Schurz, A.. (2025). Exploring The Potential Of Extramural English In The Development Of Implicit, Automatized, And Explicit Knowledge. Language Learning. 

Schurz, A.; Sundqvist, P. (under review). Bringing learners’ extramural English into the classroom. 

Keplinger, G, Kreutner, E., & Schurz, A. (2024). New Pathways in Teaching English: Exploring Challenges and Innovations from Elementary to Tertiary Education. Trauner Verlag.

Schurz, A.. (in press). Grammar Teaching. In Reference Module in Social Sciences. Elsevier. Advance online publication. https://doi.org/10.1016/B978-0-323-95504-1.00224-6

Schurz, A.. (2023). Measuring automatized, implicit, and explicit knowledge: A question of context? Language Learning, 74(2), 506-541.

Schurz, A., & Sundqvist, P. (2023). Learning English through online games and TV shows? Teachers’ views on opportunities for learning and implications for teaching. Yours Truly, Suomen englanninopettajat ry, 8-10.

Schurz, A. (2022). From classroom to home: Automatized-implicit and explicit knowledge among young EFL learners and the impact of instruction and extramural English. Doctoral dissertation, University of Vienna. 

Schurz, A., & Sundqvist, P. (2022). Connecting extramural English with ELT: Teacher reports from Austria, Finland, France and Sweden. Applied Linguistics. https://doi.org/10.1093/applin/amac013

Schurz, A., Coumel, M., & Hüttner, J. (2022). Accuracy and fluency teaching and the role of extramural English: A tale of three countries. Languages, 7(1), Article 35, 1–15. https://doi.org/10.3390/languages7010035

Schurz, A., Coumel, M. (2022). Instructed EFL learning in Austria, France, and Sweden: Hearing teachers’ voices. In: McCallum, L. (eds) English language teaching: Theory, research and pedagogy. Springer, Singapore. https://doi.org/10.1007/978-981-19-2152-0_12

Schurz, A.; Coumel, M. (2020). Is English grammar taught the same way in Sweden, Austria, and France?. OASIS Summary.

Schurz, A., & Coumel, M. (2020). Grammar teaching in ELT: A cross-national comparison of teacher-reported practices. Language Teaching Research. Advance online publication. https://doi.org/10.1177/1362168820964137

Schurz, A. (2018). Do rules really rule? Implicit and explicit grammatical knowledge of Swedish learners of English. Vienna English Working Papers, 22-50.

Schurz, A. (2018). Pathways to implicit and explicit morphosyntactic knowledge. ÖGSD Tagungsberichte, 37-41.