Publications

[25]  Notari-Montoyo C.  & Ruiz-Madrid, N. (2025). Have we asked the lecturers? A longitudinal case study on EMI lecturers' concerns in a Spanish University. Taiwan International ESP Journal, 16 (2), 77-108.  https://doi.org/10.6706/TIESPJ.202512_16(2).0004  (open access)

[24]  Escobar- LLuch, N.  & Ruiz-Madrid, N. (2025). Multimodal approach to translanguaging practices: From translanguaging to trans-semiotising in an EMI business course. English for Specific Purposes, 80, 74-90.  https://doi.org/10.1016/j.esp.2025.06.003 (open access)

[23]  Fortanet-Gómez, I., Ruiz-Madrid, N., Bernad-Mechó, E., & Valeiras-Jurado, J. (2025). GRAPE- MARS: una nueva herramienta para el análisis multimodal en la investigación sobre segundas lenguas. TEISEL. Tecnologías para la investigación en segundas lenguas,  4. https://doi.org/10.1344/teisel.v4.46861

[22] Ruiz-Madrid, N. (2024). 'EMI and professional teacher identity: A case study in the field of Economics”. European Journal of English Studies, 28 (2–3), 395–413. https://doi.org/10.1080/13825577.2025.2489533

[21] Boggio-López, E., & Ruiz-Madrid, N. (2024). Teachers' perspectives on technology-mediated plurilingual practices: the TEMPLATE project. Research in Education and Learning Innovation Archives, 32, 1-32. http://dx.doi.org/10.7203/realia.32.26081  (open access)

[20] Drobotun, V., Kavytska, T., Fortanet-Gomez, I., & Ruiz- Madrid, M. N.  (2023). El aprendizaje internacional conjunto en línea como  forma prometedora de involucrar a los estudiantes en la cooperación global: experiencia ucraniano-española. ARS LINGUODIDACTICAE, (12), 82-90.  (open access) https://doi.org/10.17721/26630303.2023.2.06

[19] Valeiras-Jurado, J., & Ruiz-Madrid, N. (2023). The influence of discipline, medium and target audience in multimodal recontextualization practices: The case of popular science online videos. Ibérica, (46), 237–269.  https://doi.org/10.17398/2340-2784.46.237  (open access)

[18] Ruiz-Madrid, N., & Fortanet-Gómez, I. (2023). Integrating Content And Language In Higher Education. System, 115. https://doi.org/10.1016/j.system.2023.103073

[17] Ruiz-Madrid, N., & Fortanet-Gómez, I. (2022). Teacher Professional Development for the Integration of Content and Language in Higher Education. Innovation in Language Learning and Teaching, 16, 4-5. https://doi.org/10.1080/17501229.2022.2123678

[16] Ruiz-Madrid, N. (2021). A Multimodal Approach to Research Pitches. Journal of English for Academic Purposes, 52. https://doi.org/10.1016/j.jeap.2021.101003 

[15] Ruiz-Madrid, N., & Valeiras-Jurado, J. (2020). Developing multimodal communicative competence in emerging academic and professional genres. International Journal of English Studies, 20 (1), 27–50. https://doi.org/10.6018/ijes.401481  (open access)

[14] Valeiras-Jurado, J., & Ruiz-Madrid, M.N. (2020). When pointing becomes more than pointing: Multimodal evaluation in product pitches. Language and Communication. 74, 74-86. https://doi.org/10.1016/j.langcom.2020.06.006

[13]  Valeiras-Jurado, J., & Ruiz-Madrid, M.N. (2019). Multimodal enactment of characters in conference presentations. Discourse Studies, 21 (5), 561-583. https://doi.org/10.1177/1461445619846703

[12] Valeiras-Jurado, J., Ruiz-Madrid, M. N., & Jacobs, G. (2018). Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks. Ibérica, (35), 93–118. Retrieved from https://revistaiberica.org/index.php/iberica/article/view/136  (open access)

[11] Fortanet-Gómez, I., & Ruiz-Madrid, N. (2016). Multimodal Humor in Plenary Lectures in English and in Spanish . Multimodal Communication, 5(1), 55-69. https://doi.org/10.1515/mc- 2016-0007

[10] Fortanet-Gómez, I., & Ruiz-Madrid, M. N. (2014). Multimodality for comprehensive communication in the classroom: Questions in guest lectures  Ibérica, (28), 203–224. Retrieved from https://revistaiberica.org/index.php/iberica/article/view/245  (open access)

[9] Usó, E., & Ruiz-Madrid, M. N. (2009). Reading printed versus online texts. A study of EFL learners' strategic reading behavior. International Journal of English Studies, 9(2). Retrieved from https://revistas.um.es/ijes/article/view/90751  (open access)

[8] Villanueva, M. L., Luzón, M. J., Ruiz-Madrid, M. N. (2008). Understanding digital genres as semiotic artefacts: Meaning and cognition beyond standardised genres. Computers and Composition Online Journal. Retrieved from http://www2.bgsu.edu/departments/english/cconline/DigitalGenres/  (open access)

[7] Ruiz-Madrid, M. N. (2007) Pedagogical Boundaries for Web Resources. An Integrative Proposal for the FL Classroom. CORELL: Computer Resources for Language, 1, 56-57.

[6] Villanueva-Alfonso, M. L., & Ruiz-Madrid, M. N. (2007). Formas tópicas e ideología en el discurso sobre la guerra de Irak. Critical discourse analysis of media texts, 77.

[5] Caballero, C., & Ruiz-Madrid, M.N. (2006). The SMAIL project. A dialogic approach to computer-assisted language learning for the LSP classroom. In E. Arnó-Maciá, A. Soler- Cervera, & C. Rueda-Ramos (Eds.), Information Technology in Languages for Specific Purposes (pp. 105-122). Amsterdam:  Springer. 

[4] Ruiz-Madrid, M. N.  (2006). The ICT and applied linguistics: An integrative perspective for the L2 language learning process. Revista Electrónica de Lingüística Aplicada, 173-198.

[3] Ruiz-Madrid, M. N. (2006). The role of forums in the construction and development of the teaching-learning discourse in the ESP classroom. A new autonomising tool within the language teaching-learning context? Anglogermanica Online, 27–43.

[2] Ruiz-Madrid, M. N., & Fernández-López, O. (2004). El Portafolio Europeo de Lenguas y la sociedad de la digitalización: una metodología innovadora para la enseñanza- aprendizaje de lenguas y su adaptación al entorno digital. Revista latinoamericana de tecnología educativa, 3(1),  385-394.  (open access)

[1] Sanz-Gil, M., Villanueva-Alfonso, M. L., & Ruiz-Madrid, M. N. (2004). Un outil au service des besoins d’apprentissage des langues en compréhension et expression écrites: le projet smail. Revue de didactologie des langues-cultures, (2), 205-219.

[24] Salvador-Garcia, C., & Ruiz-Madrid, N. (2024). A proposal for CLIL teacher training: Acknowledging multimodal literacies as pedagogical affordances in CLILicised Physical Education. In V. Beltrán-Palanques, & E. Bernad-Mechó (Eds.), Current Trends in EMI and Multimodality in Higher Education (pp. 130-150). Routledge. https://doi.org/10.4324/9781003205517

[23] Ruiz-Madrid, N., & Valeiras-Jurado, J. (2023). “Reconceptualisation of Genre(s) in Scholarly and Scientific Digital Practices: A Look at Multimodal Online Genres for the Dissemination of Science”. In R. Plo-Alastrué, & I. Corona (Eds.), Digital Scientific Communication Identity and Visibility in Research Dissemination (pp. 193-220). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-38207-9

[22] Fortanet-Gómez, I., & Ruiz-Madrid, N. (2023). Online English Language Teaching and Multimodal Teaching Genres during the Coronavirus Crisis. In M.M. Suárez-Vilagran, & W. El-Henawy (Eds.), Optimizing Online English Language Learning and Teaching (pp. 11- 31). Springer. https://doi.org/10.1007/978-3-031-27825-9_2 

[21] Valverde-Esteve, T., Salvador-Garcia. C., Ruiz-Madrid, M.N (2023). Teaching Physical Education Through English: Promoting Pre-Service Teachers Effective Personality Through a Learning-Practice Approach. In J. Estrada and F. Zayas (Eds.), Handbook of Research on Training Teachers for Bilingual Education in Primary Schools (pp. 237-258). IGI Global. https://doi.org/10.4018/978-1-684-6179-2

[20] Ruiz-Madrid, M.N, & Sedano-Cuevas, B. (2021). Making the most of an LMOOC for migrants and refugees in a blended learning context: the role of the pedagogical guide. In A. Rosca, A. Sevilla-Pavón, & M. Orsini-Jones. (Eds.), Building up telecollaborative networks for intercultural learning in the digital age (pp. 57-70). Granada: Comares.

[19] Ruiz-Madrid, N. &, Fortanet-Gómez, I. (2019) Using pedagogical affordances in order to unveil disciplinary discourse in Electrical Engineering for EMI teacher training. In A. Jiménez-Muñoz &, A. C. Lahuerta-Martínez (Eds.), Empirical Studies in Multilingualism. Analysing contexts and outcomes (pp. 203-229). Bern: Peter Lang. https://doi.org/10.3726/b15231

[18] Salvador-García, C., Chiva-Bartoll, O., & Ruiz-Madrid, N. (2016). Aprendizaje integrado de contenidos y lengua extranjera. Educación física e inglés. In O. Chiva &, M. Martí (Eds.), Métodos pedagógicos activos y globalizadores (pp. 45-64). Barcelona: Graó.

[17] Ruiz-Madrid, N., & Fortanet-Gómez, I. (2015). Contrastive multimodal analysis: conference plenary lectures in English and in Spanish. In B. Crawford-Camiciottoli &, I. Fortanet- Gómez (Eds.), Multimodal Analysis in Academic Settings (pp. 39-60). Routledge. https://doi.org/10.4324/9781315738758

[16] Villanueva-Alfonso, M. L., & Ruiz-Madrid, M. N. (2012). Núvols tòpics i entorns discursius: la deconstrucció-reconstrucció de valors en el discurs sobre la guerra d'Iraq. In V. Salvador-Liern (Ed.) L'ull despert: anàlisi crítica dels discursos d'avui (pp. 151-186). Edicions Tres i Quatre.

[15] Ruiz-Garrido, M. F., & Ruiz-Madrid, M. N. (2011). Corporate Identity in the Blogosphere: The Case of Executive Weblogs. In P. Evangelisti Allori and E. Ventola (Eds.), Identity in Cultures and Professions (pp.103-125). Bern: Peter Lang.

[14] Querol-Julián, M., & Ruiz-Madrid, M. N. (2010). New contexts and new challenges in the English for Academic Purposes field: GRAPE Online Activities. In M. Cal-Varela; F. J. Fernández-Polo, L. Gómez-García, & I. Palacios-Martínez (Eds.), Current issues in English Language Teaching and Learning. An international perspective (pp. 145-160). Cambridge Scholars Publishing.

[13] Luzón-Marco, M. J., & Ruiz-Madrid, M. N. (2010). Webtasks for the Development of Language Learning Autonomy. In M. J. Luzon, M.N. Ruiz-Madrid, & M.L. Villanueva (Eds.), Digital genres, new literacies, and autonomy in language learning (pp. 153-175). Newcastle upon Tyne: Cambridge Scholars Publishing. 

[12] Villanueva, M. L., Ruiz-Madrid, M. N., & Luzon, M. J. (2010). Learner autonomy in digital environments: Conceptual framework. In M. J. Luzon, M. N. Ruiz-Madrid, & M.L. Villanueva (Eds.), Digital genres, new literacies, and autonomy in language learning (pp. 1-24). Newcastle upon Tyne: Cambridge Scholars Publishing. 

[11] Ruiz Madrid, M. N., (2009) Designing CALL Materials in the Foreign Language Field: The Case of TADLA in the EFL Classroom. In M. Navarro-Coy (Ed.), Practical Approaches to Foreign Language Teaching and Learning (pp. 77-94). Switzerland: Peter Lang.

[10] Luzón-Marco, M. J., Ruiz-Madrid, M. N. & Villanueva-Alfonso, M. L. (2009). Students Perceptions of Language Learning Webtasks to Develop Electronic Literacy. In Helping people to learn foreign languages: teach-niques and teach-nologies. Universidad Católica San Antonio de Murcia, 156-173.

[9] Ruiz-Madrid, M. N. & Ruiz-Garrido, M. F. R. (2008). ESP tasks for new contexts: Exploiting executive blogs in the English for business communication classroom. In Sánchez- Hernández et al. (Eds.), Researching and teaching specialized languages: New contexts, new challenges (pp. 568-579). Servicio de Publicaciones de la Universidad de Murcia. 

[8] Ruiz-Madrid, M. N., & Sanz-Gil. M.  (2007). Integration of the ICT in language learning". In E. Usó-Juan and M. N. Ruiz-Madrid (Eds.), Pedagogical Reflections on Learning Languages in Instructed Settings (pp. 62-93). Cambridge: Cambridge Scholars Press.

[7] Villanueva-Alfonso, M. L. & Ruiz-Madrid, M. N. (2007). Formas tópicas e ideología en el discurso sobre la guerra de Irak. In Bernardo-Paniagua et al. (Eds.), Critical discourse analysis of media texts (pp. 77-94). Universitat de València.

[6] Caballero C. & Ruiz-Madrid, M. N. (2006). The SMAIL project. A dialogic approach to computer-assisted language learning for the LSP classroom . In E. Arnó Maciá, A. Soler Cervera & C. Rueda Ramos (Eds.), Information Technology in Languages for Specific Purposes (pp. 105-122). Amsterdam: Springer.

[5] Ruiz-Madrid, M. N., & Sanz-Gil. M.  (2005). Uso y Aplicación de Entornos Virtuales de EA en la Clase de Lenguas: Moodle y WebCT en la EA del Inglés y del Francés. In Esteve-Ramos et al. (Eds.), Language @t work: language learning, discourse and translation studies in Internet (pp. 193-205). Castellón: Publicaciones Univesitat Jaume I.

[4]  Ruiz-Madrid, M. N., & Villanueva-Alfonso, M. L. (2005). El discurso de los aprendices: Metalenguaje y Estrategias de Mediación. In P. Salazar, M.J. Esteve, &  V. Codina (Eds.), Teaching and learning the English Language from a discourse perspective. Estudis Filològics (22nd ed., pp. 149-170). Publicacions de la Universitat Jaume I.

[3] Ruiz-Madrid, M. N., (2004). "The University Homepage: Definition and Evolution from a Generic Perspective'. Linguistic Studies in Academic and Professional English (17th ed., pp. 275-298). Castellón: Publicaciones Universitat Jaume I.

[2] Ruiz-Madrid, M. N. (2004). Integrating autonomy ant the ICTS in the language learning field: the development of new teacher's and learner's roles. In I. K. Brady (Ed.), Nuevas tendencias en lingüística aplicada (pp. 157-178). Murcia: Servicio de Publicaciones de la Universidad Católica de Murcia.

[1] Ruiz-Madrid, M. N., & Villanueva-Alfonso, M. L. (2003). Websites for English language learning: a critical study from an autonomous language learning perspective. In J. Piqué- Angordans et al. (Eds.), Internet in Language for Specific Purposes and Foreign Language Teaching (Vol. 15, pp. 285-306). Castellón: Publicaciones Universitat Jaume I.

[2] Ruiz-Madrid, N. & Fortanet-Gómez, I. (Eds.) (2023). Integrating Content And Language In Higher Education [Special issue]. System, 115. https://doi.org/10.1016/j.system.2023.103073

[1]  Ruiz-Madrid, N. & Fortanet-Gómez, I. (Eds.) (2022). Editorial: Teacher Professional Development for the Integration of Content and Language in Higher Education [Special Issue]. Innovation in Language Learning and Teaching, 16, 4-5. https://doi.org/10.1080/17501229.2022.2123678

[3] Luzón, M. J., Ruiz-Madrid, M. N., Villanueva-Alfonso M. L (2010). Digital Genres, New Literacies and Autonomy in Language Learning. Cambridge: Cambridge Scholars Publishing. 

[2] Usó-Juan, E. & Ruiz-Madrid, M. N. (2007). Pedagogical Reflections on Learning Languages in Instructed Settings. Cambridge: Cambridge Scholars Publishing. 

[1] Oster. U., Ruiz-Madrid, M. N., Sanz-Gil, M. (2006). Towards the Integration of ICT in Language Learning and Teaching: Reflection and Experience. Castelló: Universitat Jaume I. 

[2] Ruiz-Madrid, N. (2020) [Review of the book Making Language Visible in the University. English for Academic Purposes and Internationalisation, by B. Bond]. Journal of Immersion and Content-Based Language Education, 11 (1), 137-140. https://doi.org/10.1075/jicb.22004.rui

[1] Ruiz-Madrid, N. (2020) [Review of the book Science Communication on the Internet: Old Genres meet New Genres, by M. J. Luzón, & C. Pérez-Llantada]. ESP Today-Journal of English for Specific Purposes at Tertiary Level, 8 (2), 337-342.