1. Chen, J. Z., & Curran, N. M. (2026). Ideal migrants in an ideal city: Discursive constructions of talent in Hong Kong's relocation branding campaign. Cities, 179, 107504–107504.
https://doi.org/10.1016/j.cities.2026.107504
2. Curran, N. M. (2026). “Anytime, Anywhere”: Online Language Tutoring Platforms and the Rise of the (Im)Mobile Language Teacher. TESOL Quarterly.
https://doi.org/10.1002/tesq.70101
3. Curran, N. M., & Chesnut, M. (2026). Single origin coffee and dual distinction: coffee shops in contemporary South Korea. Edward Elgar Publishing eBooks, 332–340.
https://doi.org/10.4337/9781035310517.00044
4. Chesnut, M., Curran, N. M., & Kim, S. (2026). English in authoritative COVID-19 public health signage in South Korea: multilingual and monolingual practices for domestic and foreign audiences. Multilingua, 45(2), 205–246.
https://doi.org/10.1515/multi-2025-0034
5. Gu, B., & Curran, N. M. (2025). English tutors’ emotions, agency, and identity development in the aftermath of China’s Double Reduction policy. Educational Linguistics, 4(2), 257-279.
6. Zeng, W., & Curran, N. M. (2025). Iterative Self-Branding: Chinese Language Teachers' Understanding and Rationalization of Working on Online Tutoring Platforms. International Journal of Applied Linguistics.
https://doi.org/10.1111/ijal.70001
7. Curran, N. M., & Ladegaard, H. J. (2025). Interculturality, linguistic diversity, and social inclusion: current issues and future challenges. Language and Intercultural Communication.
https://doi.org/10.1080/14708477.2025.2527991
8. Sun, W., Curran, N. M., Kim, J., Zhou, L., & Lee, C. (2025). “I Want to be Part of Them”: A Phenomenological Study of Chinese Table Tennis Players Seeking Nostalgic Leisure Experiences in Korea. Leisure Sciences, 1-16.
9. Curran, N. M. (2025). Foreign English teachers’ intercultural reactions to China's “Double Reduction” policy. World Englishes, 44, 624-637.
10.1111/weng.12717
10. Wang, J., & Curran, N. M. (2025). Self-branding and the commodification of regional identity on Douyin. Applied Linguistics Review.
10.1515/applirev-2025-0226
11. Zeng, W., & Curran, N. M. (2025). Discriminated Against or Uniquely Advantaged? Non-Native English-Speaking Teachers on Online Tutoring Platforms. RELC Journal.
https://doi.org/10.1177/00336882251385773
12. Curran, N. M., & Jenks, C. J. (2025). Platformization of language education. Applied Linguistics Review, 17(3), 789–803.
https://doi.org/10.1515/applirev-2025-0228
13. Zeng, W., & Curran, N. M. (2025). Iterative Self‐Branding: Chinese Language Teachers’ Understanding and Rationalization of Working on Online Tutoring Platforms. International Journal of Applied Linguistics, 36(2), 1450–1460.
https://doi.org/10.1111/ijal.70001
14. Curran, N. M., Gu, B., Zhen, L., & Jenks, C. J. (2025). AI and Native Speakerism: The Intersections of Technology, Language Assessment, and Linguistic Objectivity. RELC Journal.
https://doi.org/10.1177/00336882251367459
15. Sun, W., Curran, N. M., Kim, J., Zhou, L., & Lee, C. (2025). “I Want to be Part of Them”: A Phenomenological Study of Chinese Table Tennis Players Seeking Nostalgic Leisure Experiences in Korea. Leisure Sciences, 1–16.
https://doi.org/10.1080/01490400.2025.2511019
16. Wang, J., & Curran, N. M. (2025). Language teachers’ use of social media platforms and online tutoring platforms: A scoping review. Asian Englishes, 27(2), 383–403.
https://doi.org/10.1080/13488678.2024.2448380
17. Istad, F., Kim, M. J., & Curran, N. M. (2024). Banal Koreanness: National imagery in multicultural-themed television shows. Critical Studies in Television.
10.1177_17496020221124704
18. Curran, N. M. (2024). Language learners or hallyu fans? Identity and Korean language learning in the digital wilds. Journal of Language Identity & Education, 25(4), 912–925.
https://doi.org/10.1080/15348458.2024.2426007
19. Curran, N. M. (2024). Foreign English teachers’ intercultural reactions to China's “Double Reduction” policy. World Englishes, 44(4), 624–637.
https://doi.org/10.1111/weng.12717
20. Wang, J., & Curran, N. M. (2024). Competing for Views and Students: The Implications of Platformization for Online Language Teaching. TESOL Quarterly, 59(3), 1262–1287.
https://doi.org/10.1002/tesq.3354
21. Curran, N. M. (2023). “More like a friend than a teacher”: ideal teachers and the gig economy for online language learning. Computer Assisted Language Learning, 36(7), 1288-1308.
10.1080/09588221.2021.1976801
22. Curran, N. M., & Jenks, C. (2023). Gig Economy Teaching: On the Importance and Dangers of Self-branding in Online Markets. Applied Linguistics, 44(3), 442-461.
10.1093/applin/amac019
23. Curran, N. M. (2023). Discrimination in the gig economy: the experiences of Black online English teachers. Language and Education, 37(2), 171-185.
10.1080/09500782.2021.1981928
24. Chesnut, M., Curran, N. & Kim, S. (2023). From garbage to COVID-19: theorizing ‘Multilingual Commanding Urgency’ in the linguistic landscape. Multilingua, 42(1), 25-53.
10.1515/multi-2022-0009
25. Curran, N. M., Zhen, L., & Galperin, H. (2023). Pop cosmopolitanism and online language learning: findings from a discrete choice experiment. Information, Communication & Society, 26(1), 104-122.
10.1080/1369118X.2021.1934068
26. Curran, N. M., Istad, F., & Chesnut, M. (2023). Standing out and fitting in: Korean coffee entrepreneurs’ strategies for survival. Food Culture & Society, 28(3), 573–592.
https://doi.org/10.1080/15528014.2023.2286725
27. Panaligan, J. H., & Curran, N. M. (2023). Adapt, acquire, defuse, learn: Filipino online English tutors as intercultural bricoleurs. Language & Communication, 91, 21–31.
https://doi.org/10.1016/j.langcom.2023.05.002
28. Curran, N. M. (2023). Banal nationalism and conversational cosmopolitanism: the potential of online language education for intercultural communication. Language and Intercultural Communication, 23(3), 333–346.
https://doi.org/10.1080/14708477.2023.2184826
29. Zhen, L., Curran, N. M., & Galperín, H. (2023). Factors driving teacher selection on online language tutoring platforms: an experiment-based approach. Journal of Multilingual and Multicultural Development, 1–14.
https://doi.org/10.1080/01434632.2023.2178443