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:
2018
- Ament, Jennifer (2018). Pragmatic development and attitudes of English medium instruction (EMI) students measured through the use of response tokens. Codirected by Dr. Carmen Pérez (Universitat Pompeu Fabra) and Dr. Júlia Barón
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)
2018
- Ament, Jennifer (2018). Pragmatic development and attitudes of English medium instruction (EMI) students measured through the use of response tokens. Codirected by Dr. Carmen Pérez (Universitat Pompeu Fabra) and Dr. Júlia Barón
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)
