Ramonda, K., & Allen, T. (2021). Study abroad during a pandemic: Problems and Solutions. Presentation at JALT 47th Annual International Conference on Language Teaching and Learning, https://jalt2021.edzil.la, November 12-15.
Ramonda, K. (2019). Metaphorical idiom frequency and very casual corpora. Presentation at the 4th Amsterdam Metaphor Festival, P.C. Hoofthuis, Amsterdam, The Netherlands, August 28-31.
Ramonda, K. (2019). Connecting out-of-class extensive reading with in-class activities. Presentation at the 5th World Congress in Extensive Reading, Feng Chia University, Taichung, Taiwan, August 9-12.
Waring, R., Goldberg, P., & Ramonda, K. (2018). How to write and publish a graded reader. Presentation at JALT 10th Annual Extensive Reading Seminar, Hiroshima YMCA, Hiroshima, Japan, October 13-14.
Ramonda, K. (2017). The double-edged sword of metonymy through pictures for learning idioms. Presentation at the American Council on the Teaching of Foreign Languages Annual Convention & World Languages Expo, Music City Center, Nashville, USA, November 16-19.
Ramonda, K. (2017). Student perceptions and reading speed variation with online class readers. Presentation at The Fourth World Congress on Extensive Reading, Toyo Gakuen University, Tokyo, Japan, August 4-7.
Ramonda, K. (2016). A bone of contention: Teacher beliefs & idioms. Presentation at JALT 42nd Annual International Conference on Language Teaching and Learning, Aichi Industry & Labor Center, Nagoya, Japan, November 25-28.
Ramonda, K. (2015). Enhancing meaning recall of idioms through visual and metaphorical elaboration. Presentation at American Association for Applied Linguistics, Fairmont Royal York, Toronto, Canada, March 21-24.
Ramonda, K. (2014). Killing two birds with one stone: Addressing both literal and figurative elements in pictorials to support L2 idiom learning. Presentation at Oita Text Forum Workshop Round 6, Kannawa Kanko Koryu Center, Beppu, Japan, November 29-30.
Pahom, O., Farley, A., & Ramonda, K. (2014). Teaching abstract words via images in the beginning L2 Spanish classroom. Presentation at the American Council on the Teaching of Foreign Languages Annual Convention & World Languages Expo, Henry B. Gonzales Convention Center, San Antonio, USA November 21-23.
Goldberg, P., & Ramonda K. (2014). A case for no choice: The benefits of having class readers. Presentation at JALT 7th Annual Extensive Reading Seminar, Keisen University, Tokyo, September 28.
Ramonda, K. (2014). Semantic transparency of idioms and variation of metaphorical interpretation. Presentation at the British Association of Applied Linguistics Conference, University of Warwick, Coventry, UK, September 4-6.
Sevigny, P., & Ramonda, K. (2013). Authoring graded reader comprehension questions. Presentation at JALT 39th Annual International Conference on Language Teaching and Learning, Kobe Convention Center, Kobe, Japan, October 25-28.
Ramonda, K., & Sevigny, P. (2013). Effective question items for measuring general comprehension of graded readers. Presentation at the 2nd World Congress in Extensive Reading, Yonsei University, Seoul, South Korea, September 13-15.
Ramonda, K., & Sevigny, P. (2013). Effective comprehension questions for graded readers: Evidence from item discrimination analysis. Presentation at JACET 52nd International Convention, Kyoto University, Kyoto, Japan, August 30-September 1.
Farley, A., Pahom, O., & Ramonda, K. (2013). Using images creates a concreteness effect for abstract words: Evidence from beginning Spanish learners. Presentation at American Association for Applied Linguistics, Sheraton Dallas, Dallas, U.S.A., March 16-19.
Sevigny, P., Berger M., & Ramonda, K. (2012). Learner attitudes towards graded readers in the course curriculum. Presentation at KOTESOL International Conference, Sookmyung Women’s University, Seoul, South Korea, October 20-21.
Ramonda, K., Sevigny P., & Berger M. (2012). Examining weekly extensive reading. Presentation at JALT 38th Annual International Conference on Language Teaching and Learning, ACT City, Hamamatsu, Japan. October 12-14.
Sevigny, P. & Ramonda, K. (2012). Extensive reading for large university classes. Presentation at JALT 5th Annual Extensive Reading Seminar, Sugiyama Jogakuen University, Nagoya, Japan. July 1, 2012.
Farley, A. & Ramonda, K. (2012). The dual coding double take: When abstract meets concrete. Presentation at American Association for Applied Linguistics, Sheraton Boston, Boston, U.S.A., March 24-27.
Ramonda, K. (2012). The four strands of vocabulary learning: Reaching a crossroads of practice and research. Poster presentation at First Annual JALT Vocabulary SIG Symposium, Kyushu Sangyo University, Fukuoka, Japan. March 3.
Ramonda, K. (2011). Visual stimuli and evidence for dual coding theory. Presentation at Oita Text Forum Workshop Round 3, Oita University, Oita, Japan. December 4.
Ramonda, K. (2011). The impact of imagery on learning L2 abstract words. Presentation at JALT 37th Annual International Conference on Language Teaching and Learning, National Olympics Memorial Center, Tokyo, Japan. November 19-21.
Ramonda, K. (2011). The concreteness effect and pictorial support for learning new words. Presentation at Asian EFL Journal International Conference, University of Southern Philippines. Cebu, Philippines, August 12-13.
Ramonda, K., & Liu, X. (2010). Can recall of abstract words be facilitated by visual stimuli? An investigation attaching a ‘concreteness effect’ to abstract words by use of symbolic and emotive imagery. Presentation at the Second Annual Applied Linguistics Week, Texas Tech University. Lubbock, Texas, USA, April 12.