Welcome!

  • "Two roads diverged in a wood, and and I—
    I took the one less traveled by,
    And that has made all the difference."

    Robert Frost (1916)

    I work at the interface of instructed SLA and psycholinguistics, both in fundamental research and applied to foreign language teaching. My main research interests are focused on individual differences, second language teaching and learning, implicit and explicit learning in SLA, and intelligent computer-assisted language learning (ICALL). For instance, in my PhD dissertation, I examined the relationship between instruction and cognitive individual differences (working memory and declarative memory) in the acquisition of second language vocabulary in the context of web-based ICALL.

    Education

    I completed my PhD at LEAD Graduate School & Research Network of the University of Tübingen, Germany. I did a master’s degree in TESOL (Teaching English to Speakers of Other Languages) at Lancaster University, UK, and a master’s degree in EFL (English as a Foreign Language) at the Universidad Central de Venezuela. I received my bachelor's degree in TESOL from the Universidad Pedagógica Experimental Libertador, Venezuela.

    Publications

    Published (or forthcoming)

    • Ruiz, S., & Rebuschat, P. (in press). A systematic methodological review of offline input processing research. In W. Wong & J. Barcroft (Eds.), The Routledge Handbook of Second Language Acquisition and Input Processing (Invited book chapter). Supplementary materials can be found here.
    • Ruiz, S., Rebuschat P., & Meurers, D. (2024). Supporting Individualized practice through Intelligent CALL. In Y. Suzuki (Ed.), Practice and automatization in second language research: Theory, methods, and pedagogical implications. Routledge. https://doi.org/10.4324/9781003414643-7 (Invited book chapter) Preprint: http://purl.org/dm/papers/Ruiz.Rebuschat.Meurers-23.pdf
    • Ruiz, S., Rebuschat, P., & Meurers, D. (2021). The effects of working memory and declarative memory on instructed second language vocabulary learning: Insights from intelligent CALL. Language Teaching Research, 25(4), 501-539. https://doi.org/10.1177/1362168819872859

    • Monaghan, P., Ruiz, S., & Rebuschat, P. (2021). The role of feedback and instruction on the cross-situational learning of vocabulary and morphosyntax: Mixed effects models reveal local and global effects on acquisition. Second Language Research, 37(2), 261-289. https://doi.org/10.1177%2F0267658320927741

    • Ruiz, S., Chen, X., Rebuschat, P., & Meurers, D. (2019). Measuring individual differences in cognitive abilities in the lab and on the web PLoS ONE, 14(12), e0226217. https://doi.org/10.1371/journal.pone.0226217

    • Chinkina, M., Ruiz, S., & Meurers, D. (2019). Crowdsourcing evaluation of the quality of automatically generated questions for supporting computer-assisted language teaching. ReCALL, 32(2), 145-161. https://doi.org/10.1017/S0958344019000193

    • Ruiz Hernández , S.E. (2019). Individual differences and instructed second language acquisition: Insights from intelligent computer assisted language learning. University of Tübingen.   http://dx.doi.org/10.15496/publikation-27963

    • Ruiz, S., Tagarelli, K. M., & Rebuschat, P. (2018). Simultaneous acquisition of words and syntax: Effects of exposure condition and declarative memory. Frontiers in Psychology , 9 , 1168. https://doi.org/10.3389/fpsyg.2018.01168

    • Chinkina, M., Ruiz, S., & Meurers, D. (2017). Automatically generating questions to support the acquisition of particle verbs: Evaluating via crowdsourcing. In K. Borthwick, L. Bradley, & S. Thouësny (Eds.), Call in a climate of change: Adapting to turbulent global conditions – short papers from EUROCALL 2017 (pp. 73–78). Voillans France: Research-publishing.net. https://doi.org/10.14705/rpnet.2017.eurocall2017.692

    • Ziegler, N., Meurers, D., Rebuschat, P., Ruiz, S., Moreno Vega, J. L., Chinkina, M., & Grey, S. (2017). Interdisciplinary research at the intersection of CALL, NLP, and SLA: Methodological implications from an input enhancement project. Language Learning, 67(S1), 209–231.o https://doi.org/10.1111/lang.12227

    • Tagarelli, K. M., Ruiz, S., Moreno Vega, J. L., & Rebuschat, P. (2016). Variability in second language learning: The roles of individual differences, learning conditions, and linguistic complexity. Studies in Second Language Acquisition, 38(2), 293-316. https://doi.org/10.1017/S0272263116000036

    • Ruiz, S., & Beke, R. (2012). Summary writing in English as a foreign language (EFL). NÚCLEO 29 , 105 – 130.

      https://doi.org/10.1177/1362168819872859

      Conference presentations (last five years)

      • Ruiz, S., & Rebuschat, P. (April 2023). Offline Input Processing research: A systematic and critical review. Paper presented at the 40 International Conference Spanish Society for Applied Linguistics (AESLA), University of Extremadura, Mérida, Spain.

      • Ruiz, S., Rebuschat, P., & Meurers, D. (February 2020). Individual differences and instructed second language acquisition: Insights from intelligent computer assisted language learning. Poster presented at the colloquium Theoretische Modellierung und empirische Operationalisierung impliziten und expliziten sprachlichen Wissens aus interdisziplinärer Perspektive (Implicit and explicit linguistic knowledge: Interdisciplinary perspectives), Leibniz Universität, Hannover, Germany.

      • Ruiz, S., Chen, X., Rebuschat, P., & Meurers, D. (September 2018). Measuring individual differences in cognitive abilities in the lab and on the web. Paper presented at the annual meeting of the European Second Language Association (EUROSLA 28), Münster, Germany.

      • Chinkina, M., Ruiz, S., & Meurers, D. (August 2017). Automatically generating questions to support the acquisition of particle verbs: Evaluating via crowdsourcing. Paper presented at the 25th conference of the European Second Language Association (EUROCALL 2017), Southampton, United Kingdom.

        Talks

      • Ruiz, S. (April 2022). A systematic methodological review of offline Input Processing research. Invited speaker (with Patrick Rebuschat). Department of Linguistics (Seminar für Sprachwissenschaft), University of Tübingen, Germany.

      • Ruiz, S. (February 2022). The implicit-explicit distinction in SLA: A corpus approach to definitions and operationalizations. Invited speaker (with Patrick Rebuschat and Tanjun Liu). Department of Linguistics (Seminar für Sprachwissenschaft), University of Tübingen, Germany.

      • Ruiz, S. (October 2021). The role of feedback and instruction on the cross-situational learning of vocabulary and morphosyntax: Global and local effects. Invited speaker (with Patrick Rebuschat and Padraic Monaghan). Second Language Learning and Teaching Research Group, Lancaster University, United Kingdom..

        Other academic activities

        As part of my involvement in the research community, I co-organized the Tübingen Summer School in Second Language Acquisition with Detmar Meurers, Patrick Rebuschat, and Katharina Wendebourg. This academic event took place in July 23-27, 2018 at the University of Tübingen with 80 participants from 34 institutions of 12 different countries (see Twitter Hashtag #TuebingenSLA). I am also a founding member of the newly-launched Heritage Language Consortium.

        Contact

          
        E-Mail:    sruiz@sfs.uni-tuebingen.de
        Twitter:    @sruiz_12

          

        For more detailed information about my academic work, please visit my Academia page, or my ResearchGate page.