Alessandra Zappoli

• Ph.D.
• PostDoc Position at University of Genoa

In this work, we explore the use of digital technologies and statistical analysis to monitor how Italian secondary school students’ writing changes over time and how comparisons can be made across different high school types. We analyzed more than 2,000 exam essays written by Italian high school students over 13 years and in five different school t...

Speakers can express a critical, dissociative attitude by being ironic. According to the Echoic account of verbal irony, this attitude targets a proposition that echoes a thought attributed to someone other than the speaker herself at the present time. This study investigated the role of echo in irony processing across the lifespan. Through a self-...

ChatGPT, a chatbot based on a Generative Pre-trained Transformer model, can be used as a teaching tool in the educational setting, providing text in an interactive way. However, concerns point out risks and disadvantages, as possible incorrect or irrelevant answers, privacy concerns, and copyright issues. This study aims to categorize the strategie...

The paper investigates the effects of CLIL on the acquisition of content-specific competence in Italian high-school students. Two educational contexts are examined: Chemistry classes (CLIL and non-CLIL) in a science-oriented high school and Physics classes (CLIL and non-CLIL) in a humanities-oriented high school. The two subjects share many epistem...

The role of segments' recognition and lexical access while categorizing the pragmatic function of pitch movements in speech.