Research

Only last 6 years or so. Find a comprehensive list of my research here.
You can find most of my publications here
Google Scholar.

Corpus-aided discourse analysis

Pérez-Paredes, P. & McEnery, T. (2024). Representing “Muslims” in jihadist magazines: an analysis of the NUTCRACKER corpus topics. In Paterson, K. & Hidalgo-Tenorio, E. (Eds.). Extremist Ideologies: An Exploration of the Discourse of Propaganda, Fundamentalism, Radicalisation and Terrorism. Routledge.

Pérez-Paredes, P. (2024). 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.

Pérez-Paredes, P. & Remigi, E. (2024). 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. (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.

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.

Pérez-Paredes, P.., Aguado. P. & Sánchez, P. (2017). Immigrants in UK legislation and Administration informative texts: a corpus-driven study (2007-2011). Discourse & Society,28,1,81-103.

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.

Applied linguistics and language education

Zhang, D. & Pérez-Paredes, P. (2024). Chinese EFL learners’ use of mobile dictionaries in reading comprehension tasks. System. https://doi.org/10.1016/j.system.2024.103221

Pérez-Paredes, P. (2024) Data-driven learning in informal contexts? Embracing Broad Data-driven learning (BDDL) research. In Crosthwaite, P. (Ed.). Corpora for Language Learning: Bridging the Research-Practice Divide. Routledge. https://www.taylorfrancis.com/books/edit/10.4324/9781003413301/corpora-language-learning-peter-crosthwaite

Dafouz, E., López Serrano, S. & 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

Boulton, A. & Pérez-Paredes, P. (2024) Data-driven language learning. In Regine Hampel & Ursula Stickler (eds), Bloomsbury Handbook of Language Learning and Technology. Bloomsbury. URL.

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. (2023). Using corpus linguistics and grounded theory to explore interview and focus groups of EMI stakeholders. In S. Curle, & J. Pun (Eds.), Qualitative research methods in English medium instruction for emerging researchers Routledge.

Caines, A., Yannakoudakis, H., Allen, H., Pérez-Paredes, P., Byrne, B., & Buttery, P. (2022). The Teacher-Student Chatroom Corpus version 2: More lessons, new annotation, automatic detection of sequence shifts. Proceedings of the 11th Workshop on NLP for Computer Assisted Language Learning, 23–35. https://aclanthology.org/2022.nlp4call-1.3

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.

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), pp. 296 - 301

Pérez-Paredes, P. & Curry, N. (2022) Exploring the internationalization and glocalization constructs in EMEMUS lecturers' interviews and focus groups. In Emma Dafouz & Ute Smit (eds.) English-medium education across multilingual university settings: Applications and critical evaluations of the ROAD-MAPPING. Routledge, pp. 92-116.

Pérez-Paredes, P. (2022). Editorial. ReCALL 34(3): 253-254.

Pérez-Paredes, P. & Zhang, D. (2022). Mobile assisted language learning: scope, praxis and theory. Porta Linguarum, (IV), 11-25.

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.

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.

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. COVID-19 Special Issue.

Pérez-Paredes, P. & Mark, G. (2021). Beyond concordance lines: applications of 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.

Zhang, Danyang, & Pascual Pérez-Paredes. (2021). Chinese Postgraduate EFL Learners' Self-directed Use of Mobile English Learning Resources. Computer Assisted Language Learning 34/8: 1128-153.

Caines, A., Yannakoudakis, H., Edmondson, H., Allen, H., Pérez-Paredes, P., Byrne, B., & Buttery, P. (2020). The Teacher-Student Chatroom Corpus. Proceedings of the 9th Workshop on NLP for Computer Assisted Language Learning, 2020, 10–20. https://aclanthology.org/2020.nlp4call-1.2

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.

Zhang, D. & Pérez-Paredes, P. (2020). Exploring Chinese EFL teachers’ perceptions of Augmented Reality (AR) in English language learning. In Miller, L. & Wu, G. (eds) Language Learning with Technology: theories, principles and practices. Springer.

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., 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.