Driver, M. (forthcoming). Realities of comfort and discomfort in heritage language spaces: Looking to transformative positive psychology for juggling a double-edged sword. Modern Language Journal, Accepted for 2024 Special Issue.
Driver, M. (2023). Measuring and understanding linguistic insecurity in heritage and foreign language contexts: Design and validation of a novel scale. Journal of Multilingual and Multicultural Development. doi: 10.1080/01434632.2023.2265901
Driver, M. (2022a). Emotion-laden texts and words: The influence of emotion on vocabulary learning for heritage and foreign language learners. Studies in Second Language Acquisition, 44(4), 1071–1094.
Driver, M. (2022b). Switching codes and shifting morals: How code-switching and emotion affect moral judgment. International Journal of Bilingual Education and Bilingualism, 25(3), 905–921.
Goetze, J., & Driver, M. (2022). Is learning really just believing? – A meta-analysis of self-efficacy and achievement in SLA. Studies in Second Language Learning and Teaching, 12(2), 233–259.
Driver, M. (2021). Book Review: Psychophysiological Methods in Language Research – Rethinking Embodiment in Studies of Linguistic Behaviors by Bahiyyih Hardacre. Journal for the Psychology of Language Learning, 3(2), 166–168.
Leeman, J., & Driver, M. (2021). Spanish heritage speaker identity and study abroad. In R. Pozzi, C. Escalante, & T. Quan (Eds.), Heritage Speakers of Spanish in Study Abroad. New York: Routledge, 141–159.
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.