• Writing process research, writing didactics and writing process support (German and English)
• Didactics of multilingualism
• Didactics of German as a foreign and second language
• Educational and knowledge cultures

Alina Lira Lorca, MA, MEd, is a doctoral candidate in the Educational Sciences section. She studied English Language and Literature, Hispanic Studies, Secondary School Teaching and Intercultural German Studies in Göttingen. From 2014 to 2016, she taught in the Department of German Studies at Nanjing University, China. Since 2016, she has been working as a lecturer in German as a Foreign Language at the Goethe Institute and in the field of writing process research and didactics (primarily at the International Writing Lab at Georg-August University of Göttingen). Since October 2021, she has been a member of the executive committee of the Society for Writing Didactics and Writing Research (gefsus).

From June 2021 to August 2025, Alina Lira Lorca was a research assistant in the Educational Sciences Group at the Institute of Educational Sciences at the University of Oldenburg, where she worked on the DFG research project ‘Promoting Writing Competence through Feedback’ (project leaders: Prof. Dr Ulrike-Marie Krause, University of Oldenburg, and Prof. Dr Vera Busse, University of Münster). Her doctoral research focuses on the effects of peer feedback and self-assessment on writing skills in school English lessons.

2026

Lira Lorca, A., Peltzer, K., Busse, V. & Krause, U.-M. (2026). Effects of peer feedback and self-assessment on writing. Learning and Instruction, 102253 . https://doi.org/10.1016/j.learninstruc.2025.102253

2025

Lira Lorca, A., Peltzer, K., Busse, V. & Krause, U.-M. (29 August 2025). Effects of structured formative peer feedback and self-assessment on argumentative writing in EFL. Presentation at EARLI 2025, University of Graz.

Peltzer, K., Lira Lorca, A., Krause, U.-M., Graham, S. & Panadero, E. (25 August 2025). How to support different writers: Effects of feedback on argumentative writing and motivation. Presentation at EARLI 2025, University of Graz.

Lira Lorca, A. (24 June 2025). AI as a language teacher – Can AI teach a foreign language? Presentation as part of the continuing further education series ‘Digital Delicacies – Let’s talk about AI’, University of Hildesheim.
https://www.uni-hildesheim.de/dez1/personalentwicklung-fort-und-weiterbildung/digitale-delikatessen/

Lira Lorca, A. (11 June 2025). AI-assisted word processing: How does it influence our reading and comprehension? Lecture as part of a series of lectures ‘The use of AI in writing and foreign language learning – help or hindrance?’, University of Göttingen.

Lira Lorca, A. (10 June 2025). AI and academic citation – opportunities and pitfalls. Lecture as part of the continuing further education series “Digital Delicacies – Let’s talk about AI”, University of Hildesheim. https://www.uni-hildesheim.de/dez1/personalentwicklung-fort-und-weiterbildung/digitale-delikatessen/

Lira Lorca, A. (3 June 2025). AI as a Writing Partner – Support for Academic Writing. Lecture as part of the continuing further education series ‘Digital Delicacies – Let’s talk about AI’, University of Hildesheim.
https://www.uni-hildesheim.de/dez1/personalentwicklung-fort-und-weiterbildung/digitale-delikatessen/

Lira Lorca, A. & Heuer, K. (20 May 2025). Reading and AI. Lecture as part of the continuing further education series ‘Digital Delicacies – Let’s talk about AI’, University of Hildesheim.
https://www.uni-hildesheim.de/dez1/personalentwicklung-fort-und-weiterbildung/digitale-delikatessen/

Giera, W.-K., Buhrfeind, I., Müller, H.-G., Schindler, K., Knorr, D., Neumann, A., Deutzmann, L., Bohle-Jurok, U. & Lira Lorca, A. (2025). Potential and limitations of AI in (higher) education writing processes. VK:KIWA. https://doi.org/10.5281/zenodo.15358393

Peltzer, K., Lorca, A. L., Krause, U.-M., Graham, S., Panadero, E. & Busse, V. (2025). How to support at-risk writers: Differential effects of formative feedback on argumentative writing and motivation. Reading and Writing, 1–37. https://doi.org/10.1007/s11145-025-10652-w

Peltzer, K., Lira Lorca, A., Krause, U.-M. & Busse, V. (2025). Effects of feedback on deep-level features of argumentative writing across multiple drafts: Insights from an intervention study with secondary EFL students. Reading and Writing. https://doi.org/10.1007/s11145-025-10638-8

2024

Lira Lorca, A., Peltzer, K., Busse, V. & Krause, U.-M. (2024). Teaching Argumentative Writing in English as a Foreign Language. Insights into a Learning Unit Including Formative Feedback. JoSch – Journal of Writing Advice, 01/2024(27), Text Feedback in Practice and Research – Part 1. https://doi.org/10.3278/JOS2402W002

Peltzer, K., Lira Lorca, A., Krause, U.-M. & Busse, V. (2024). Effects of formative feedback on argumentative writing in English and cross-linguistic transfer to German. Presentation at the AEPF Conference 2024, Osnabrück, Germany, 11 September 2024.

Peltzer, K., Lira Lorca, A., Krause, U.-M. & Busse, V. (2024). Effects of formative feedback on argumentative writing in English and cross-linguistic transfer to German. Learning and Instruction, 92, 1–16. https://doi.org/10.1016/j.learninstruc.2024.101935

Peltzer, K., Lira Lorca, A., Krause, U.-M. & Busse, V. (2024). Effects of rubric and exemplar feedback on argumentative writing in English and cross-linguistic transfer to German: An intervention study at secondary school. Future Education Conference 2024 – Empowering Learners for Tomorrow, Graz, Austria, 3 September 2024.

Lira Lorca, A. & Woltermann, T. (2024). Workbook on Artificial Intelligence (AI) in German lessons. Goethe Institute Netherlands. https://www.goethe.de/resources/files/pdf333/ki-aufgaben_liralorca2024.pdf

Lira Lorca, A., Peltzer, K., Busse, V. & Krause, U.-M. ( 2024). The impact of peer feedback and self-assessment on cognitive and motivational aspects of writing. Presentation at the EARLI SIG 12 Writing – Biennial Conference, Paris Nanterre University, Paris, France, 28 June 2024.

Peltzer, K., Lira Lorca, A., Krause, U.-M. & Busse, V. (2024). What are the effects of different types of formative feedback on the quality of argumentative writing in English and German? A randomised controlled intervention study at secondary school. Presentation at the EARLI SIG 12 Writing – Biennial Conference, Paris Nanterre University, Paris, France, 27 June 2024.

2023

Lira Lorca, A. (2023). The didactics of the writing process as a young discipline in German-speaking countries – pedagogical implications for teaching writing competence in DaF/DaZ lessons. In K.-B. Boeckmann, H. Schweiger, S. Reitbrecht & B. Sorger (Eds.), IDT 2022. Volume 1: Engaging with Language. Participatory Learning and Teaching of German (pp. 59–66). Berlin: Erich Schmidt Verlag. https://doi.org/10.37307/b.978-3-503-21102-9.05

Peltzer, K., Lira Lorca, A., Krause, U.-M., & Busse, V. (2023). To what extent can standardised and individualised teacher feedback on argumentative essays written by Year 9 learners of English increase self-efficacy in writing and reduce writing anxiety? Presentation at the conference TextFeedBack in Practice and Research – 3rd joint conference of gefsus, GeWissS and the Forum for Writing, online, 7 September 2023.

Peltzer, K., Lira Lorca, A., Krause, U.-M., & Busse, V. (2023). The effect of standardised and individualised feedback on EFL students’ writing motivation. Presentation at the European Association for Research on Learning and Instruction (EARLI) Conference 2023, Thessaloniki, 25 August 2023.

Peltzer, K., Lira Lorca, A., Krause, U.-M., & Busse, V. (2023). How does teacher feedback affect secondary school students’ motivation to write argumentative essays? Paper presented at the conference Evidence-based Foreign Language Learning – Multilingualism in Education (EBFL), Ascona, Switzerland, 7 June 2023.

Peltzer, K., Lira Lorca, A., Krause, U.-M., & Busse, V. (2023). Fostering writing competence through feedback: Insights into study design and a learning unit from an intervention study with adolescent EFL students. Presentation at WRAB – Writing Research Across Borders, NTNU Trondheim, 20 February 2023.

2022

Höllerich, J., & Lira Lorca, A. (2022). Multilingual reading. In I. Barczaitis, M. Brinkschulte, E. Grieshammer & M. Stoian (Eds.), Supporting, Guiding and Accompanying Multilingual Writing in an Academic Context. Opladen/Toronto: UTB. https://doi.org/10.36198/9783838558011

Enghardt, B., Grieshammer, E., Lira Lorca, A., & Sinjari, L. (2022). Publishing on social media. Career-oriented writing at the International Writing Centre at the University of Göttingen. In D. Vode & F. Sowa (Eds.), Teaching Writing for Publication: Practical Approaches to University Writing Instruction (pp. 153–170). Bielefeld: wbv media. https://doi.org/10.3278/9783763963102

Grieshammer, E., Lira Lorca, A., & Sinjari, L. (2022). Social Media Writing as a Means to Empower Students as Writers. Conference of the European Writing Centres Association (online), 6–8 July 2022.

2021

Peltzer, K., & Lira Lorca, A. (June 2021). Panelists at the symposium Reading – Writing – Providing Feedback – Revising – Having Your Work Read … (Insights into) Research on Text Feedback (conference paper by E. Grieshammer, M. Brinkschulte, N. Hoffmann, A. Limburg & A. Tilmans) as part of the International Conference Reading and Writing. Receiving, Integrating and Producing Texts, online.

Lira Lorca, A. (2021). Do we need a STEM writing consultancy? – On the merits of separating or not separating STEM subjects from the social sciences and humanities. In R. Grassmann & S. Schmitt (Eds.), Writing in the Subjects: Aims – Outcomes – Perspectives (pp. 233–251). Frankfurt am Main: Peter Lang Verlag. https://doi.org/10.3726/b18547

Enghardt, B., Lira Lorca, A., & Sinjari, L. (2021). Reframing the auto(r)-narrative: Overcoming writer’s block from within. In R. Behrendt & D. Kreitz (Eds.), Autobiographical writing in educational contexts. Concepts and methods (pp. [insert page number]). Opladen/Toronto: UTB. https://doi.org/10.36198/9783838555454

Grieshammer, E., & Lira Lorca, A. (2021, 11–12 June). Video-based teaching of reading strategies in university writing workshops. A good practice example from the University of Göttingen. Presentation at the International Conference: Reading and Writing: Receiving, Integrating and Producing Texts, online/Brugg-Windisch, Switzerland.

2020

Lira Lorca, A., & Paulus, L. (2020). Writer identity among sign language users. How does writing affect those who communicate with their bodies? SchreibRÄUME. Journal for Journal Writing, Diaries and Memoirs, 2(02/2020), 58–63. https://www.uni-goettingen.de/de/document/download/6d58e6b6a8fda525b084e8dc0ac6afcb.pdf/schreibräume2020-liralorcapau.pdf

2019

Lira Lorca, A. (2019). Multilingualism as a resource: The multilingual draft-text phase in preparatory German language teaching. German as a Foreign Language. Journal for the Practice of German Language Teaching, 61, 26–30. https://doi.org/10.37307/j.2194-1823.2019.61.06

Lira Lorca, A. (2019). Experience report: A Göttingen first. Writing consultancy and German Sign Language. JoSch – Journal of Writing Advice, 17(1), 71–75. https://doi.org/10.3278/JOS1901W