• 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, M. A., M. Ed. studied English Philology, Hispanic Studies, Secondary School Teaching and Intercultural German Studies in Göttingen. From 2014 to 2016, she taught at the German Department of Nanjing University, China. Since 2016, she has been working as a lecturer for German as a foreign language at the Goethe-Institut and in the field of writing process research and didactics (mainly at the International Writing Lab at Georg-August-Universität Göttingen). Since October 2021, she has been a member of the board of the Society for Writing Didactics and Writing Research (gefsus).

Since June 2021, Alina Lira Lorca has been a research assistant at the Institute of Educational Sciences at the University of Oldenburg, where she is working on the DFG research project "Schreibkompetenzförderung durch Feedback" ("Write On") in collaboration with Katrin Peltzer, M.Ed., (Westfälische Wilhelms-Universtität Münster). Her doctoral project is concerned with the effects of peer feedback on the promotion of writing skills in English lessons at school. The project leaders are Prof Dr Ulrike-Marie Krause (University of Oldenburg) and Prof Dr Vera Busse (Westfälische Wilhelms-Universtität Münster).

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

LiraLorca, 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 the 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 the EARLI 2025, University of Graz.

Lira Lorca, A. (24 June 2025). AI as a language teacher - Can AI teach a foreign language? Lecture as part of the further education series "Digitale Delikatessen - Let's talk about KI", University of Hildesheim.
https://www.uni-hildesheim.de/dez1/personalentwicklung-fort-und-weiterbildung/digitale-delikatessen/

Lira Lorca, A. (11 June 2025). AI-supported text processing: How does it influence our reading and understanding? Lecture as part of the series of lectures "AI use in writing and language learning - support or obstacle?", University of Göttingen.

Lira Lorca, A. (10 June 2025). AI and academic citation - opportunities and pitfalls. Lecture as part of the further education series "Digitale Delikatessen - Let's talk about KI", University of Hildesheim. www. uni-hildesheim.de/dez1/personalentwicklung-fort-und-weiterbildung/digitale-delikatessen/

Lira Lorca, A. (03 June 2025). AI as a writing partner - support for academic writing. Lecture as part of the further education series "Digitale Delikatessen - Let's talk about KI", 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 further education series "Digitale Delikatessen - Let's talk about KI", 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). Potentials and limitations of AI in (high) school 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 over 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 Consultancy, 01/2024(27), Text feedback in practice and research - Part 1. 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). Task dossier Artificial Intelligence (AI) in the German classroom. Goethe-Institut Netherlands. 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. Paper presented 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 argumentative writing quality in English and German? A randomised controlled intervention study at secondary school. Paper presented at the EARLI SIG 12 Writing - Biennial Conference, Paris Nanterre University, Paris, France, 27 June 2024.

2023

Lira Lorca, A. (2023). Writing process didactics as a young discipline in German-speaking countries - didactic conclusions for the teaching of writing skills in GFL/German as a foreign language lessons. In K.-B. Boeckmann, H. Schweiger, S. Reitbrecht & B. Sorger (Eds.), IDT 2022. volume 1: Acting with language. Learning and teaching German in a participatory way (S. 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 of English learners in grade 9 increase writing self-efficacy and reduce writing anxiety? Presentation at the conference TextFeedBack in practice and research - 3rd joint conference of gefsus, GeWissS and the Forum Schreiben, online, 7 September 2023.

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

Peltzer, K., Lira Lorca, A., Krause, U.-M., & Busse, V. (2023). How does teacher feedback affect secondary school students' motivation in writing argumentative essays? Presentation 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 the WRAB - Writing Research Across Borders, NTNU Trondheim, 20 February 2023.

2022

Höllerich, J., & Lira Lorca, A. (2022). Reading multilingually. 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 in social media. Career-orientated writing at the International Writing Lab of the University of Göttingen. In D. Vode & F. Sowa (Eds.), Teaching writing in a publication-orientated way. University writing teaching concepts from practice (S. 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 Centers Association (online), 6-8 July 2022.

2021

Peltzer, K., & Lira Lorca, A. (2021, June). Panelists of the symposium Reading - Writing - Re-registering students - Revising - Letting them read ... (Insights into) research on text feedback (Conference contribution by E. Grieshammer, M. Brinkschulte, N. Hoffmann, A. Limburg & A. Tilmans) at the international conference Reading and Writing. Receiving, integrating and producing textsOnline.

Lira Lorca, A. (2021). Do we need STEM writing counselling? - On the meaningfulness of the separation/non-separation of STEM subjects and social sciences/humanities. In R. Grassmann & S. Schmitt (Eds.), Writing in the subjects. Goals - Results - Perspectives (S. 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 textsOnline/Brugg-Windisch, Switzerland.

2020

Lira Lorca, A., & Paulus, L. (2020). Writer identity as a sign language speaker. What does writing do to those who speak with the body? SchreibRÄUME. Magazine for Journal Writing, Diary and Memoir, 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 raw text phase in preparatory German lessons. Fremdsprache German. Journal for the practice of German teaching, 61, 26-30. https://doi.org/10.37307/j.2194-1823.2019.61.06

Lira Lorca, A. (2019). Field report: Göttingen premiere. Writing counselling and German sign language. JoSch - Journal of writing counselling, 17(1), 71-75. https://doi.org/10.3278/JOS1901W