Tan, L. Y. (2025). Helping EFL students identify and avoid logical fallacies: A workshop on using fallacies and syllogism archetypes. Critical Thinking in the Classroom Journal, 2(1), 15-23. Available at https://ct-sig.jalt.org/ctc-event-journals/.
Tan, L. Y. (2025). Where do you stand in the Circles? Identity construction and language use of EFL teachers in Japanese higher education. Kindai University Center for Liberal Arts and Foreign Language Education Journal (Foreign Language Edition)「近畿大学教養・外国語教育センター紀要 (外国語編）」, 15(2), 53-82. Available at https://kindai.repo.nii.ac.jp/records/2002252.
Tan, L. Y., McLean, S., Kim, Y. A., & Vitta, J. (2024). Rasch Modelling vs. Item Facility: Implications on the Validity of Assessments of EFL/ESL Vocabulary Knowledge and Lexical Sophistication Modelling. Language Testing in Asia, 14 (1), 55. https://doi.org/10.1186/s40468-024-00327-8
Supplementary material available at https://osf.io/s6745
Stoeckel, T., Tan, L. Y., Ha, H. T., Ho, N. T. P., Iishi, T., Kim, Y. A., Huang, C., & McLean, S. (2024). Estimating the impact of local item dependency in a test of second language reading comprehension. Vocabulary Learning and Instruction, 13 (2), 2126. https://doi.org/10.29140/vli.v13n2.2126
Supplementary material available at https://osf.io/375wq/
Tan, L. Y. (2019). How to use logic to improve your EFL students' writing. ALT Training Online, 20 Jun 2019 issue. Available at https://altto.net/2019/06/
Tan, L. Y. (2014). 日本における原子力発電のメディア・ディスコース: 1997-98年と2004-05年を中心として [Media discourse on nuclear power in Japan in the late 1990s and early 2000s: A constructionist approach] [MA Thesis, Soka University Japan].
Tan, L. Y. (2026, Apr 5). How to use contextualized word lists to facilitate vocabulary learning? [Workshop demonstration] NaraJALT MyShare Event 2026, Nara Women's University, Nara, Japan.
Tan, L. Y., Stoeckel, T., & Nicklin, C. (2025, Oct 4). Is there a coverage threshold for reading comprehension? A demonstration using regression discontinuity (RD) and Bayesian informative hypotheses evaluation (BAIN) [Poster session]. JALT Vocabulary SIG 2025 Symposium, Kwansei Gakuin University, Osaka, Japan.
Tan, L. Y. (2025, Aug 2). How can EFL students identify and avoid logical fallacies in academic writing? [Workshop demonstration] JALT Critical Thinking SIG 2025, Setsunan University, Neyagawa Campus, Osaka, Japan.
Stoeckel, T., Tan, L. Y., Ha, H. T., & Nicklin, C. (2025, June 16-18). A replication of Hu and Nation’s (2002) coverage-comprehension study [Presentation]. Vocab@Maryland 2025 Conference, University of Maryland, College Park, MD, United States.
Tan, L. Y., McLean, S., & Vitta, J. (2023, October 7). How valid are assessments of vocabulary knowledge? Comparing Rasch vs. item facility [Poster session]. 2023 JALT Vocabulary SIG Annual Symposium, Osaka Jogakuin University, Japan.
Tan, L. Y. (2019, November 1-4). Using rubrics in high school EFL learners' essays [Workshop demonstration]. JALT 2019 45th Annual International Conference, Nagoya, Japan.
Tan, L. Y. (2018, November 23-27). How can logic help high school EFL learners write? [Workshop demonstration] JALT 2018 44th Annual International Conference, Shizuoka, Japan.
Tan, L. Y. (2014, January 2-4). Media discourse on nuclear power in Japan in the late 1990s and early 2000s: A constructionist approach [Presentation]. Japan Studies Association 20th Anniversary Conference, Honolulu, USA.
Tan, L. Y. (2013, November 13). Media discourse on nuclear power in Japan in the late 1990s and early 2000s: A constructionist approach (Preliminary Findings) [Presentation]. 2nd Annual University of Tokyo-GSII Graduate Student Conference「第二回東京大学大学院学際情報学府・院生国際学会」, University of Tokyo, Tokyo, Japan.
Ad hoc reviewer for PeerJ Computer Science Journal
Ad hoc reviewer for Vocabulary Learning and Instruction Journal