You can find most of my research publications on Research Gate.
Applied linguistics and language education
López Serrano, S., Dafouz, E. & 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(3). https://doi.org/10.1016/j.rmal.2023.100073
Zhang, D. Hennessy, S. & Pérez-Paredes, P. (2023) An investigation of Chinese EFL learners’ acceptance of mobile dictionaries in English language learning, Computer Assisted Language Learning, DOI: 10.1080/09588221.2023.2189915
Lim, J., Mark, G., Pérez-Paredes, P. & O’Keeffe, A. (2024). Exploring Part of Speech (POS)-tag sequences in a large-scale learner corpus of L2 English: A developmental perspective. Corpora, 19(1).
Curry, N., & Pérez-Paredes, P. (In press). Using corpus linguistics and grounded theory to explore EMI stakeholders’ discourse. In S. Curle, & J. Pun (Eds.), Qualitative research methods in English medium instruction for emerging researchers. Routledge.
Pérez-Paredes, P. & Curry, N. (2022). Exploring the internationalization and glocalization constructs in EMEMUS lecturers´ interviews and focus groups In E. Dafouz & U. Smit (Eds.) English-medium education across multilingual university settings: Applications and critical evaluations of the ROAD-MAPPING framework. Routledge, pp. 92-116.
Pérez-Paredes, P. (2022). Review of Tracy-Ventura & Paquot (2021): The Routledge Handbook of Second Language Acquisition and Corpora. International Journal of Learner Corpus Research, 8(2), p. 296 – 301
Pérez-Paredes, P. (2022). Editorial. ReCALL 34(3): 253-254.
Pérez-Paredes, P. (2022). How learners use corpora. In R. R. Jablonkai & E. Csomay (Eds). The Routledge Handbook of Corpora and English Language Teaching and Learning (pp. 390-405). Routledge.
Pérez-Paredes, P. & Zhang, D. (2022) Mobile assisted language learning: Scope, praxis and theory. Porta Linguarum, (IV), 11-25.
Pérez-Paredes, P. (2022). A systematic review of the uses and spread of corpora and data-driven learning in CALL research during 2011–2015, Computer Assisted Language Learning, 35:1-2, 36-61, DOI: 10.1080/09588221.2019.1667832
Pérez-Paredes, P. & Mark, G. (2022).What can corpora tell us about language learning? In O´Keeffe, A. & McCarthy, M. (eds.) The Routledge Handbook of Corpus linguistics, 2nd Edition. Routledge.
McCarthy, M., McEnery, T. Mark ,G. and Pérez-Paredes, P. (2021). Looking back on 25 years of TaLC: In conversation with Profs Mike McCarthy and Tony McEnery. In Pérez-Paredes, P. & Mark, G. (Eds.). Beyond concordance lines: corpora in language education. Studies in croup linguistics 102. John Benjamins, 57-74.
Pérez-Paredes, P. & Mark ,G. (2021). Beyond concordance lines: corpora in language education. An introduction. In Pérez-Paredes, P. & Mark, G. (Eds.). Beyond concordance lines: corpora in language education. Studies in croup linguistics 102. John Benjamins, 2-7.
Curry, N. & Pérez-Paredes, P. (2021). Stance nouns in COVID-19 related blog posts. A contrastive analysis of blog posts published in The Conversation in Spain and the UK. International Journal of Corpus Linguistics, 26(4), 469-497.
Zhang, D. & Pérez-Paredes, P. (2021). Exploring Chinese EFL teachers’ perceptions of Augmented Reality (AR) in English language learning. In Miller, L., Wu, G. & Gavin, J. (eds) Language Learning with Technology: theories, principles and practices. Springer.
Pérez-Paredes, P. & Mark, G. (eds.) (2021). Beyond concordance lines: corpora in language education. John Benjamins
Curry, N. & Pérez-Paredes, P. (2021). Understanding lecturers’ practices and processes: A qualitative investigation of English medium education in a Spanish multilingual university. In Carrió Pastor, M. & Bellés, B. (eds.) Teaching language and content in multicultural and multilingual classrooms: CLIL and EMI approaches. Palgrave MacMillan.
Noguera, Y. & Pérez-Paredes, P. (2020). Teaching acronyms to the Military: A paper-based DDL approach. Research in Corpus Linguistics, 8/2: 1–27
Pérez-Paredes, P. (2020). Corpus Linguistics for Education. A Guide for Research. Routledge.
Díez-Bedmar, M.B. and Pérez-Paredes, P. (2020) Noun phrase complexity in young Spanish EFL learners’ writing. Complementing syntactic complexity indices with corpus analyses. International Journal of Corpus Linguistics, 25,1,1-33.
Caines, A., Yannakoudakis, H., Edmondson, H. Allen, H., Pérez-Paredes, P., Byrne, B. & Buttery, P. (2020). The Teacher-Student Chatroom Corpus.
Pérez-Paredes, P., Mark, G. & O´Keeffe, A. (2020). The impact of usage-based approaches on second language learning and teaching. Cambridge Education Research Reports. Cambridge University Press.
Pérez-Paredes, P. & Díez-Bedmar, B. (2019). Certainty adverbs in spoken learner language: the role of tasks and proficiency. International Journal of Learner Corpus Research, 5,2,253-279.
Pérez-Paredes, P., & Sánchez-Tornel , M. (2019). The linguistic dimension of L2 interviews: A multidimensional analysis of native speaker language. Focus on ELT Journal, 1(1), 4-26.
Pérez-Paredes, P. (2019). The pedagogic advantage of teenage corpora for secondary school learners. In: P. Crosthwaite (ed.) Data Driven Learning for the Next Generation: Corpora and DDL for Pre-tertiary Learners. London: Routledge, pp.67-87.
Pérez-Paredes, P. et al. (2019). Mobile Data-driven language learning: affordances and learners’ perception. System, 84,145-159.
Pérez-Paredes, P. (2019). English Language Teacher Education and Second Language Acquisition. Routledge Handbook of English Language Teacher Education. Steve Walsh and Steve Mann (eds.).
Pérez-Paredes, P. & Sánchez Hernández, P. (2018). Uptake of corpus tools in the Spanish Higher Education context: a mixed-methods study. Research in Corpus Linguistics, 6, 51-66.
Pérez-Paredes, P. & Bueno, C. (2019). A corpus-driven analysis of certainty stance adverbs: obviously, really and actually in spoken native and learner English. Journal of Pragmatics, 140, 22-32.
Pérez-Paredes, P. (2019, online). A systematic review of the uses and spread of corpora and data-driven learning in CALL research during 2011–2015. Computer Assisted Language Learning.
Zhang, D. & Pérez-Paredes, P. (2019) Chinese postgraduate EFL learners’ self-directed use of mobile English learning resources. Computer Assisted Language Learning.
Pérez-Paredes, P., Ordoñana, C. & Aguado, P. (2018). Language teachers’ perceptions on the use of OER language processing technologies in MALL. Computer Assisted Language Learning 31,5-6,522-545.
Noguera, Y. & Pérez-Paredes, P. (2019). Register analysis and English for Specific Purposes (ESP) pedagogy: noun-phrase modification in a corpus of English for Military Navy submariners. English for Specific Purposes, 53,118-130.
Pérez-Paredes, P. & Díez-Bedmar, B. (2018) Researching learner language through POS Keyword and syntactic complexity analyses. In S. Götz and J. Mukherjee (EDS.) Learner Corpora and Language Teaching. Studies in Corpus Linguistics Series. Amsterdam: John Benjamins, 101-127.
Pérez-Paredes, P. & Zapata-Ros, Miguel (2018). Patrones de Pensamiento Computacional y corpus lingüísticos: el aprendizaje de lenguas con datos lingüísticos. To appear soon.
Conole, G. & Pérez-Paredes, P. (2017). Adult language learning in informal settings and the role of mobile learning. Mobile and ubiquitous learning. An international handbook. New York: Springer, pp.45-58.
Pérez-Paredes, P. , & Sánchez Tornel, M. (2015). A multidimensional analysis of learner language during story reconstruction in interviews. In M. Callies & S. Götz (Eds.), Learner Corpora in Language Testing and Assessment. John Benjamins.
Boulton, A., & Pérez-Paredes, P. (2014). ReCALL special issue: Researching uses of corpora for language teaching and learning Editorial Researching uses of corpora for language teaching and learning. ReCALL, 26(2), 121-27.
Pérez-Paredes, P. , & Sánchez-Tornel, M. (2014). Adverb use and language proficiency in young learners’ writing. International Journal of Corpus Linguistics, 19(2), 178-200.
Alcalá, F. D. R., Pérez-Paredes, P., & Agulló, G. L. (2014) . Individual characteristics of primary school children. In TELF in primary education. Granada: Universidad de Granada, 104-140.
Díez-Bedmar, B., & Pérez-Paredes, P. (2012). A cross-sectional analysis of articles in learner writing. In Y. Tono, Y. Kawaguchi, & M. Minegishi (Eds.), Developmental and Crosslinguistic Perspectives in Learner Corpus Research (pp. 139-158). John Benjamins.
Aguado-Jiménez, P., Pérez-Paredes, P. , & Sánchez, P. (2012). Exploring the use of multidimensional analysis of learner language to promote register awareness. System, 40(1), 90-103.
Pérez-Paredes, P. , Sánchez-Tornel, M., & Alcaraz Calero, J. M. (2012). Learners’ search patterns during corpus-based focus-on-form activities. International Journal of Corpus Linguistics , 17, 483-516.
Diez-Bedmar, M. B., & Pérez-Paredes, P. (2012). The Types and Effects of Peer Native Speakersʼ Feedback on CMC. Language Learning & Technology, 16(1), 62-90.
Pérez-Paredes, P. , & Díez-Bedmar, M. B. (2012). Intensifying adverbs in learner writing. In Y. Tono, Y. Kawaguchi, & M. Minegishi (Eds.), Developmental and Crossslinguistic Perspectives in Learner Corpus Research (pp. 105-123). Amsterdam: John Benjamins.
Pérez-Paredes, P. , Sánchez-Tornel, M., Alcaraz Calero, J. M., & Jiménez, P. A. (2011). Tracking learnersʼ actual uses of corpora: guided vs non-guided corpus consultation. Computer Assisted Language Learning, 24(3), 233-253.
Pérez-Paredes, P., Hernández, P. S., & Jiménez, P. A. (2011). The use of adverbial hedges in EAP students’ oral performance. In Bhatia, V., Hernández, P. S., & Pérez-Paredes, P. (Eds.). Researching specialized languages. Studies in Corpus Linguistics 4, Amsterdam: John Benjamins, 95-114.
Bhatia, V., Hernández, P. S., & Pérez-Paredes, P. (Eds.). (2011). Researching specialized languages. Studies in Corpus Linguistics 47. Amsterdam: John Benjamins.
Pérez-Paredes, P. (2010). Corpus Linguistics and Language Education in Perspective: Appropriation and the Possibilities Acenario. In T. Harris & M. Moreno Jaén (Eds.), Corpus Linguistics in Language Teaching (pp. 53-73). Peter Lang.
Pérez-Paredes, P. (2010). The death of the adverb revisited: attested uses of adverbs in native and non-native comparable corpora of spoken English. In M. Moreno Jaén, F. Serrano Valverde, & M. Calzada Pérez (Eds.), Exploring new paths in language pedagogy. Lexis and corpus-based language teaching. Equinox English linguistics and ELT (pp. 157-172). Equinox.
Pérez-Paredes, P. & Alcaraz, J.Developing annotation solutions for online Data Driven Learning. ReCALL, 21,1, 2009.
Pérez-Paredes, P. & Sánchez Tornel, M. (2008). Understanding e-skills in the Foreign Language Teaching context: Skills, strategies and computer expertise. In Rita Marriott & Patricia Torres (Eds.), Handbook of Research on E-Learning Methodologies for Language Acquisition (pp. 1-22). New York: Idea Group.
Software-aided analysis of language. Together with Mike Scott and Purificación Sánchez IJES (International Journal of English Studies), volume 8 (1) 2008.
Pérez-Paredes, P. , Alcaraz, J.M. & Tornero Valero, E. (2009). “A Generic Tool For Annotating TEI-Compliant Corpora”. In Corpus-Based Approaches to English Language Teaching, Mari Carmen Campoy, Begona Belles-Fortuno and Maria Lluisa Gea-Valor (Eds). London: Continuum.
Pérez-Paredes, P. , Alcaraz, J.M. & Tornero Valero, E. (2009). “Extracting data from XML annotated corpora: not so mysterious ways into DATA DRIVEN LEARNING (DDL)”. In Exploring Corpus-Based Research in English Language Teaching, Begoña Bellés-Fortuño, Mari Carmen Campoy and Lluïsa Gea- Valor (Eds.). Castellón: Publicacions de la Universitat Jaume I.
Tornero Valero, E.,Pérez-Paredes, P. . & Alcaraz, J.M. (2009). “Annotating Spanish youngsters spoken language for DDL applications”. In Exploring Corpus-Based Research in English Language Teaching, Begoña Bellés-Fortuño, Mari Carmen Campoy and Lluïsa Gea- Valor (Eds.). Castellón: Publicacions de la Universitat Jaume I. COL·LECCIÓ ESTUDIS FILOLÒGICS, 31.
Pérez-Paredes, P. & P. Aguado (2005). Translation-strategies Use: A Classroom-based Examination of Baker’s Taxonomy. META, 50,1, 2005, 294-311.
Pérez-Paredes, P. (2004). Learner oral corpora and network-based language teaching. Scope and foundations. In J. Sinclair (Ed.), How to use Corpora in Language Teaching . John Benjamins, pp. 249-268.
Pérez-Paredes, P., & Cantos Gómez, P. (2004). Some Lessons Students Learn: Self-discovery and Corpora. (G. Aston, S. Bernardini, & D. Stewart, Eds.). Corpora and Language Learners. Studies in Corpus Linguistics, 17 (pp. 247-57). John Benjamins.
Pérez-Paredes, P. (2003). Small Corpora as Assisting Tools in The Teaching of English News Language: A Preliminary Tokens-Based Examination of Michael Swan’s Practical English Usage News Language Wordlist. ESP World, 6(2)(2), 1-12.
Pérez-Paredes, P., & Martínez Sánchez, F. (2000). A Spanish version of the foreign language classroom anxiety scale: revisiting Aida’s factor analysis. Revista española de lingüística aplicada, 14, 337-352.
Corpus-aided discourse analysis
Pérez-Paredes, P. (2019). Little old UK voting Brexit and her Austrian friends: A corpus-driven analysis of the 2016 UK right-wing tabloid discourse. In Populist Discourse: A Methodological Synergy. London: Routledge, 152-171.
Pérez-Paredes, P. (2017). A Keyword Analysis of the 2015 UK Higher Education Green Paper and the Twitter Debate. In Power, persuasion and manipulation in specialised genres: providing keys to the rhetoric of professional communities. Bern: Peter Lang.
Sánchez-Hernández, P.,, Pérez-Paredes, P. & Aguado, P. (2018) Constructing immigrants in the Spanish legislation and Administration informative texts: a corpus-driven study (2007-2011). In Viola, L. & Mussofl, A. (eds.). Migration and Media. Discourses about Identities in Crisis. Amsterdam: John Benjamins, 63-90.
Coming soon
Pérez-Paredes, P. & Curry, N. (2023) Análisis de Corpus y EFE. Barbara A. Lafford, Lourdes Sánchez-López, Anita Ferreira Cabrera, and Elisabet Arnó Maciá (eds.). In The Routledge Handbook of Spanish for Specific Purposes. Routledge.
Pérez-Paredes, P. & Abad (2023). Integrating language teachers’ voices in the design and exploitation of Spanish corpora in the UK. In Henry Tyne & Stefania Spina (eds.). Applying corpora in teaching and learning Romance languages. John Benjamins.
Pérez-Paredes, P. & Chambers, A. (2023). Corpora and the learning and teaching of romance languages. In Henry Tyine & Stefania Spina (eds.). Applying corpora in teaching and learning Romance languages. John Benjamins.
Boulton, A. & Pérez-Paredes, P. (2023) Data-driven language learning. In Regine Hampel & Ursula Stickler (eds), Bloomsbury Handbook of Language Learning and Technology. Bloomsbury.
Pérez-Paredes, P. & Curry, N. (2023). Corpus Linguistics and LSP. In Ruth Breeze, Jan Engberg, and Thorsten Roelcke (Eds.) Handbook of Specialized Communication. De Gruyter.
Pérez-Paredes, P. & Remigi, E.(2023). EU citizens as migrants. In Charlotte Taylor, Simon Goodman and Stuart Dunmore (eds.) Discursive construction of migrant identities.Bloomsbury Advances in Critical Discourse Studies. Bloomsbury.
Pérez-Paredes, P. (2023). Frequency and keyness: what are they and how can they be used to explore representation? In Charlotte Taylor, & Frazer Heritage (eds.). An Introduction to Corpus and Discourse Studies: Analyzing Representation. Routledge.