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Ph.D. Thesis supervision, finalised

  1. H. Nakakoji: Plurilingual Communication in a Lingua-culturally Diverse Classroom: A Case Study of an English-medium Programme in Science and Engineering in Japan (2023)
  2. K. Ghamarian: Extramural English and academic verb knowledge: A longitudinal study of Viennese students majoring in English (2023)
  3. M. Schwarz: “Beyond the walls – Vocabulary learning from Extramural English in Austria” (2020)
  4. M. Komori-Glatz: “A road increasingly travelled? Exploring intercultural teamwork on English-medium master’s programmes at WU Vienna with the ROAD MAPPING framework” (2017)
  5. K. Richter: “English-Medium Instruction and pronunciation. A longitudinal case study of Austrian business students at the University of Applied Sciences, Vienna” (2016)
  6. M. Gaisch: "Affordances for teaching science in an international classroom. A nexus analysis of a multicultural tertiary classroom” (2014)
  7. B. Unterberger: "English-medium degree programmes at Austrian business faculties: policies and programme design” (2014)
  8. E. Barakos: “Language policy and ideology in Wales. A critical examination of the discursive construction of promoting Welsh in business” (2014)

Ph.D. Thesis supervision, in progress (topics accepted)

  1. V. Grau: Bachelor students’ perspectives, experiences and (written) practices in an EMEMUS context in Austria (working title)
  2. D. Hämmerle: “The rise of Facebook as a rhetorical weapon. A critical discourse analysis of Facebook rhetoric used by political parties to construct images of the European Union” (working title)
  3. S. Kaltenecker: “Navigating the interface between science, medicine, and business: A genre analysis of homepages of biomedical corporations across different regions” (working title)

External reviewer of Ph.D. theses / member of PhD committees

  1. “Climate change communication of large European public companies. A corpus-based critical discourse study on corporate climate change and emissions discourses” (M.L. Kemppi-Pfleger, Vienna University of Economics and Business, 2023)
  2. “Investigating the Vocational Orientation (VO) Approach. A Qualitative Study of VO as a Didactic Approach to Teaching and Learning English in Upper Secondary Vocational Education in Norway” (K. Granum Skarpaas, University of Oslo, 2023)
  3. “English Medium Instruction in the Italian Context: Policies, Practices and Discourses of Internationalization” (B. Zuaro, University of Stockholm, 2022)
  4. “Building multilingual empathy in language education: An ethnography of a multilingual school in Spain” (S. Perelló Bover, University of Vienna, 2022)
  5. ”EMI in non-linguistic courses in Chinese Higher Education: stakeholders’ perceptions and learning outcomes”, (M. Zhang, Universitat Autònoma de Barcelona, 2021)
  6. “English-medium instruction (EMI) in higher education: A case study of an EMI programme in Vietnam” (P. Ngo, University of Southampton, 2019)
  7. “Blind spots of internationalization of higher education: Lived experiences of students in three versions of the international classroom" (C.F.R. Nissen, University of Copenhagen, 2019)
  8. “The effect of different teaching methods on the acquisition and integration of tense forms into spontaneous speech. A comparison between the ‘Traditional’, ‘Five-Stage’ and ‘Learning through Teaching’ (Lehren durch Lernen-LdL) method” (J. Mirtoska, University of Vienna, 2017)
  9. "To Be a Native-Speaker of English or Not – That’s Not the Question: Conceptualisations of English(es) in a UK-Based International University Context" (S.B. Al-Hasnawi, University of Southampton, 2016)
  10. “A contrastive analysis of Spanish and English-medium instruction in tertiary education: Teacher discourse strategies in a spoken corpus” (D. Garcia-Sanchez, University of Complutense, 2015).
  11. “Lessons in English: English a Lingua Franca and School Subject” (E.G. Weber, University of Vienna, 2015).
  12. “Taking the perspective of the employee: Reflections on knowledge communication processes at the workplace” (D. Zieher, University of Salzburg, 2014).
  13. “Discursive features of health worker – patient discourses in a Western Cape HIV/AIDS clinic where English is the Lingua Franca (ELF)” (D. Njweipi-Kongor, University of Stellenbosch, 2012)

Finalised MA theses / Diplomarbeiten

  1. A multi-factor correlation study of English vocabulary knowledge and English Medium Education in Multilingual University Setting related variables (J. Atwell, Dec. 2023)
  2. BMultilingualism in the Austrian EFL classroom: A contrastive coursebook analysis (MORE! 1 vs. English Step by Step 1) (C. Liszt; Nov. 2023)
  3. The Construction of the blogger persona in the light of postfeminist sensibility – a multimodal analysis (E. Miklin; Sept. 2023)
  4. Exploring the role of English in young adults’ lives in Austria: Second language engagement & enjoyment (L.-S. Neumeier; Sept. 2023)
  5. Vision, mission and values: a web-based genre analysis of university mission statements (N. Mikl; June 2023)
  6. Learning English with Lara Croft: Digital gaming as English extramural exposure (N. Kovalenko, Jan. 2023)
  7. “Are we lovin’ it? – Perception and reception of English and German advertising slogans among LX English learners aged 8-19 (J. Spies, Dec. 2022)
  8. How do EFL teachers instruct during a pandemic? A corpus-based genre analysis of Austrian lower secondary teachers' online instructions (P. Wallner, Dec. 2022)
  9. Balancing Credibility and Persuasion: A Genre Analysis of Annual Reports of Financial Institutions across Different Regions (S. Kaltenecker, Dec. 2022)
  10. Teamwork makes the dream work? The effects of collaborative writing on the development of learners’ vocabulary knowledge in the EFL classroom (K. Resch, Nov. 2022)
  11. A corpus-based study on the use of discourse markers well and I think in American and British political interviews (J. Kutashchuk, July 2022)
  12. Teaching English Pronunciation to Lower Secondary Students and Adult Learners: a Contrastive Coursebook Analysis (S. Pointner, July 2022)
  13. Using the L1 in EFL teaching: Austrian middle school teachers‘ beliefs and practices (M. Pröll, May 2022)
  14. The integration of communicative tasks into second language learning materials. An analysis of ELF textbooks for Austrian secondary education (P. Tschirk, Dec. 2021)
  15. Salient others and foreign language learning selves (K. van Linthoudt, Oct. 2021)
  16. Analyzing code-switching practices in Austrian EFL and CLIL classrooms: a case study at lower secondary level (P. Plesssl, Aug. 2021)
  17. A corpus-based genre analysis of negative reviews of US middle-class hotels on Tripadvisor (S. Stadler, June 2021)
  18. Teaching EFL Reading, Writing, Listening and Speaking during the emergency distance learning period in Spring 2020 (L. Andert, June 2021)
  19. A multimodal genre analysis: Investigating recipes on food blogs (K.Y. Ke, March 2021)
  20. About high resolution and quiet comfort: A genre analysis of online headphone product descriptions (M Chizzali, Feb. 2021)
  21. Raising children multilingually: non-native English as part of family language policies (T. Hofbauer, Sept. 2020)
  22. A multimodal discourse analysis of Instagram advertorials (F. Besin, Aug. 2020)
  23. The not so perfect present perfect in current Austrian teaching and learning materials (L. Lauring, May 2020)
  24. Oh hey! We’re glad you’re here: a web-based genre analysis of wedding photographers’ About pages (S. Jenewein, March 2020)
  25. Comparing and contrasting language learners’ motivation for video games and films (D. Rasztovits, March 2020)
  26. Argumentation in GMO infographics and potential enrichment in CLIL science education (K. Bradley, Feb. 2020)
  27. How to describe a scent: A corpus-based genre analysis of user-written product reviews on fragrance community websites (M. Schmieger, Jan. 2020)
  28. A critical multimodal discourse analysis of the #workoutselfie on Instagram (C. Jandl, Jan. 2020)
  29. Simplification & Supranationality: Plain Language and EU Legislation Summaries (O. Wankmüller, Nov. 2019)
  30. Exploring personal narratives about female genitalia on the Instagram profile The Vulva Gallery (A. Schneider, Nov. 2019)
  31. Discrepancies between student understanding and teacher intention – an analysis of teacher feedback in EFL tertiary education (B. Mitis, Aug. 2019)
  32. Learners’ desired identities with regard to English accents (M. Argajova, Aug. 2019)
  33. Do the math in English! An analysis of teacher talk in an Austrian mathematics class with English as the language of instruction (D. Steinkellner, Aug. 2019)
  34. Evaluative choices in hard news reports and user comments: An appraisal analysis (T. Trögl, June 2019)
  35. The influence of American English pronunciation on selected British pop and rock artists from London and the East of England (K. Kusanic, May 2019)
  36. Gender differences in the meaning negotiation of EFL learners (L. Steringer, May 2019)
  37. Using adapted primary literature in the Austrian CLIL biology classroom (C. Astner, April 2019)
  38. Language and Integration in the EU, in particular in Italy and Austria. A Critical Discourse Analysis of Selected Legal Texts (L. Buhela, Jan. 2019)
  39. Written feedback on student writing in Austrian upper secondary EFL – A case study on current practice, teachers’ and students’ beliefs and attitudes (J. Gusterer, June 2018)
  40. “Sicher und kompetent zur neuen Matura?” – An analysis of three Austrian coursebooks with regards to reading skills in English as a foreign language (N. Sattler, June 2018)
  41. A genre analysis of physiotherapists’ master thesis abstracts and its educational implications in the Austrian context (T. Hochhold, May 2018)
  42. The role of Anglicisms in the Austrian German youth language: A case study of a rural Lower Austrian youth organization (S. Prantl, May 2018)
  43. The marketization of higher education: a genre analysis of ‘why choose us’ texts of Anglophone and mainland European university websites (N. Mikl, April 2018)
  44. Constituting parental identities in families – analysing stance in the family sitcom modern family (N. Saurer, April 2018)
  45. Improvement of Listening Skills in English through CLIL in technical subjects. A Study conducted in an Austrian Technical College with a focus on Information Technology (V. Döring, April 2018)
  46. How professional and passionate teachers motivate their learners: a teacher cognition research on motivational strategies in the context of Austrian EFL primary and secondary education (T. Loacker, March 2018)
  47. Does ELF Impact English Pronunciation Teaching? A Study of Austrian Teachers’ Beliefs (M. Alfons, Feb. 2018)
  48. Analysis of EFL classroom interaction in Bosnia and Herzegovina: a case study (A. Kadic, Nov. 2017)
  49. The first two weeks of President Trump in office: a genre analysis of newsbites from six online newspapers (K. Matiazh, Oct. 2017)
  50. A web-based genre analysis: investigating listings on Airbnb (L. Gandinelli, July 2017)
  51. Teaching and learning of pre-school English in Austria: Beliefs and Attitudes of Parents and Teachers (L. Ehrenweber, June 2017)
  52. Translanguaging in the Austrian EFL classroom: Investigating the influence of learners’ target language proficiency level on teachers’ translanguaging behaviors (J.Bauer, June 2017)
  53. Extramural vocabulary acquisition. A survey of students in Viennese business middle schools (HAS) (M. Hahn, May 2017)
  54. On the use of the L1 in beginner’s English and French language classrooms – a case study of Austrian teachers’ beliefs and practices (B. Fussi, May 2017)
  55. CLIL and its impact on students' L2 writing performance (N. Bürger, May 2017)
  56. English as language of communication at the Vienna Public Libraries. A survey on the staff members’ perspectives of ESP in an ELF context (V. Buchsbaum, Feb. 2017)
  57. Non-native speakers of English in English-medium university education (L. Husic, Nov. 2016)
  58. Bachelor paper abstracts: a genre analysis in the context of ESP teaching in Austrian midwifery education (K. Hiegelsberger, July 2016)
  59. ESP lessons of horticultural English – An analysis of vocabulary explanations in classroom talk and of specialized vocabulary in teaching materials (T. Finker, July 2016)
  60. Pre-service and In-service Teacher Beliefs about Content and Language Integrated Learning (CLIL) in Physical Education (PE) in Austria (S. Artner, June 2016)
  61. Translanguaging in the Austrian CLIL classroom: a case study at upper secondary level, J. Tuder, May 2016)
  62. CLIL in Austrian technical colleges (HTL) – A case study of teachers’ beliefs (S. Wolf, May 2016)
  63. An ecocritical analysis of the representation of consumerism in Austrian ELT textbooks (Y. Engstler, April 2016)
  64. Internationalisation and English-medium instruction (EMI) in tertiary education: lecturers' beliefs at the FH Campus Wien (K. Dolmanitz, Dec. 2015)
  65. “Make your words count” Language use in the corporate context by the examples of PwC (M. Sorko, July 2015)
  66. Towards the skill of writing in a foreign language. Theory and practice of teaching EFL writing – with a focus on materials for the upper secondary in Austria (A. Weber, July 2015)
  67. The linguistic landscapes of two universities: a comparative study (R. Mann, June 2015)
  68. Turn-taking in semi-institutional discourse: an analysis of selected talk-shows (I. Koroljova, June 2015)
  69. Indirect reported speech in EFL teaching: evaluation of contemporary textbooks (D. Shitova, June 2015)
  70. The application letter in Austrian EFL textbooks – a genre-based textbook analysis (S. Frank, May 2015)
  71. English-medium secondary education in rural Tanzania: teachers’ perspectives on language policy and practice (V. Heuer, May 2015)
  72. Vocabulary learning strategies – an evaluation of EFL vocabulary textbooks (N. Fomicheva, Apr. 2015)
  73. Code-switching in HongKong Blogs (K. Wong, March 2015)
  74. Student motivation in CLIL - a case study in an upper secondary technical college in Austria (HTL) (T. Fuchs, Feb.2015)
  75. “The linguistic landscape of the Westbahnstraße in Vienna - a comparison of methods" (K. Pritidis, Nov. 2014)
  76. “On effective EFL teacher professional development. The case of in-service education in Austria for upper secondary English teachers" (K. Niedermayr, August 2014)
  77. “English in European tertiary education: a case study at the Faculty of Chemistry at the University of Vienna" (P. Vogler, June 2014)
  78. “Can’t get it out of my head – The pop song in the EFL classroom and its effect on text recall” (A. Höfler, November 2013)
  79. “A genre analysis of legal discourse. Corpus-based analysis of confidentiality agreements” (M. Lazarevic, May 2013)
  80. “Social media technologies in the language classroom. How peer learning websites affect motivation” (S. Nittnaus, May 2013)
  81. “Like two peas in a pod? Linguistic differences in bilingualism in Specific Language Impairment: a twin case study” (L. Müller, June 2013)
  82. “Beliefs concerning native and non-native speakers in the Austrian English language teaching business” (I. Tinkel, June 2013)
  83. “Teaching Collocations: An evaluation of Austrian EFL course books” (H. Kleeweis, June 2013)
  84. “A conceptual discussion of ‘fluency’ and its implications for the EFL classroom” (V. Klammer, June 2013)
  85. “The role of English in German as a foreign or second language teaching” (E. Groh, Dec. 2012)
  86. “Communicating with and understanding silence: some pragmatic functions” (T. Webersdorfer, Dec. 2012)
  87. “English pronunciation training in the language laboratory at the University of Vienna – an analysis of students’ needs and motivation” (A. Müller, Dec. 2012)
  88. “Language barriers in medical consultations? Doctors’ beliefs about the role of English in doctor-patient communication in Vienna” (M. Anderl, Dec. 2012)
  89. “The role of pronunciation in secondary-school TEFL: current views, analysis and evaluation of teaching materials” (T. Hasenberger, Nov. 2012)
  90. “A genre analysis of agricultural texts and the implication for ESP teaching” (A. Wallenberger, Nov. 2012)
  91. “Mother-Father-Tongue ... when children are raised in two languages. A multiple case study on German-English bilingual families in Austria” (S. Hartmann, Nov. 2012)
  92. “Content and Language Integrated Learning in Higher Education: Lecture comprehension at the Faculty of Business, Economics and Statistics” (M. Cica, Oct. 2012)
  93. “The language of Indian British characters in British film between 2000 and 2005” (A. Djokic, Oct. 2012)
  94. “Roles of English in Nepal: teachers‘ perspectives” (A. Mühlbacher, June 2012)
  95. “Learning with Lady GaGa & Co, - Incidental EFL vocabulary acquisition from pop songs” (M. Schwarz, May 2012)
  96. “Challenges at the transition from Primary to Secondary School with regard to English Teaching – A Qualitative Study of Selected Schools in Vorarlberg” (S. Hagen, April 2012)
  97. “Bilingual Education in Austria at the pre-primary level” (S. Staudinger, April 2012)
  98. “The treatment of the Present Perfect in current Austrian course books for EFL learners” (K. Uhler, Feb. 2012)
  99. "Because you need it everywhere” – English language attitudes of Austrian grade 12/13 students (B. Kranawetter, Jan. 2012)
  100. “The roles of English for hospitality purposes in the hotel business of South Tyrol“ (M. Gatterer, Sept. 2011)
  101. “On power in the workplace: An analysis of the speech acts of control and complimenting in film productions The Proposal and Erin Brockovich “(K. Grzyb, Sept. 2011)
  102. “Rhetorical devices used in political speeches. An analysis of metaphorical and pronominal devices in political speeches given by George Bush junior and Barack Obama from a critical discourse analytical perspective “(D. Hämmerle, May 2011)
  103. “Multimodality and genre. A genre analysis of Viennese luxury hotels” (D. Edermayr, March 2011)
  104. “Initial vocabulary presentation in Austrian EFL text books: a comparison of Your Turn and Friends” (K. Lenz, Nov. 2010)
  105. “Songs in Austrian course books for English as a foreign language” (M. Huber, Nov. 2010)
  106. “Analysing language learning websites: developing a framework of evaluation with the focus on grammar and writing” (A. Weninger, Oct. 2010)
  107. “A course book analysis: the realization of CLT and Audiolingualism in EFL teaching” (J. Meyer, June 2010)
  108. “A comparative study of writing proficiency between an Austrian CLIL and mainstream EFL class with regard to vocabulary” (A. Klampfl, June 2010)
  109. “Recounting a bathroom conversation from a movie scene – a cross-cultural discourse analysis of frames and tabooness in language” (S. Neuwirth, June 2010)
  110. “The role of word-formation and multimodality in printed advertising media” (C. Plescher, June 2010)
  111. “An analysis of radio phone-ins: an exploratory study into conversational structure and participatory roles” (S. Grafinger, May 2010)
  112. “Multiple choice, true-false-not given or matching reading comprehension tests in EFL – What is the difference?” (S. Hinterlehner, May 2010)
  113. “Evaluating English business course book with a special focus on Austrian adult learners” (N Straszniczky, March 2010)
  114. “A genre analysis of bioethical abstracts: implications for teaching English for specific purposes” (J. Gröbner, March 2010)
  115. “Typing the untypeable: Paralinguistic features in IRC (Internet Relay Chat)” (P. Waldner, Nov. 2009)
  116. “Learning strategies in current Austrian schoolbooks for English and French” (P. Zankl, Sept. 2009)
  117. “English reconsidered: investigating language attitudes of Austrian high school and vocational college students” (C. Svara, Sept. 2009)
  118. “Language planning in India: the influence of English on the educational system and the media” (J. Meiringer, June 2009)
  119. “Austrian and Spanish learners’ motivation(s) to communicate in English” (E. Schauer, June 2009)
  120. “Under the microscope: CLIL teaching materials for Biology. Ana analysis and evaluation of an Austrian textbook for 10-year olds” (T. Floimayr, May 2009)