Díez-Ortega, M., & Kyle, K. (2023). Measuring the development of lexical richness of L2 Spanish: A longitudinal learner corpus study. Studies in Second Language Acquisition, 1-31.

Edmonds, A., & Gudmestad, A. (2021). Collocational development during a stay abroad. Languages, 6(1), 12.

Gudmestad, A., Edmonds, A., & Metzger, T. (2019). Using variationism and learner corpus research to investigate grammatical gender marking in additional language Spanish. Language Learning, 69(4), 911-942.

Howard, M., & Pérez‐Vidal, C. (2013). AILA research network:‘Study abroad and language learning’. International Journal of Applied Linguistics, 23(1), 118-118. 

McManus, K., Mitchell, R., & Tracy-Ventura, N. (2014). Understanding insertion and integration in a study abroad context: The case of English-speaking sojourners in France. Revue française de linguistique appliquée, 19(2), 97-116. 

Mitchell, R., McManus, K., & Tracy-Ventura, N. (2015). Placement type and language learning during residence abroad. Social interaction, identity and language learning during residence abroad, 115-138. 

Mitchell, R. (2015). The development of social relations during residence abroad. Innovation in Language Learning and Teaching, 9(1), 22-33. 

Thomas, A., & Mitchell, R. (2022). Can variation in input explain variation in typical spoken target-language features during study abroad?. Journal of the European Second Language Association, 6(1), 60-77. 

Tracy-Ventura, N., Huensch, A., & Mitchell, R. (2021). Understanding the long-term evolution of L2 lexical diversity: The contribution of a longitudinal learner corpus. Learner corpus research meets second language acquisition, 148.

Tracy-Ventura, N., Mitchell, R., & McManus, K. (2016). The LANGSNAP longitudinal learner corpus. Spanish learner corpus research: Current trends and future perspectives, 117-142. 

Vandeweerd, N., Housen, A., & Paquot, M. (2021). The development of phraseological complexity across oral and written modes in L2 French. In EUROPHRAS 2021.