Ewert, D. (2014). Transitioning to Academic Literacy: Adult ESL Learners Taking Content Seriously. TESOL Journal, 5, 265-287.
Gordon, J., Darcy, I., & Ewert, D. (2013). Pronunciation teaching and learning: Effects of explicit phonetic instruction in the L2 classroom. In J. Levis & K. LeVelle (Eds.). Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference. Aug. 2012. (pp. 194-206). Ames, IA: Iowa State University
Ewert, D. (2012). The effects of extensive reading on adult reading behavior and proficiency in an intensive English program. Proceedings of the Extensive Reading World Congress, 1, September 3-5, 2011, Kyoto, Japan.
Ewert, D. & Mahan, R. (2012). Extensive Listening in a Self-access Learning Environment. 2011 MITESOL Conference Proceedings. Kalamazoo, Michigan. October 8, 2011.
Darcy, I. Ewert, D. & and Lidster, R. (2012). Bringing pronunciation instruction back into the classroom: An ESL Teachers' pronunciation "toolbox." In J. Levis & K. LeVelle (Eds.). Proceedings of the 3rd Pronunciation in Second Language Learning and Teaching Conference, Sept. 2011. (pp. 93-108). Ames, IA: Iowa State University.
Ewert, D. (2011). ESL curriculum revision: Focus on integration and fluency proving effective. Journal of Basic Writing, 30, 5-33.
Ewert, D. (2009). L2 writing conferences: Investigating teacher talk. Journal of Second Language Writing, 18, 251-269.
Ewert, D. (2009). Making Connections: Using literature for extensive reading. In A. Cirocki (Ed.) Extensive Reading in English Language Teaching, (pp. 387-407). Munich, Germany: Lincom Europa.
Ewert, D. (2008). Non-narrative writing for pre-academic L2 adults learners. INTESOL Journal, 5, 9-22.