PUBLICATIONS

Click on the publications to access their postprints or open-access versions:

• López Serrano, S. (2025/forthcoming). The impact of self-access web-based instruction on EFL learners’ pragmatic awareness of email requests to faculty. Journal of Pragmatics. 

• López Serrano, S. (2024). Gamifying out-of-class EFL learning: Design and implementation of self-access online grammar lessons at university level. In Conference Proceedings of the 3rd International Congress: Education and Knowledge. Octaedro.

• Dafouz, E., López Serrano, S. & Pérez-Paredes, P. (2023). Students' views of disciplinary literacies in internationalised English medium higher education: Step-by-step survey development. Research Methods in Applied Linguistics, 2, 100073.

• Borràs, J. & López Serrano, S. (2023). ‘How can I correct what I don’t know?’: Low-level learners’ incorporation and perceptions of written metalinguistic feedback. In A. A. Garcés-Manzanera & M. E. Carrillo García (Eds.), New Approaches to the Investigation of Language Teaching and Literature (pp. 60-81). IGI Global.

• López Serrano, S. & Galindo Merino, M. (2022). Academic achievement in EMI courses: An exploration of university students of Linguistics’ academic vocabulary knowledge and reading comprehension skills. In V. Martines, & J. Antolí (Eds.), Conference Proceedings of the 1st International Congress: Education and Knowledge. Octaedro. ISBN: 978-84-19312-37-2.

• López-Serrano, S., Roca de Larios, J. & Manchón R. M. (2020). Processing output during L2 individual writing tasks: An exploration of depth of processing and the effects of proficiency. In Manchón, R. M. (Ed.) Writing and language learning: Advancing research agendas (pp. 231-254). John Benjamins.

• López-Serrano, S., Roca de Larios, J. & Manchón R. M. (2019). Language reflection fostered by individual L2 writing tasks: Developing a theoretically-motivated and empirically-based coding system. In Révész, A. & Michel, M. (Eds.) Methodological advances in investigating second language writing processes. Studies in Second Language Acquisition, 41(3), 503-527.

• Pérez-Vidal, C., López-Serrano, S., Ament, J. & Thomas-Wilhelm, D. (Eds.). (2018). Learning context effects: Study abroad, formal instruction and international immersion classrooms. EuroSLA Studies, 1. Language Science Press.

• Pérez-Vidal, C., López-Serrano, S., Ament, J. & Thomas-Wilhelm, D. (2018). Context effects in second language acquisition: formal instruction, study abroad and immersion classrooms. In Pérez-Vidal, C. et al. (Eds.), Learning context effects: Study abroad, formal instruction and international immersion classrooms. EuroSLA Studies, 1 (pp. 1-19). Language Science Press. 

• Galindo Merino, M. M., Amorós Céspedes, M. C., Íñiguez Egido, A., Jiménez Ruiz, J. L., López-Serrano, S., et al. (2016). Enseñanza de la Lingüística desde una perspectiva trilingüe. In Álvarez Teruel, J. D., Grau Company, S. & Tortosa Ybáñez, M. T. (Eds.), Innovaciones metodológicas en docencia universitaria: resultados de investigación (pp. 2159-2176). Universidad de Alicante. ISBN: 978-84-608-4181-4.

• Marín, J., López-Serrano, S. & Roca de Larios, J. (2015). The academic writing process in Spanish universities: Perceptions of students and faculty. Monographic volume 'Escribir en la Universidad. Análisis de las concepciones, ideas y creencias de estudiantes y profesores'. Cultura y Educación, 27(3), 504- 533. ISSN 1887-4592.

• Campillo, J. M., López-Serrano, S. & Roca de Larios, J. (2012). Spanish children’s use of strategies when composing texts in English as a foreign language. In M. Torrance et al (Eds.) Learning to write effectively: Current Trends in European Research. Emerald Group Publishing Limited. ISBN13: 9781780529288.

• Roca de Larios, J. & López-Serrano, S. (2011). Consideraciones prácticas sobre la elaboración del portafolios del estudiante: su aplicación al aprendizaje de la pronunciación del inglés. Didáctica (Lengua y Literatura), 23, 349–367.

• Santos, M., López-Serrano, S. & Manchón, R. M. (2010). The differential effect of two types of direct written corrective feedback on noticing and uptake: Reformulation vs. error correction. International Journal of English Studies, 10(1), 131–154.

• López-Serrano, S. (2010). Learning languages in study abroad and at home contexts: A critical review of comparative studies. Porta Linguarum, 13, 149-163.

RESEARCH GROUPS AND NETWORKS

Current groups and networks

• Research group Análisis contrastivo del discurso académico (Ref. 227). Universidad de La Laguna.

• Research group El papel de la lengua inglesa en la internacionalización de la educación superior (Ref. 940940). Universidad Complutense de Madrid.

  • • • SHIFT project 'Understanding the Internationalisation of Higher Education from the Student Perspective: A Longitudinal Examination of Disciplinary Literacies in English-medium education'.

• European Network on International Student Mobility: Connecting Research and Practice (ENIS). COST Action 20115. European Cooperation in Science and Technology.

• Transnational Mobility in Education Network - TramE.

Former groups and networks

• Study Abroad Research in European Perspective (SAREP). COST Action 15130. European Cooperation in Science and Technology. 2016-2020.

• Research group Adquisició de Llengües des de la Catalunya Multilingüe. ALLENCAM (2017SGR1028). Universitat Pompeu Fabra. 2015-2020. 

• Research group E020-04 Lingüística Aplicada (Interlingüística L1-L2). Universidad de Murcia. 2008-2015.

INVITED TALKS

• Pragmática en la comunicación académica en L2: Diseño e implementación de materiales de autoaprendizaje en línea. I Jornada sobre enseñanza de la pragmática del español y otras LE: Desarrollos teóricos y prácticas docentes.  Universidad de Estocolmo. 2024. 

• Interactive presentations: Learning and motivation in and out of the classroom. Facultad de Humanidades. Universidad de La Laguna. 2024.

• Fostering L2 pragmatic development through self-access online materials: The case of email requests to faculty. LANSPAN (Language and Literacy Development Across the Lifespan) Group Colloquia. Faculty of Arts. University of Groningen. 2023.

• Written corrective feedback for low-level students: Fostering understanding and motivation. Charla invitada por el proyecto 'FeedXTrad: la retroalimentació formativa en la pràctica docent del Grau en Traducció i Interpretació' (PlaClik M_15809_2021_1_4). Universitat Pompeu Fabra, Barcelona. 2021.

• Do they write better texts? An exploration of the development of functional adequacy in L2 writing after a semester abroad. Research Colloquia. The Institute of the Empirical Study of Language. Ohio University. 18 de marzo 2021.

• Development of L2 writing competence during study abroad: A focus on functional adequacy. Research seminar ‘New linguistic and cognitive perspectives in study abroad research’, COST Action 15130. Cyprus University of Technology. Limassol, Cyprus. 2019.

SERVICE

Organisation of scientific events

• ITAP Annual Conference 2025. Hybrid event (Universidad de La Laguna / Online). 2025.

• ELINET TELL Talk Series. Online. 2024.

• ITAP Phd Network Launch event and seminars. Online. 2024.

• 1st ITAP Annual Conference. Hybrid event (Universitat de Barcelona / Online). 2024.

• ITAP Spring Seminar 2023. Hybrid event (Universidad Complutense de Madrid / Online). 2023.

• 2nd L2 Writing Research Seminar. Advancing research in L2 writing and written corrective feedback appropriation in pen & paper and digital environments. Hybrid event (Universidad de Murcia). 2021.

• How are languages best learned? Study abroad, immersion and formal instruction. Round table event. Universitat Pompeu Fabra. 2018.

• EuroSLA Workshop: The effect of different learning contexts on linguistic and non-linguistic development. Research workshop funded by the European Association for Second Language Acquisition (EUROSLA). Universitat Pompeu Fabra. 2016.

• 4th Barcelona Summer School on Bilingualism and Multilingualism. Universitat Pompeu Fabra. 2015.

• Symposium on Second Language Writing 2010. Universidad de Murcia. 2010. 

Reviewer for indexed journals and publishers

• IGI Global.

• Language Learning.

• Language Awareness.

• Studies in Second Language Learning and Teaching.

• International Review of Applied Linguistics in Language Teaching.

• The EUROCALL Review.

• Journal of Writing Research.

• Revista Española de Lingüística Aplicada.

• Dutch Journal of Applied Linguistics.

• Journal of Language and Education.

• Sintagma. Revista de Lingüística.