Supervision PHD. & MA Dissertations
2017. Àlex Martín-Chazeaud. Success or failure? The effect of the language of tests on students’ academic achievement in rural Senegal
2016. Mireia Ortega Durán. Crosslinguistic influence in L2 English oral production: The effects of cognitive language learning abilities and input
2014. Carmen Ciruela. The acquisition of English by immigrant students in Catalonia: cross-linguistic influence and affective variables
2011. Laura Sánchez Pérez. Crosslinguistic influence in third language acquisition: English after German in Spanish / Catalan learners in an instructed setting. Co-supervised with Marta Fernández-Villanueva
2009. Júlia Barón. Developing EFL pragmatic competence
2006. Patricia Martínez-Rico. La presencia de las Tecnologías de Información y de la Comunicación en el aula de inglés de secundaria: descripción del marco contextual y análisis de la motivación de los alumnos
2003. Dolors Permanyer Lloveras. Adquisició de l'anglès com a llengua estrangera i les noves tecnologies: anàlisi de la producció escrita i de les actituds dels alumnes de secundària (Adquisición del inglés como lengua extranjera y las nuevas tecnologías: análisis de la producción escrita y de las actitudes de los alumnos de secundaria)
MA Dissertations
2023
Joanna Swiatek. Code-switching by L1 Polish and L1 Polish-French speakers when interacting in Polish, French or English.
Anna Shubina. A cross-cultural comparison of L1 Russian EFL learners’ perception of pragmatics and culture with different language-related experiences: A multiple case study. Co-supervision with Júlia Barón.
2022
Júlia Montañés. Examining individual differences of L1 English senior learners of Spanish: A multiple.case study
2021
Gonzalo Bermejo Miranda. Aspects of the Theories of Interface: A critical state of the art.
M. Queralt Guillen Lafuente. 'THey fucking know I'm a godamn cibai': Swaer word use among a group of multilingual gamers.
Sarah Schefers. It's not just what we say but also how we say it: How non-native English-speaking teachers use their linguistic repertoire in the EFL classroom.
Claudio Cerdá (co-supervised with E. Tragant). Inclusive EFL education from Chilean pre-service teachers’ perspective: Exploring preparedness and attitude toward SLD leaners in mainstream classroom.
2019
Jade Carameaux. Conceptual attrition in L1 French speakers living in Catalonia.
Claudio Passaro. ¿Sabes que incubo que es? Verifying CLI models in spontaneous conversation in L3 Spanish. A case study.
Tanya Hoet. Pragmatics and ELF in Business English interactions.
2018
Laura Neville (co-supervised with J. Barón): The use and needs of English in the workplace context of Catalonia
Valeria Oleinich: The role of CLI and proficiency in the acquisition of spatial prepositions in English as a foreign language by native Russian-speaking and Spanish-speaking learners
Hanna Beer Furtado Rodrigues (co-supervised with J. Quer): Reference control in the narratives of adult second language learners of Brazilian Sign
2017
Núria Caballero. ´Teacher, com es diu anglès que me gusta?´The effect of code-switching during group work and interaction with the teacher. A case study at primary school level.
Language (Libras)
2016
Nuneh Arakelyan: The influence of the second language on the mother tongue of L1 Armenian students in Catalonia.
Kendra Case: How do typology and proficiency affect cross-linguistic influence in three unrelated languages? A study on L1 Turkish learners, with L2 English, in the acquisition of L3 Spanish as a foreign language.
2015
Alex Martín Chazeaud.“Don’t forget my L1! I want to succeed”. The Effect of Language of Instructions in Tests on Students’ Academic Achievements in Southern Senegal
2014
Ben Hickman: The effects of a native language assistant on the pragmatic production of requests by EFL learners.
Laura Panelli: “I'm Happy For You!”: The Speech Act of Congratulation in an EFLContext.
Xaidé Cáceres (co-supervised with R. Gilabert): Grammatical Complexity as Mediated by Proficiency and Working Memory in L2 Oral Production: Measuring Syntactic Complexity versus Grammatical Variety.
2012
Anet Labadi: Crosslinguistic influence in multilingual learners: A case study of three L1 Mongolian learners of EFL.
Wenxiao Zhao: Crosslinguistic influence in Chinese learners of two foreign languages.
2011
Leo McPartland: Code-switching in the EFL classroom: proficiency, age, and type of activity.
Joanna Corey (co-supervised with O. Strunk): Crosslinguistic influence and metalinguistic awareness in Italian adult naturalistic learners of Spanish: an exploratory study.
Javier Cañas: The acquisition of the indefinite past in Modern Greek by Catalan and Spanish learners: A Dual Mechanism account.
2010
Maria Andriá (co-supervised with I. Miralpeix): Crosslinguistic influence in multilingual acquisition: A study on the acquisition of Modern Greek as a foreign language by Spanish speakers.
Maria Taveli: Teacher use of the learners’ L1 in primary EFL classrooms.
2009
Viviana Lampis: Sardinia speaks English.
2008
María Izuel y Judith Vilajuan: Types of CLI in EFL writing by immigrant and non-immigrant secondary students in Barcelona.