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Introduction
Alexandra is a postdoctoral researcher at the University of Vienna, focusing on ADHD and language learning. In her PhD, she examined implicit and explicit grammatical knowledge of Swedish and Austrian learners of English and the effect of Extramural English. Alexandra has experience teaching English and French at secondary schools in Stockholm and Vienna.
Current institution
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October 2019 - September 2022
Publications
Publications (7)
The present study administered six test instruments to 13‐ to 14‐year‐old learners of English in Austria and Sweden ( N = 213), countries offering settings with more explicit and implicit learning environments, respectively. Confirmatory Factor Analyses for Austria yielded a factor comprising timed grammaticality judgment tests, an oral narrative t...
Today, the Common European Framework of Reference (2009) and Communicative Language Teaching (CLT) underpins English Language Teaching (ELT) curricula throughout Europe. However, given cross-national differences such as ones related to educational policies and students’ engagement in extramural English (EE), one could expect ELT to vary across coun...
Today, we globally observe a sharp increase in learners’ engagement in extramural (out-of-class) English (EE; Sundqvist 2009). This undoubtedly affords new opportunities for, but also challenges to, English language teaching (ELT) and learning. To our knowledge, this study is the first to explore this topic from a cross-national perspective. Upper...
European learners of English are increasingly using this language recreationally, which is referred to as Extramural English (henceforth EE). The level of EE use in a given country might be reflected in English Language Teaching (ELT) practices. Yet, no research so far has examined cross-nationally what potential for language learning teachers perc...
Today, the Common European Framework of Reference (2009) and Communicative Language Teaching (CLT) underpin English Language Teaching (ELT) curricula throughout Europe. However, given cross-national differences such as ones related to educational policies and students' engagement in extramural English (EE), one could expect ELT to vary across count...
Today, the Common European Framework of Reference (2009), and with it the action-based approach, underlies English Language Teaching (ELT) curricula throughout Europe. However, actual teaching practices are likely to vary according to factors such as the educational level and supra-national differences, including legal guidelines and the level of e...
