About

The key focus of my current work as a postdoctoral researcher is the intersection of Attention-Deficit/Hyperactivity Disorder (ADHD) and English as a Foreign Language (EFL) learning happening both in the classroom and via extramural English (EE). I am currently conducting a large-scale classroom-based project investigating language skills (listening, reading, writing) and L2 emotions of upper secondary students with an ADHD diagnosis and/or low attention span. This latter study also considers learners’ use of EE, allowing me to pursue questions that emerged during my PhD.

In my doctoral research, I examined automatized/implicit and explicit grammar knowledge among teenage learners of English, and how these types of knowledge are influenced by instruction and learners' EE. Adopting a cross-national perspective, I compared Austrian and Swedish learners aged 13–14 years (N = 213). This focus on the relationship between language exposure, learner differences, and educational context continues to shape my research.

Alongside my PhD, I have contributed to a variety of projects related to the topics and contexts listed below.

 

Research interests:

• Instructed second language acquisition

• Neurodiversity and L2 learning/teaching

• Teaching and developing L2 writing skills

• Extramural English and how it influences L2 learning/teaching

• The impact of audiovisual input on learning

• Implicit, explicit, and automatized grammar knowledge

 

Research contexts:

• Primary and secondary education

• Contexts of instructed and uninstructed/incidental learning

• L2 English teaching and learning in different European countries (Austria, Finland, France, Sweden)

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Test instruments and data analysis:

• Teacher and student questionnaires and interviews

• Tests of automatized/implicit (elicited imitation, timed grammaticality judgment, oral narrative test) and explicit knowledge (untimed grammaticality judgment, metalinguistic knowldge test)

• Language measures designed or adapted for young learners (Picture Vocabulary Size Test, see Anthony, 2021; picture description task)

• Measures of working memory capacity, notably backward digit span tests

• Qualitative and quantitative data analysis such as thematic analysis, Factor Analysis, Linear Mixed Models, Structural Equation Modeling, etc.,  using MAXQDA, fx, SPSS, and RStudio.

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Current and past collaborators:

• Judit Kormos, Professor of English linguistics at Lancaster University

• Milena Kosak Babuder, Associate Professor of Inclusive Pedagogy at the University of Ljubljana

• Shona Whyte, Professor of Applied Linguistics at the University Côte d'Azur

• Pia Sundqvist (thesis supervisor), Associate Professor of English didactics at the University of Oslo

• Christiane Dalton-Puffer (thesis supervisor), Professor of English linguistics at the University of Vienna

• Julia Hüttner, Professor of English didactics at the University of Vienna

• Dr. Marion Coumel, post-doctoral researcher at the University of Yor