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My research primarily focuses on: online language learning, corpus linguistics, phonology, and tone acquisition.
Refereed contributions
Hendry, C., & Sheepy, E. (2021). Corpus Analysis Tools for the Classroom [in preparation]. In Routledge Handbook of Corpora and Language Teaching and Learning.
Hendry, C., & Ruivivar, J. (2020). Facing the challenges of higher education in a second language: The case of Chinese students in a Canadian university. In L. Cardozo-Gaibisso & M. V. Dominguez (Eds.), Handbook of Research on Advancing Language Equity Practices With Immigrant Communities.
Hendry, C., & Ruivivar, J. (2019). MOOCs as environments for learning spoken academic vocabulary. In F. Meunier, J. Van de Vyver, L. Bradley, and S. Thouësny (Eds.), CALL and Complexity – short papers from EUROCALL 2019 (pp. 180–186). Research-publishing.net.
Hendry, C., & Sheepy, E. (2018). How much vocabulary is needed for comprehension of research publications in Education? In P. Taalas, J. Jalkanen, L. Bradley, & S. Thouësny (Eds.), Future-Proof CALL: Language learning as exploration and encounters conditions – short papers from EUROCALL. Jyväskylä, Finland.
Hendry, C., & Sheepy, E. (2017). Conference Evaluating lexical coverage in Simple English Wikipedia articles: A corpus-driven study. In K. Borthwick, L. Bradley, & S. Thouësny (Eds.), CALL in a climate of change: adapting to turbulent global conditions – short papers from EUROCALL. Southampton, UK.
Refereed contributions: Conference presentations
Hendry, C., & Sheepy, E. (2019, August). Creating your own corpus-driven CALL materials from A-Z [Workshop]. Eurocall 2019: CALL and Complexity. Louvain la Neuve, Belgium.
Hendry, C., & Ruivivar, J. (2019, August). MOOCs as environments for learning spoken academic vocabulary. Eurocall 2019: CALL and Complexity. Louvain la Neuve, Belgium.
Hendry, C., & Sheepy, E. (2018, October). Identifying Lexical Ambiguity in Statistical and Methodological Vocabulary. The 2018 Applied Linguistics Association of Korea International Conference. Seoul, Korea.
Hendry, C., & Sheepy, E. (2018, August). How much vocabulary is needed for comprehension of research publications in Education? Future-Proof CALL: Language learning as exploration and encounters conditions. Jyväskylä, Finland.
Hendry, C., & Cardoso, W. (2018, May). The effects of type of instruction on the Initial Stages of L2 Perception and Production of Mandarin Chinese Tones. ACLA/CAAL Conference 2018. Regina, SK.
Hendry, C., & Ruivivar, J. (2017, June). Preparing Chinese students to study in a Canadian university: A needs analysis. TESL Canada Conference 2017. Niagara Falls, Ontario.
Hendry, C., & Cardoso, W. (2017, May). Examining three types of instruction on the L2 acquisition of Mandarin tones. American Association of Applied Linguistics (AAAL) Conference. Portland, Oregon.
Hendry, C. (2016, March). Study abroad experiences at home in Mandarin. Graduate Symposium in the Department of Education. Montreal, QC.
Forthcoming refereed contributions
Hendry, C., & Sheepy, E. (Invited submission, in preparation). Corpus analysis tools for the classroom. In R. R. Jablonkai & E. Csomay (Eds.), A Routledge Handbook of Corpora in English Language Teaching and Learning. Bath, UK: Routledge.
MA thesis
Hendry, C. (2017). The effects of type of instruction on the initial stages of L2 perception and production of tones in Mandarin Chinese (Unpublished MA thesis). Concordia University, Montreal.