Spanish Faculty

Dr. Idoia Elola


Associate Professor of Spanish and Applied Linguistics
Ph.D., University of Iowa, 2005


Courses Commonly Taught

  • Issues in the Acquisition of Spanish as a Second Language
  • Spanish Applied Linguistics
  • Spanish Language and Linguistics: SLA and L2 writing
  • Second and Foreign Language Composition
  • Theoretical and Research Foundations of Second Language Teaching
  • Seminar in Language Instruction: Speaking


  • Director of the Spanish & Portuguese Division
  • Director of the Seville Study Abroad Program
  • Co-director of the Seville Study Abroad program in Seville
  • Coordinator & Supervisor of the Study Abroad Program in Seville

Areas of Research

  • Second Language Writing
  • Feedback & Revision
  • Collaborative Writing and Social Tools
  • Spanish Heritage Language Learners

Edited Monograph

  • Kessler, G., Oskoz, A. & Elola, I. (2012). Technology across writing contexts and tasks. CALICO Monograph Series, volume 10, San Marcos, Texas.

Articles and Book Chapters Authored/Co-Authored

  • Elola, I & Oskoz, A. (2014). Towards online and hybrid courses. In M. Lacorte (Ed.), The Routledge Handbook of Hispanic Applied Linguistics. London, UK: The Routledge Publishing House.
  • Oskoz, A., & Elola, I. (2014). Promoting foreign language collaborative writing through the use of Web 2.0 tools. In M. González-Lloret & L. Ortega, University of Hawai'i at Mānoa (Eds.), Technology and Tasks: Exploring Technology-mediated TBLT. John Benjamins.
  • Oskoz, A., & Elola, I. (2014). Integrating digital stories in the writing class: Toward a 21st-century literacy. In L. Williams & J. Pettes, Digital literacies in foreign language education: Research, perspectives, and best practices. San Marcos, TX: CALICO.
  • Elola I. & Mikulski, A. (2013). Revisions in Real Time: Spanish Heritage Language Learners' Writing Processes in English and Spanish. Journal of Foreign Language Annals.
  • Oskoz, A. & Elola, I. (2013). Beyond the FL writing classroom: Social tools at work. In N. Estévez Fuerte & B. Calvel Arroitia (Eds.), Adquisición de segundas lenguas en el marco del nuevo milenio (pp. 211-228). Valencia, Spain: Universitat de Valencia.
  • Oskoz A. & Elola I. (2012). Understanding the impact of social tools in the FL writing classroom: Activity theory at work. CALICO Monograph series.
  • Elola, I. & Oskoz, A. (2011). Using blogs and wikis to enhance cultural dialogue in the FL classroom (invited chapter). In L. Ducate, & N. Arnold, (Eds.), Calling on CALL: From Theory and Research to New Directions in Foreign Language Teaching. San Marcos, TX: CALICO.
  • Elola, I. & Mikulski, A. (2011). Heritage Language Learners’ Allocation of Time to Writing Processes in English and Spanish. Hispania, 94(4): 715-733.
  • Oskoz, A. & Elola, I. (2011). Academic writing in the foreign language classroom: Wikis and chats at work. In M. Pennington & P. Burton, The College Writing Toolkit: Tried and Tested Ideas for Teaching College Writing. London, UK: Equinox.
  • Oskoz, A. & Elola, I. (2011). Meeting at the wiki: The new arena for collaborative writing in foreign language courses. In M. Lee & C. McLaughlin (Eds.), Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching (pp. 209-227). Hershey, PA: IGI Global.
  • Elola, I. & Oskoz, A. (2010). A Social Constructivist Approach to Foreign Language Writing in Online Environments. AAUSC monograph. Boston: Heinle.
  • Elola, I. & Oskoz, A. (2010). Collaborative writing: Fostering L2 development and mastery of writing conventions. Language Learning & Technology, 14(3), (pp. 51-71).
  • Elola, I., Rodríguez-García, V., & Winfrey, K. (2008). Dictionary use and vocabulary choice in L2 writing (pp. 63-89). ELIA, Spain.
  • Elola, I. & Oskoz, A. (2008). Blogging: Fostering intercultural competence development in foreign language and study abroad contexts (pp. 454-477). Foreign Language Annals.
  • Elola, I. & Liskin-Gasparro, J. (2008). Entiendo cuando hablan en español, pero me cuesta mucho responder. ¿Por qué? In J. Ewald & A. Edstrom (Eds.), El español a través de la lingüística: Preguntas y respuestas (pp. 193-204). Somerville, MA: Cascadilla Press.
  • Elola, I. (2007). Portrait of a teacher: Beliefs on feedback and revision in the foreign language classroom. In J. Siskin (Ed.), From Thought to Action: Exploring Beliefs and Outcomes in the Foreign Language Program (pp. 48-66). AAUSC monograph. Boston: Heinle.
  • Elola, I. (2003). Teachers’ gendered language as a model in the second language classroom. In J. Santaemilia (Ed.), Género, lenguage y traducción (pp. 298-312). Valencia, Spain: Universidad de Valencia.
  • Elola, I. (2003). Gendered language in a foreign language classroom. In P. Kempchinsky & C.E. Piñeros (Eds.), Theory, Practice, and Acquisition (pp. 382-394). Somerville, MA: Cascadilla. Press.
  • Elola, I. & amp;O’Donnell, M. (2003). The use of Blackboard technology in the second language lecture setting. TALK, a newsletter from the Center for Teaching, Vol. 8, #2. University of Iowa.
  • Elola, I. & O’Donnell, M. (2003). The use of Blackboard technology in the second language lecture setting. Department of Spanish and Portuguese: Newsletter, Vol. 1, #1. University of Iowa.

Awards and Honors

  • Representative of the College of Arts & Sciences for the Teaching Academy Advisory Committee
  • Nominated for Teaching Award in Creativity
  • TTU Teaching Academy member (inducted)
  • Texas Tech Alumni Association New Faculty Award
  • Recipient of the ACTFL-MLJ Emma Marie Birkmaier Award for Doctoral Dissertation Research in Foreign Language Education
  • Inducted in Sigma Delta Pi, National Hispanic Honor Society, Texas Tech University
  • Outstanding Teaching Assistant, University of Iowa

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