Publications

Accepted / In Press

[16] Schurz, A., Whyte, S., Coumel, V., & Tocabens, J. C. (accepted). Audio-visual enrichment among under-12-year-old English learners (AVENUES): Investigating effects on language proficiency and attitudes. In Y. Choubsaz (Ed.), Advancing CALL: New research agendas – EUROCALL 2025 Short Papers.

[15] Schurz, A., & Sundqvist, P. (accepted). Bringing learners’ extramural English into the classroom. Applied Linguistics.

Published

[14] Schurz, A. (2025). Exploring the potential of extramural English in the development of implicit, automatized, and explicit knowledge. Language Learning.

[13] Schurz, A. (2024). Grammar teaching. In Reference Module in Social Sciences. Elsevier. https://doi.org/10.1016/B978-0-323-95504-1.00224-6

[12] Schurz, A. (2023). Measuring automatized, implicit, and explicit knowledge: A question of context? Language Learning, 74(2), 506–541. https://doi.org/10.1111/lang.12624

[11] Keplinger, G., Kreutner, E., & Schurz, A. (2024). New pathways in teaching English: Exploring challenges and innovations from elementary to tertiary education. Trauner Verlag. https://doi.org/10.17883/phschr-04

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and explicit knowledge among young EFL learners and the impact of extramural English and instruction [Unpublished doctoral dissertation].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

[9] Schurz, A., & Sundqvist, P. (2022). Connecting extramural English with ELT: Teacher reports from Austria, Finland, France, and Sweden. Applied Linguistics, 43(5), 934–957. https://doi.org/10.1093/applin/amac013

[8] 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), 35. https://doi.org/10.3390/languages7010035

[7] Schurz, A., & Coumel, M. (2022). Instructed EFL learning in Austria, France, and Sweden: Hearing teachers’ voices. In L. McCallum (Ed.), English language teaching: Theory, research and pedagogy (pp. 201–218). Springer. https://doi.org/10.1007/978-981-19-2152-0_12

[6] Schurz, A., & Coumel, M. (2020). Grammar teaching in ELT: A cross-national comparison of teacher-reported practices. Language Teaching Research, 27(5), 567–588. https://doi.org/10.1177/1362168820964137

Outreach publications

[5] Schurz, A., & Sundqvist, P. (accepted). Harnessing Extramural English in the Classroom. Yours Truly, Magazine of the Association of Teachers of English in Finland.

[4] Schurz, A. (2024). Explicit and implicit knowledge among teenage learners in Austria and Sweden. OASIS Summary of Schurz (2023) in Language Learning. https://www.oasis-database.org/details/d791sh34v

[3] 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, Magazine of the Association of Teachers of English in Finland, 8–10.

[2] Schurz, A., & Sundqvist, P. (2022). How does learners’ out-of-class English relate to instruction? OASIS Summary of Schurz & Sundqvist (2022) in Applied Linguistics. https://oasis-database.org/concern/summaries/k643b1852?locale=en

[1] Schurz, A., & Coumel, M. (2020). Is English grammar taught the same way in Sweden, Austria, and France? OASIS Summary of Schurz & Coumel (2020) in Language Teaching Research. https://oasis-database.org/concern/summaries/n583xv23c?locale=en

Talks

Invited guest talks

[22] Schurz, A. (2025, September 24). Learning on their terms: Retrospective accounts of extramural English experiences among students with ADHD. Paper presented at the 3rd ADHD Roundtable in Applied Linguistics, University of Warsaw, Poland.

[21] Schurz, A. (2024, May 10). Increasing young EFL learners’ audiovisual input: A classroom intervention. Invited talk for the GRAL Research Group, Universitat de Barcelona, Spain.

[20] Schurz, A. (2023, September 26). ELT in Austrian and French primary schools: Current practices, learning outcomes, and ways forward. Invited talk for the Bases, Corpus, Langage Research Group, Université Côte d’Azur, Nice, France.

[19] Schurz, A. (2022, May 24). Implicit and explicit grammar knowledge among young EFL learners: The case of Austria and Sweden. Invited talk for the Department of Language Education, Stockholm University, Sweden.

[18] Schurz, A. (2022, May 11). Learners’ rule-based and intuitive EFL knowledge: A comparison of contexts of high and low extramural English use. Staff seminar, Department of Teacher Education and School Research, University of Oslo, Norway.

[17] Schurz, A. (2022, April 6). TIC, matériel authentique, et motivation en didactique de l’anglais à travers cinq pays européens. Teacher-training event Formation des Formateurs, Académie de Montpellier, Saint-Estève, France.

[16] Schurz, A. (2021, November). Teachers’ didactic choices and learners’ spare-time English: Two pieces to the puzzle in the construction of (intuitive) knowledge. Invited talk for the Department of Languages and Linguistics, Michigan State University, East Lansing, MI, USA.

[15] Schurz, A. (2021, April). Interview zur Rolle von Grammatik im Unterricht. CIRCLE (Current Inquiry and Research Conversations in Language Education) Series, Stockholm University, Sweden. https://www.youtube.com/watch?v=4514-E2anTQ

[14] Schurz, A. (2019, December). Automaticity in L2 English grammar use: The impact of extramural English and the type of instruction. Invited talk for the Department of English Studies, Karlstad University, Sweden.

Conference presentations

[13] Schurz, A. (2025, June 26). More extramural English, less explicit instruction? Rethinking routes to grammar knowledge. Paper presented at EuroSLA 34, Arctic University, Tromso, Norway.

[12] Schurz, A. (2025, June 28). Increasing young learners’ audiovisual input and its impact on learning outcomes. Poster presented at EuroSLA 34, Arctic University, Tromso, Norway.

[11] Schurz, A. (2021, October 26). Degrees of explicitness in English language teaching: The type of instruction across countries. Paper presented at the Bilingualism Matters Research Symposium, online.

[10] Schurz, A. (2021, August 16). Instructed and out-of-class English and the impact on implicit and explicit knowledge: The case of Austrian and Swedish ESL learners. Paper presented at the AILA World Congress, Groningen, Netherlands.

[9] Schurz, A. (2021, June 30). Seeing the big picture: Teacher-reported accuracy-based and fluency-based instruction in Austria, France and Sweden. Paper presented at the Warwick International Conference in Applied Linguistics, University of Warwick, UK.

[8] Schurz, A. (2021, March 30). Lifewide language learning: Out-of-class language use and learning across contexts, age groups and languages. #YouthMediaLife Conference, Vienna, Austria. Panel organizer and presenter.

[7] Schurz, A. (2019, August 29). From classroom to home: Blurry borders between L2 English learning environments and their impact on the development of implicit and explicit grammatical knowledge. Paper presented at EuroSLA, Lund, Sweden.

[6] Schurz, A. (2019, May 27). The development of implicit and explicit grammatical knowledge in home and school contexts: A case study of Austrian learners of English. Paper presented at the 11th Nachwuchstagung der Österreichischen Gesellschaft für Sprachendidaktik, Innsbruck, Austria.

[5] Schurz, A. (2018, October 26). Who cares about accent? Implicit and explicit attitudes to phonetic variation in English among technical and humanities students. Paper presented at ÖLT, Innsbruck, Austria.

[4] Schurz, A. (2018, August 22). Moving along the scale from naturalistic to instructed L2 learning: Exploring the impact of the learning environment. Paper presented at the Mixed Methods International Research Association Conference, Vienna, Austria.

[3] Schurz, A. (2018, May 26). From classroom to home: Blurry borders between L2 English learning environments and their impact on the development of explicit and implicit grammatical knowledge. Paper presented at the 10th Nachwuchstagung der Österreichischen Gesellschaft für Sprachendidaktik, Klagenfurt, Austria.

[2] Schurz, A. (2018, April 12). Do rules really rule? Implicit and explicit grammatical knowledge of Swedish learners of English. Paper presented at ASLA Karlstad 2018: Classroom Research and Language/Languaging, Karlstad, Sweden.

[1] Schurz, A. (2017, September 7). Implicit and explicit grammatical knowledge: A case study of Swedish learners of English. Paper presented at AILA Europe Junior, Vienna, Austria.