Find Academic Supervisors

• Discourse Analysis
• Literacy Studies
• Academic Writing
• +3 more

Annelie Johansson is a Senior Lecturer at the Department of Swedish Language, Linnaeus University, with affiliations to the Faculty of Arts and Humanities and research groups including the Centre for Educational Linguistics (EdLing) and Literacy and Teaching (LoU). She serves as Head of Department (2025–2027), Deputy Head (2022–2024), and coordinator for the Växjö models project. Education: PhD (2018), Master of Arts (2006), Bachelor of Arts (2006) in Swedish Didactics and History from Linnaeus University Leadership Roles: Head of Department, Board Member of SMDI, Program Council Member for Primary Teacher Degree Her research focuses on assessment discourses, literacy, source management, and academic writing processes. She examines written feedback mechanisms, digital source use in theses, and preschool class assessment materials through systemic-functional linguistics and keystroke logging methodologies. Recent publications analyze disciplinary literacy (DiLit project) and policy frameworks for preschool education. Her work has received funding from Linnaeus Knowledge Environment: Education in Change and NLU. Teaching: Courses on academic writing, rhetoric, text analysis, assessment, and thesis supervision Collaborations: Christian Waldmann, Sergej Ivanov, Ewa Bergh Nestlog

Aitor Garces ManzaneraView profile

Associate Professor

• Applied Linguistics
• Second Language Acquisition
• Educational Text Analysis
• +4 more

Aitor Garces Manzanera is an Associate Professor (part-time) at the University of Murcia's Faculty of Education, specializing in the Department of Didactics of Language and Literature. He holds a PhD from the University of Murcia (2021) with a thesis on digital writing processes and corrective feedback in primary education. His academic roles include directing the ELE Master's Degree and teaching across multiple programs. Research interests focus on applied linguistics, second language acquisition, and digital writing processes. Key areas include: motivational networks in L2 learning, corrective feedback efficacy, blended learning modalities, and the integration of communicative tasks in education contexts. His work bridges theoretical frameworks with practical pedagogy, emphasizing digital environments and young learners' cognitive processes. Publications span over 15 peer-reviewed articles and books covering topics like JASP statistical tools in L2 research, vocabulary retention in communicative tasks, and descriptive analyses of English education programs in Spanish universities. Recent studies explore Bayesian network analysis of motivational factors and the impact of digital tools on writing fluency. Professional activities include academic consultancy, workshop facilitation, and contributions to international conferences. His research often employs keystroke-logging software and mixed-method approaches to study writing processes. Current projects emphasize task-based learning strategies and the affordances of rubrics in L2 writing assessment. Education background includes a PhD in Applied Linguistics from the University of Murcia (2021), and prior contributions to medieval manuscript analysis (e.g., the Heinrich Seuse Exemplar). Professional networks include SCOPUS, Researcher ID, and Google Scholar profiles.

Raquel CriadoView profile

Associate Professor

• Applied Linguistics
• Second Language Acquisition
• Foreign Language Teaching Methodology
• +13 more

Raquel Criado is an Associate Professor in the Department of English Philology at the Faculty of Arts and Humanities, University of Murcia, Spain. She earned her PhD from the same university in 2008 with a thesis on activity sequencing in English as a Foreign Language teaching. Research Interests: Her primary research areas include Applied Linguistics, Second Language Acquisition (SLA), and Foreign Language Teaching Methodology. She has a particular focus on form-focused and meaning-focused instruction, L2 writing processes, written corrective feedback, textbook analysis, and the application of cognitive theories such as Skill Acquisition Theory to language learning. Her work often investigates the cognitive and pedagogical aspects of language teaching materials and classroom practices. Recent Publication Trends: Her most recent publications (2022-2023) demonstrate a continued and deepening engagement with empirical research on textbook use, adaptation, and the balance between form and meaning in instruction. She has also published significant work on the use of first language in non-formal education, collaborative writing in secondary education, and methodological considerations in studying young learners' writing processes using tools like Inputlog. Her research consistently employs robust methodologies, including mixed-methods and quasi-experimental designs. Scientific Contributions: Developed and validated a scale for measuring the form-focus and meaning-focus load of textbook activities. Conducted extensive research on activity sequencing models (e.g., PPP vs. CPM) and their cognitive underpinnings. Explored the effects of written corrective feedback and models on young learners' writing fluency. Investigated the role of depth of processing in L2 writing and feedback. Advising and Collaboration: While specific students are not listed, her role as a PhD supervisor (as mentioned in her thesis acknowledgment) and her frequent co-authorship with researchers like Aitor Garcés-Manzanera, Luke Plonsky, and Joaquín Gris-Roca indicate an active advising and collaborative research role. She has been involved in research groups such as La_L2 (Applied linguistics. Second Language Learning in Educational Texts) and was previously part of LACELL. Labs and Teams: She is a key member of the research group La_L2: Applied linguistics. Second Language Learning in Educational Texts . This group is central to her research on language teaching materials, textbooks, and L2 learning processes.

Jens RoeserView profile

Senior Lecturer

• Language Production
• Language Comprehension
• Language Acquisition
• +5 more

Dr. Jens Roeser is a Senior Lecturer in Psychology at Nottingham Trent University, specializing in the cognitive mechanisms underlying language comprehension, production, and acquisition. His research employs advanced methodologies such as keystroke logging, eye-tracking, and Bayesian data analysis to investigate how individuals translate ideas into meaningful utterances and the challenges they face, particularly focusing on the impact of spelling difficulty on communication. Research areas: Language Production, Language Comprehension, Language Acquisition, Keystroke Logging, Eye-Tracking, Bayesian Data Analysis, Biscriptuality, Cognitive Modeling Dr. Roeser is currently expanding his work into biscriptuality—the knowledge of two writing systems—and its influence on written sentence production. He actively invites collaborations with cross-linguistic focus and encourages prospective PhD students to contact him via email.

• Artificial Intelligence in Education
• Diagnostic Assessment
• Student Motivation
• +3 more

Lars Ingver Höft is a Researcher at the Leibniz Institute for Science and Mathematics Education (IPN) in Kiel, Germany, specializing in Chemistry Education . His work bridges educational psychology, digital technologies, and STEM teacher development. Education : Doctorate in Chemistry (2020), Master’s (2015) and Bachelor’s (2012) in Chemistry and Physics from Kiel University. Research Interests focus on: Using artificial intelligence for automated diagnostic tools to assess student performance. Investigating motivational factors in learning, including conscientiousness and task interest. Enhancing teachers' professional vision through virtual reality environments. Recent Publications highlight trends in: AI-driven feedback mechanisms in digital learning environments. Emotional responses to constructive feedback and their impact on motivation. Keystroke logging to analyze engagement in automated feedback systems. Projects include: GENIUS (Generative Intelligence in Schools), DigiProMIN (Digital Professional Development for STEM Teachers), DARIUS (VR-based Argumentation Instruction in Science).

Dea JespersenView profile

Research Fellow

• Language Acquisition
• Foreign Language Pedagogy
• Language Assessment
• +3 more

Dea Jespersen serves as a PhD fellow at the Centre for Internationalisation and Parallel Language Use (CIP) within the Faculty of Humanities at the University of Copenhagen, with an external affiliation at University College Copenhagen since January 2019. Her research centers on language acquisition, foreign language pedagogy, language assessment, and digital writing processes in L2 English and French, utilizing keystroke logging methodologies to analyze cognitive writing processes. Her primary research investigates students' perceptions of grammar instruction in language classrooms, classroom assessment design, and the impact of digital tools on language learning. Recent work examines how Internet access affects L2 writing complexity, the role of subtitles in developing listening comprehension, and practical assessment activities for language educators. She employs mixed-methods approaches combining qualitative classroom observations with quantitative keystroke logging data. Analysis of her publications reveals strong emphasis on practical applications in language teaching, with frequent collaboration with researchers like S. Dimova and L. S. Brok. Her work bridges theoretical linguistics and classroom practice, particularly in Danish-language educational contexts while maintaining international relevance through English-language publications in journals such as Apples – Journal of Applied Language Studies and Acta Didactica Norden . As a core member of CIP, she contributes to research on multilingualism and parallel language use (Danish/English) in higher education, focusing on how language policies impact teaching practices and student learning outcomes in Scandinavian academic settings.