses of text and interaction data, behavioural response data, eye-movements and ERPs.


Elgort, I. (2019). Building vocabulary knowledge from and for reading – ways to improve lexical quality. In J. Clenton & Booth, P. Vocabulary and the 4 skills. Routledge.

Elgort, I. (2019). Vocabulary and reading - future research, tools, and practices. In J. Clenton & Booth, P. Vocabulary and the 4 skills. Routledge.

Elgort, I., Beliaeva, N., & Boers, F. (n.d.). Contextual word learning in the first and second language: Definition placement and inference error effects on declarative and nondeclarative knowledge. Studies in Second Language Acquisition, 1-26. doi:10.1017/S0272263119000561.

Elgort, I. (2019). Word knowledge, learning and acquisition in a second language: Proposed replications of Elgort (2011) and Qiao and Forster (2017). Language Teaching, 1-11. doi:10.1017/S0261444819000338

Boutorwick, TJ., Macalister, J., & Elgort, I. (2019). Two approaches to extensive reading and their effects on L2 vocabulary development. Reading in a Foreign Language, 31(2), 150-172.

Wulyani, A., Elgort, I., & Coxhead, A. (2019). Exploring EFL teachers’ English language proficiency: Lessons from Indonesia. Indonesian Journal of Applied Linguistics, 9(2), 263-274. https://doi.org/10.17509/ijal.v9i2.20217

Toomer, M. and Elgort, I. (2019). The development of implicit and explicit knowledge of collocations: A conceptual replication and extension of Sonbul and Schmitt (2013). Language Learning, 01/23/2019. https://doi-org.helicon.vuw.ac.nz/10.1111/lang.12335

Elgort, I. (2018). Technology-mediated vocabulary development in a second or foreign language: A critical review. CALICO Journal, 25(1), DOI: 10.1558/cj.34554.

Elgort, I. (2018). Teaching/Developing vocabulary using ICTs and digital resources. In John I. Liontas & Margo DelliCarpini (Eds.) The TESOL Encyclopedia of English Language Teaching, pp. 3197-3211. John Wiley & Sons Inc. DOI: 10.1002/9781118784235.eelt0735.

Elgort, I. (2017). Incorrect inferences and contextual word learning in English as a second language. Journal of the European Second Language Association, 1(1), 1–11, DOI: http://doi.org/10.22599/jesla.3.

Candry, S., Elgort, I., Deconinck, J., & Eyckmans, J. (2017). Word Writing vs. Meaning Inferencing in Contextualized L2 Vocabulary Learning: Assessing the Effect of Different Vocabulary Learning Strategies. The Canadian Modern Language Review / La revue canadienne des langues vivantes. http://muse.jhu.edu/article/668742

Elgort, I., Brysbaert, M., Stevens, M., & Van Assche, E. (2017). Contextual word learning during reading in a second language: An eye-movement study. Studies in Second Language Acquisition, DOI: https://doi.org/10.1017/S0272263117000109.

Elgort, I. (2017). Blog posts and essay-style assignments by first- and second-language writers. Language Learning and Technology, 21(2), 52–72. http://llt.msu.edu/issues/june2017/elgort.pdf

Elgort, I., Candry, S., Eyckmans, J., Boutorwick, T.J., & Brysbaert, M. (2016). Contextual word learning with form-focused and meaning-focused elaboration. Applied Linguistics. DOI: 10.1093/applin/amw029

Elgort, I., & Coxhead, A. (2016). An introduction to the Vocabulary Size Test: Description, application and evaluation. In Janna Fox & Vahid Aryadoust (Eds.) Trends in Language Assessment Research and Practice: The View from the Middle East and the Pacific Rim, pp. 286-301. Cambridge Scholars Publishing.

Elgort, I., Perfetti, C.A., Rickles, B., & Stafura, J.Z. (2015). Contextual learning of L2 word meanings: Second language proficiency modulates behavioural and ERP indicators of learning. Language, Cognition and Neuroscience, 30(5), 506-528. DOI: 10.1080/23273798.2014.942673

Elgort, I. & Warren, P. (2014). L2 vocabulary learning from reading: Explicit and tacit lexical knowledge and the role of learner and item variables, Language Learning, 64(2), pp. 365–414. DOI: 10.1111/lang.12052

Elgort, I. & Piasecki, A. (2014). The effect of a bilingual learning mode on the establishment of lexical-semantic representations in the L2. Bilingualism: Language and Cognition, 17(3), pp. 572-588. doi.org/10.1017/S1366728913000588

Crabbe, D., Elgort, I. & Gu, P. (2013). Introduction to the Special Issue: Autonomy in a networked world. Innovation in Language Learning and Teaching, 7(3), pp. 193-197. DOI:10.1080/17501229.2013.836201

Elgort, I. (2013). Effects of L1 definitions and cognate status of test items on the Vocabulary Size Test. Language Testing, 30(2), pp. 253–272. doi:10.1177/0265532212459028