Goetze, J., & Driver, M. (In preparation). Learning is believing? – A meta-analysis of self-efficacy in SLA. Studies in Second Language Learning and Teaching, Special issue on Individual differences and learning contexts: Meta-analytical studies in SLA research.
Leow, R., & Driver, M. (2021). Cognitive theoretical perspectives on corrective feedback. In H. Nassaji & E. Kartchava (Eds.), The Cambridge handbook of corrective feedback in language learning and teaching. Cambridge, UK: Cambridge University Press, 65–84.
Driver, M. (2020). Switching codes and shifting morals: How code-switching and emotion affect moral judgment. International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2020.1730763