Butler, Y. G. (in press). The role of affect in intraindividual variability in task performance for young learners. TESOL Quarterly.
Butler, Y. G. (2017). Motivational elements of digital instructional games: A study of young L2 learners’ game designs. Language Teaching Research, 1-16. Available from http://journals.sagepub.com/doi/abs/10.1177/1362168816683560
Wolf, M., & Butler, Y. G. (Eds.) (2017). English language proficiency assessments for young learners. New York: Routledge.
Butler, Y. G. (2017). The dynamics of motivation development among young learners of English in China. In J. Enever, & E. Lindgren (Eds.), Early Language Learning: Complexity and Mixed Methods. Bristol: Multilingual Matters, pp. 167-185.
Butler, Y. G., Liu, Y., & Kim, H. (2017). Narrative development in L1 and FL: A longitudinal study among young Chinese learners of English. In M. P. G. Mayo (Ed.), Foreign Language in Primary School: Research Insight. Bristol: Multilingual Matters, pp. 149-175.
Butler, Y. G. (2017). Instructed SLA in East Asian contexts. In S. Loewen & M. Sato (Eds.), The Routledge Handbook of Instructed Second Language Acquisition. London: Routledge, pp. 321-338.
Butler, Y. G. (2016). Communicative and task-based language teaching in the Asia-Pacific region. In N. Van Deusen-Scholl, & S. May (Eds.), Second and Foreign Language Education, Encyclopedia of Language and Education. New York: Springer, pp. 327-338. DOI: 10.1007/978-3-319-02323-6_28-1
Butler, Y. G., & Iino, M. (2016). Global leader trainings for high school students in Japan: Are global leader competencies trainable, universal, and measurable? In S. Choo, R. Vinz, D. Sawch, & A. Villanueva (Eds.), Education for Twenty-first Century Global Capacities: International Perspectives and Practices. New York: Springer, pp. 153-170.
Butler, Y. G. (2016). Assessing young learners. In D. Tsagari (Ed.), Handbook of Second Language Assessment. Berlin: Mouton de Gruyter, pp. 359-375.
Butler, Y. G. (2016). Age factors in language acquisition. In M. Minami (Ed.), Handbook of Japanese Applied Linguistics. Berlin: Mouton de Gruyter, pp. 67-96.
Butler, Y. G. (2016). Self-assessment of and for young learners’ foreign language learning. In M. Nikolov (Ed.), Assessing Young Learners of English: Global and Local Perspectives. New York: Springer, pp. 291-315.
Butler, Y. G., & Yeum, K. (2016). Dialogic competence of primary school English teachers in online peer coaching: A case study in South Korea. The Journal of Asia TEFL, 13(2), 72-89.
Butler, Y. G. (2015). Task-based assessment for young learners: The role of teachers in changing cultures. In M. Thomas, & H. Reinders (Eds.), Contemporary Task-based Language Teaching in Asia. London: Bloomsbury, pp. 348-365.
Butler, Y. G. (2015). The use of computer games as foreign language learning tasks for digital natives. System, 54, 91-102.
Butler, Y. G. (2015).
English language education among young learners in East Asia: A review of current research. Language Teaching, 48(3), 303-342.
Butler, Y. G. (2015). Parental factors in children’s motivation for learning English: A case in China. Research Papers in Education, 30(2), 164-191.
Butler, Y. G., & Zeng, W. (2015). Young learners’ interactional development in task-based paired-assessment in their first and foreign languages: A case of English learners in China. Education 3-13, 43(3), 292-321.
Butler, Y. G. (2014). Socioeconomic disparities and early English education: A case in Changzhou, China. In N. Murray and A. Scarino (Eds.), Dynamic Ecologies: A Relational Perspective on Languages Education in the Asia-Pacific Region. Dordrecht: Springer, pp. 95-115.
Butler, Y. G. (2014). Parental factors and early English education as a foreign language: A case study in Mainland China. Research Papers in Education, 29(4), 410-437.
Butler, Y.G., Someya, Y., & Fukuhara, E. (2014). Online games for young learners’ foreign language learning. ELT Journal, 68(3), 265-275.
Butler, Y. G., & Zeng, W. (2014). Young foreign language learners’ interactions during task-based paired assessment. Language Assessment Quarterly, 11, 45-75.
Butler, Y. G., & Zeng, W. (2014). Young learners’ storytelling in their first and foreign languages. In J. Connor-Linton (Ed.), Measured Language: Quantitative Approaches to Acquisition, Assessment, Processing, and Variation. Georgetown: Georgetown University Press, pp. 79-94.
Butler, Y. G. (2013). Bilingualism/multilingualism and second language acquisition. In T. K. Bhatia, & W. C. Ritchie (Eds.), The Handbook of Bilingualism and Multilingualism, second edition. Malden, MA: Blackwell, pp. 109-136.
Butler, Y. G. (2011). The implementation of communicative and task-based language teaching in the Asia-Pacific region. Annual Review of Applied Linguistics, 31, 36-57.
Butler, Y. G., & Zeng, W. (2011). The roles that teachers play in paired-assessments for young learners. In D. Tsagari & I. Csepes (Eds.), Classroom-based Language Assessment. Frankfurt: Peter Lang, pp. 77-92.
Butler, Y. G., & Lee, J. (2010). The effect of self-assessment among young learners. Language Testing, 17(1), 1-27.
Butler, Y. G. (2009). How do teachers observe and evaluate elementary school students’ foreign language performance? A case study from South Korea. TESOL Quarterly, 43(3), 417-444.
Butler, Y. G. (2007). How are non-native English speaking teachers perceived by young learners? TESOL Quarterly, 41(4), 731-755.
Butler, Y. G., & Lee, J. (2006). On-task versus off-task self-assessment among Korean elementary school students studying English. The Modern Language Journal, 90(4), 506-518.
Butler, Y. G. (2005). Comparative perspectives towards communicative activities among elementary school teachers in South Korea, Japan, and Taiwan. Language Teaching Research, 9(4), 423-446.
Butler, Y. G., & Iino, M. (2005). Current Japanese reforms in English language education: The 2003 “Action Plan.” Language Policy, 4(1), 25-45.
Butler, Y. G. (2004). What level of English proficiency do elementary school teachers need to attain in order to teach EFL? Case studies from Korea, Taiwan, and Japan. TESOL Quarterly, 38(2), 245-278.
Butler, Y. G. (2002). Second language learners’ theories on the use of English articles: An analysis of the metalinguistic knowledge used by Japanese students in acquiring the English article system. Studies in Second Language Acquisition, 24(3), 451-480.