PhD Theses (last five years)
GRAL members have supervised many PhD Theses and other MA and BA Theses. The PhD theses supervised during the last five years are presented below:
2017
- Aliaga, Cristina (2017). The Effect of Audiovisual and Articulatory Phonetic Training on the Perception and Production of L2 Sounds by Catalan/Spanish Learners of English. Directed by Dr. Joan C. Mora
- Martín-Chazeaud, Alex (2017). Success or failure? The effect of the language of tests on students’ academic achievement in rural Senegal. Directed by Dr. María Luz Celaya
- Ter Avest, Irene (2017). More than Words Alone: Reference to Motion in L3 Learners’ Oral Narratives. Directed by Dr. Carme Muñoz
- Vasylets, Olena (2017). Task-Modality Effects: A Study of Task Complexity Effects in Speech and Writing. Codirected by Dr. Roger Gilabert and Dr. Rosa M. Manchón (Universidad de Murcia)
2016
- Brennan, Kerry Anne (2016). Second Language Anxiety and Task Complexity. Directed by Dr. Roger Gilabert
- Mackay, Jessica (2016). Implications for self-concept, motivation and engagement with the target language. Directed by Dr. Elsa Tragant
- Mañas, Iban (2016). La adquisición de la oposición imperfecto/indefinido por parte de estudiantes rusófonos de nivel avanzado de español LE. Codirected by Dr. Elisa Rosado (Universitat de Barcelona) and Dr. Natalia Fullana
- Ortega, Mireia (2016). Crosslinguistic influence in L2 English oral production: The effects of cognitive language learning abilities and input. Directed by Dr. María Luz Celaya
- Pownall, James (2016). Task complexity as mediated by proficiency, working memory, and attention: Competition for cognitive resources during L2 oral task performance. Directed by Dr. Roger Gilabert
- Safronova, Elena (2016). The Role of Cognitive Ability in the Acquisition of Second Language Perceptual Phonological Competence. Directed by Dr. Joan C. Mora
- Zaytseva, Victoria (2016). Vocabulary acquisition in study abroad and formal instruction: An investigation on oral and written lexical development. Codirected by Dr. Carmen Pérez-Vidal (Universitat Pompeu Fabra) and Dr. Imma Miralpeix
2015
- Hsiao, Du-Lu (2015). Efectos de distintos tipos de podcast en la fluidez oral de estudiantes universitarios taiwaneses de español lengua extranjera. Codirected by Dr. Joan-Tomàs Pujolà (Universitat de Barcelona) and Dr. Natalia Fullana
- Kivistö-de-Souza, Hanna (2015). Phonological Awareness and Pronunciation in a Second Language. Directed by Dr. Joan C. Mora
- Marsol, Anna (2015). English Language Learning in CLIL and EFL Classroom Settings: A Look at Two Primary Education Schools. Directed by Dr. Elsa Tragant
- Montero, Lidia (2015). Factors Affecting Second Language Communication Strategies Use and Development. Directed by Dr. Raquel Serrano
- Solís, Víctor (2015). La incidencia de actividades interactivas abiertas y cerradas en el aprendizaje de vocabulario productivo y receptivo oral de inglés como lengua extranjera en estudiantes de primaria de 7-8 años. Codirected by Dr. Joan-Tomàs Pujolà (Universitat de Barcelona) and Dr. Natalia Fullana
2014
- Andría, María (2014). Crosslinguistic influence in the acquisition of Greek as a foreign language by Spanish/Catalan L1 learners: The role of proficiency and stays abroad. Directed by Dr. Raquel Serrano
- Artieda, Gemma (2014). Individual differences in adult learners of English as a foreign language at two levels of proficiency. Directed by Dr. Carme Muñoz
- Ciruela, Carmen (2014). The acquisition of English by immigrant students in Catalonia: cross-linguistic influence and affective variables. Directed by Dr. María Luz Celaya
- Lara, Ann Rebecca (2014). Complexity, accuracy and fluency development through study abroad programmes varying in duration. Universitat Pompeu Fabra. Codirected by Dr. Carmen Pérez-Vidal (Universitat Pompeu Fabra) and Dr. Joan C. Mora (Universitat de Barcelona)
- Levkina, Mayya (2014). The role of task sequencing in L2 development as mediated by working memory capacity. Universitat de Barcelona. Directed by Dr. Roger Gilabert
- Malicka, Aleksandra (2014). The role of task complexity and task sequencing in L2 monologic oral production. Codirected by Dr. Roger Gilabert and Dr. John Norris (Georgetown University)
2017
- Aliaga, Cristina (2017). The Effect of Audiovisual and Articulatory Phonetic Training on the Perception and Production of L2 Sounds by Catalan/Spanish Learners of English. Directed by Dr. Joan C. Mora
- Martín-Chazeaud, Alex (2017). Success or failure? The effect of the language of tests on students’ academic achievement in rural Senegal. Directed by Dr. María Luz Celaya
- Ter Avest, Irene (2017). More than Words Alone: Reference to Motion in L3 Learners’ Oral Narratives. Directed by Dr. Carme Muñoz
- Vasylets, Olena (2017). Task-Modality Effects: A Study of Task Complexity Effects in Speech and Writing. Codirected by Dr. Roger Gilabert and Dr. Rosa M. Manchón (Universidad de Murcia)
2016
- Brennan, Kerry Anne (2016). Second Language Anxiety and Task Complexity. Directed by Dr. Roger Gilabert
- Mackay, Jessica (2016). Implications for self-concept, motivation and engagement with the target language. Directed by Dr. Elsa Tragant
- Mañas, Iban (2016). La adquisición de la oposición imperfecto/indefinido por parte de estudiantes rusófonos de nivel avanzado de español LE. Codirected by Dr. Elisa Rosado (Universitat de Barcelona) and Dr. Natalia Fullana
- Ortega, Mireia (2016). Crosslinguistic influence in L2 English oral production: The effects of cognitive language learning abilities and input. Directed by Dr. María Luz Celaya
- Pownall, James (2016). Task complexity as mediated by proficiency, working memory, and attention: Competition for cognitive resources during L2 oral task performance. Directed by Dr. Roger Gilabert
- Safronova, Elena (2016). The Role of Cognitive Ability in the Acquisition of Second Language Perceptual Phonological Competence. Directed by Dr. Joan C. Mora
- Zaytseva, Victoria (2016). Vocabulary acquisition in study abroad and formal instruction: An investigation on oral and written lexical development. Codirected by Dr. Carmen Pérez-Vidal (Universitat Pompeu Fabra) and Dr. Imma Miralpeix
2015
- Hsiao, Du-Lu (2015). Efectos de distintos tipos de podcast en la fluidez oral de estudiantes universitarios taiwaneses de español lengua extranjera. Codirected by Dr. Joan-Tomàs Pujolà (Universitat de Barcelona) and Dr. Natalia Fullana
- Kivistö-de-Souza, Hanna (2015). Phonological Awareness and Pronunciation in a Second Language. Directed by Dr. Joan C. Mora
- Marsol, Anna (2015). English Language Learning in CLIL and EFL Classroom Settings: A Look at Two Primary Education Schools. Directed by Dr. Elsa Tragant
- Montero, Lidia (2015). Factors Affecting Second Language Communication Strategies Use and Development. Directed by Dr. Raquel Serrano
- Solís, Víctor (2015). La incidencia de actividades interactivas abiertas y cerradas en el aprendizaje de vocabulario productivo y receptivo oral de inglés como lengua extranjera en estudiantes de primaria de 7-8 años. Codirected by Dr. Joan-Tomàs Pujolà (Universitat de Barcelona) and Dr. Natalia Fullana
2014
- Andría, María (2014). Crosslinguistic influence in the acquisition of Greek as a foreign language by Spanish/Catalan L1 learners: The role of proficiency and stays abroad. Directed by Dr. Raquel Serrano
- Artieda, Gemma (2014). Individual differences in adult learners of English as a foreign language at two levels of proficiency. Directed by Dr. Carme Muñoz
- Ciruela, Carmen (2014). The acquisition of English by immigrant students in Catalonia: cross-linguistic influence and affective variables. Directed by Dr. María Luz Celaya
- Lara, Ann Rebecca (2014). Complexity, accuracy and fluency development through study abroad programmes varying in duration. Universitat Pompeu Fabra. Codirected by Dr. Carmen Pérez-Vidal (Universitat Pompeu Fabra) and Dr. Joan C. Mora (Universitat de Barcelona)
- Levkina, Mayya (2014). The role of task sequencing in L2 development as mediated by working memory capacity. Universitat de Barcelona. Directed by Dr. Roger Gilabert
- Malicka, Aleksandra (2014). The role of task complexity and task sequencing in L2 monologic oral production. Codirected by Dr. Roger Gilabert and Dr. John Norris (Georgetown University)
