Sonia López-Serrano
Biographic Data
| ID | 6490160 |
|---|---|
| NAME | Sonia López-Serrano |
| GIVEN NAMES | Sonia |
| FAMILY NAME | López-Serrano |
| SIGNATURE | LÓPEZ-SERRANO S |
| AFFILIATIONS | Universidad Complutense de Madrid |
| ORCID | 0000-0001-7616-7710 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Unlocking the full potential of English-medium education
This study investigated student perceptions of Disciplinary Literacies (DLs) in an English-medium education (EME) Business Studies programme at a Spanish university. It re-examined DLs through a bi/multilingual and internationalised lens, positioning them as a dynamic meeting ground for English for Specific Purposes (ESP) and EME professionals. The study had two aims: (i) to explore how prior EME experience shaped first-year students' perceptions…
Exploring the Connections Between EFL Learners’ Motivation, Engagement and Pragmatic Development in Self-Access Web-Based Instruction
The present study investigates the relationship between initial learner motivation, engagement, and pragmatic development within a self-access web-based instructional environment. Focused on the development of awareness and production of English email requests to faculty, the study involved 65 first-year English Studies students at a Spanish public university. Motivation was assessed qualitatively through open-ended responses which were classifie…
The Effects of Self-Access Web-Based Pragmatic Instruction and L2 Proficiency on EFL Students’ Email Request Production and Confidence
The present study pursued three objectives: (i) to examine whether self-access web-based instruction could significantly improve EFL students’ ability to formulate pragmatically appropriate email requests; (ii) to determine whether L2 proficiency influenced students’ pragmatic performance and their gains following instruction; and (iii) to explore changes in learners’ confidence when evaluating the appropriateness of their own email requests. Six…
The impact of self-access web-based instruction on EFL learners' pragmatic awareness of email requests to faculty
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The Effects of Self-Access Web-Based Pragmatic Instruction and L2 Proficiency on EFL Students’ Email Request Production and Confidence
The present study pursued three objectives: (i) to examine whether self-access web-based instruction could significantly improve EFL students’ ability to formulate pragmatically appropriate email requests; (ii) to determine whether L2 proficiency influenced students’ pragmatic performance and their gains following instruction; and (iii) to explore changes in learners’ confidence when evaluating the appropriateness of their own email requests. Six…
The impact of self-access web-based instruction on EFL learners' pragmatic awareness of email requests to faculty
Unlocking the full potential of English-medium education
This study investigated student perceptions of Disciplinary Literacies (DLs) in an English-medium education (EME) Business Studies programme at a Spanish university. It re-examined DLs through a bi/multilingual and internationalised lens, positioning them as a dynamic meeting ground for English for Specific Purposes (ESP) and EME professionals. The study had two aims: (i) to explore how prior EME experience shaped first-year students' perceptions…
Exploring the Connections Between EFL Learners’ Motivation, Engagement and Pragmatic Development in Self-Access Web-Based Instruction
The present study investigates the relationship between initial learner motivation, engagement, and pragmatic development within a self-access web-based instructional environment. Focused on the development of awareness and production of English email requests to faculty, the study involved 65 first-year English Studies students at a Spanish public university. Motivation was assessed qualitatively through open-ended responses which were classifie…
EFL/ESL Teaching and Learning (4 works) · Higher education (2 works) · Innovative Teaching and Learning Methods (2 works) · Pragmatics (2 works) · Cognition (1 work) · Computer Science (1 work) · Curriculum (1 work) · Digital Communication and Language (1 work) · Discipline (1 work) · Goal Orientation (1 work)