Grupos de investigación

  1. Portada
  2. PUBLICATIONS
  3. Journal Articles

Journal Articles

2026

  • Dafouz, E & López-Serrano, S. (2026). Unlocking the full potential of English-medium education: A longitudinal exploration of business students’ views of internationalised disciplinary literacies. ESP Journal.

  • Sánchez-García, D., & Sánchez-Hernández, A. (2026). Exploring oral production skills in disciplinary literacies: Students’ use of Cognitive Discourse Functions in EME Business Case Studies, English Teaching & Learning. Springer. https://doi.org/10.1007/s42321-025-00225-z 

  • Pietraszek, M. (2026). Exploring the role of segmental accuracy in the intelligibility, comprehensibility, and foreign-accentedness of Spanish-accented English. Journal of Second Language Pronunciation. Advance online publication. https://doi.org/10.1075/jslp.25035.pie
  • López-Serrano, S., Borràs, J. & Soulé, M.V. (February 24, 2026). Abriendo camino a la internacionalización mediante el intercambio virtual. Universidad Sí. 

2025

  • Dafouz, E. (en prensa). English-medium instruction and English for Specific Purposes, Encyclopedia of Applied Linguistics, 2nd edition. Chapelle,Carol (ed). John Wiley & Sons.

  • Dafouz, E. (2025). Empowering minds: The role of disciplinary literacies in English-medium internationalised universities. Language Teaching. https://doi.org/10.1017/S026144482400048X

  • Sánchez-García, D. (2025, forthcoming). The longitudinal narrative constructions of students’ language and professional identities in English-medium higher education. Journal of Language, Identity and Education. Routledge.

  • Pietraszek, M. (2025). Intelligibility benefits and attitudinal disadvantages? The listener’s mother tongue and level as variables affecting the pronunciation ratings of Spanish speakers’ English. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688251368651

  • Bertotti, G., Gil-Martínez, A., Rodríguez-Vico, Jaime, Gómez García, A., Pietraszek, M. & Elizgaray-García, J. I. (2025). Cross-cultural adaptation and validation of the Spanish version of the Allodynia Symptom Checklist (ASC-12) in patients with primary headaches. Neurología. Advance online publication. https://doi.org/10.1016/j.nrl.2025.501922

  • Magliacane, A., and Sánchez-Hernández, A. (2025). Development of pragmatic awareness during study abroad: A focus on pragmatic markers. Pragmatics, 1-16.

  • López-Serrano, S., Martínez-Flor, A., & Sánchez-Hernández, A. (2025). The effects of self-access web-based pragmatic instruction and L2 proficiency on EFL students’ email request production and confidence. Languages, 10(11), 279.
  • López Serrano, S. (2025b). The impact of self-access web-based instruction on EFL learners’ pragmatic awareness of email requests to faculty. Journal of Pragmatics, 243, 24-41.
  • López Serrano, S. (2025a). Integrating L2 pragmatics into the curriculum: Design, implementation, and EFL students’ and teachers’ perceptions of a self-access web-based module on email requests to faculty. Revista de Lingüística y Lenguas Aplicadas, 20.

2024

  • Hüttner, J., & Smit, U. (2024). Collaborative student writing in English-medium business studies: On the use of Cognitive Discourse Functions as an analytic tool. Wiener Linguistische Gazette, 97, 343-362. https://wlg.univie.ac.at/fileadmin/user_upload/p_wlg/972024/wlg-97-2024.pdf

  • Lohan, R. P., & Dafouz, E. (2024). A situated analysis of English-medium education in a private business university: Insights from the ROAD-MAPPING framework. Journal of English for Academic Purposes, 72, 101457. https://doi.org/10.1016/j.jeap.2024.101457

  • Sánchez-García, D. (2024). Lessons learned from Mentor-ING: an EME teacher education programme based on peer observation.Journal of Multilingual and Multicultural Development, 1–15. https://doi.org/10.1080/01434632.2024.2342247

  • Llanes, À. Barón, J. and Sánchez-Hernández, A. (2024). L2 pragmatic development by early teenagers in study abroad and foreign language settings: a focus on pragmatic markers. Language, Culture and Curriculum, 1-15.

  • Sánchez-Hernández, A., Barón, J. and Llanes, À. (2024). The development of pragmatic markers in English as a second language: Do age and learning context matter? Languages, 9(4): 115.

 

2023

2022

2021

  • Dafouz-Milne, E. (2021): Exploring the conceptualisation of linguistic diversity and multilingualism in the construction of (Transnational) European Universities: the case of UNA Europa, Journal of Multilingual and Multicultural Development, DOI: 10.1080/01434632.2021.1920964
  • Dafouz-Milne, E. (2021). Crossing disciplinary boundaries: English-medium education (EME) meets English for Specific Purposes (ESP). Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos (AELFE), (41), 13-38.
  • Soriano-Flórez, I. (2021). Review/Reseña: Paulsrud, BethAnne, Tian, Zhongfeng, & Toth, Jeanette (Eds.). (2021). English-medium instruction and translanguaging. Multilingual Matters [Review of the book English-medium instruction and translanguaging by B. Paulsrud, Z. Tian, & J. M. Toth (Eds.)]. E-JournALL, EuroAmerican Journal of Applied Linguistics and Languages, 8(1), 82 86. http://doi.org/10.21283/2376905X.13.239

2020

  • Sánchez-García, D. (2020). Mapping lecturer questions and their pedagogical goals in Spanish- and English-medium instruction, Journal of Immersion and Content-Based Language Education (JICB),8(1): 28-52.
  • Sánchez-García, D., & Nashaat Sobhy, N. (2020). TESOL through the reflections of transnational EMEMUS lecturers: A ROADMAPPING approach. In O. Barnawi, & S. Anwaruddin (Eds.), TESOL Teacher Education in a Transnational World. Routledge.
  • Sánchez-García, D. (2020). Mapping lecturer questions and their pedagogical goals in Spanish- and English-medium instruction, Journal of Immersion and Content-Based Language Education (JICB), 8(1): 28-52. 
  • Sánchez-García, D., & Dafouz, E. (2020). Equipping Educational Developers for Inclusive International Programs in Higher Education. In M. Sánchez-Pérez (Ed.), Teacher Training for English-Medium Instruction in Higher Education. IGI Global.
  • Nashaat Sobhy, N., & Sánchez-García, D. (2020). Lecturers’ Appraisals of English as a Lingua Franca in European Higher Education Settings. Journal for the Psychology of Language Learning (Special Issue), 2(2), pp. 55-72. 
  • Alonso-Marks, E. and Sánchez-Hernández, A. (2020). Intercultural development during short-term study abroad: The role of intensity of interaction on cross-cultural sensitivity. ELIA: Estudios de Lingüística Inglesa Aplicada, 20: 13-46.

2019

2017, 2018