Ana Ruiz

Ana smiles at the camera in front of a natural background.

WRaCS Doctoral Student
Second/Foreign/Heritage Language Writing

Teaching Experience:

University of California, Davis

  • Associate Instructor
    • SPA 1Y, 3, 21, 23, 31, 111N
    • UWP 1
    • U.S. Study Skills at the UC Davis International Center

George Mason University

  • Visiting Lecturer
    • Beginning, Intermediate, Advanced, and Upper Division Spanish
    • Intermediate French

West Virginia University

  • Teaching Assistant
    • Beginning Spanish

Why did you choose the DE in Writing, Rhetoric, and Composition Studies?

As a language learner myself, I have always been passionate about Second Language Acquisition. After spending many hours teaching and grading written compositions as a TA, I became interested in writing development and assessment methodologies that can truly help students of all backgrounds develop as confident, competent multilingual writers.

Education and Degree(s)
  • BA in French Translation/Interpreting, University of Salamanca, Spain
  • MA in Spanish and Minor in TESOL, West Virginia University
Honors and Awards
  • UC Davis Spanish & Portuguese Department's 2025 Summer Dissertation Writing Fellowship, 2024 Research Fellowship at Universidad de Salamanca (Spain), 2022 & 2025 Research Expenses Grant
  • UC Davis College of Letters & Science's 2025 Dean’s Summer Graduate Support Award
  • UC Davis Humanities Institute’s 2024-2025 Working Group Grant, Adventures in Data Science for Non-Stem Disciplines Interdisciplinary Support Group
  • UC Davis Spanish & Portuguese Department's 2023 Outstanding Teaching Assistant Award
  • UC Davis Shields Library's 2023 AggieOpen Award for Open Educational Resources
  • UC Davis Graduate Studies's 2020-2021 Provost First-year Fellowship
Research Interests & Expertise
  • Second Language Acquisition and Instruction
  • Second/Foreign/Heritage Language Writing
  • Multilingual Writing
  • Language Teaching Methods
  • Technology-Assisted Language Teaching
Publications
  • Ruiz-Alonso-Bartol, A., Borkovska, N. & Robles-García, P. (in press). Language Teacher Agency in the Making: Landscape of Evolving Beliefs and Agentive Stances Regarding Writing Assessment Rubrics. In H. Uysal & Gao, A. (Eds.), Language Teacher Agency: Trans-perspective Approaches and Actionable Strategies. Springer.
  • Ruiz-Alonso-Bartol, A. & Kurzer, K. (in press). Dynamic Written Corrective Feedback: A Practical Tool for Promoting Linguistic Accuracy in Student Writing. In D. Ferris, G.T. Eckstein & B. Gilliland (Eds.), Responding to Writing: A Practical Sourcebook for Instructors. University of Michigan Press.
  • Ruiz-Alonso-Bartol, A., Garabaya-Casado, E. & Sánchez-Gutiérrez, C. (2025). Beginner Spanish Student Experiences with AI and Teacher Written Corrective Feedback: An Exploratory Study. Revista Internacional de Lenguas Extranjeras. https://doi.org/10.17345/rile23.4177
  • Minnillo, S., Sánchez-Gutiérrez, C., Ortega-Pérez, A. & Ruiz-Alonso-Bartol, A. (2025). Does order of instruction matter? A language program intervention for preterite-imperfect learning. Foreign Language Annals, 1-25. https://doi.org/10.1111/flan.70012
  • Minnillo, S., Sánchez-Gutiérrez, C., Ruiz-Alonso-Bartol, A., Morgan, E. & González, C. (2024). “Predictors of accuracy in L2 Spanish preterit-imperfect production”. International Journal of Learner Corpus Research, 10(2). https://doi.org/10.1075/ijlcr.23009.min
  • Querrien, D., Ruiz-Alonso-Bartol, A., Sánchez-Gutiérrez, C., Fernández-Mira, P., & Ortega-Perez, A. (2024). “Formation à la recherche qualitative à distance et en contexte de crise: le cas d’une équipe féminine internationale à la suite de la transition d’urgence en ligne 2020”. In J. Morrissette, D. Demazière & M. Dupont-Leclerc (Eds.), Former et se former en recherche qualitative (pp. 61-78). Presses de l’Université Laval. https://www.pulaval.com/livres/former-et-se-former-en-recherche-qualitative-pratiques-et-enjeux-en-tension
  • Sánchez-Gutiérrez, C., Ortega-Perez, A., Ruiz Alonso Bartol, A., Fernández Mira, P., Querrien, D., Dykstra. S. (2024). “Spanish Language Teachers’ Experiences during the Pandemic: From In-person to Online Teaching and Back”. In Goertler & Gleason (Eds.), Technology-mediated Crisis Response in Language Studies. Equinox. https://utppublishing.com/doi/abs/10.3138/9781800504561
  • Querrien, D., Ruiz-Alonso-Bartol, A., Dykstra, S., Fernández-Mira, P., & Sánchez-Gutiérrez, C. (2022). “Dealing with the unexpected: Spanish Language Learners’ and Teachers’ Experiences during the Emergency Online Transition”. American Educational Research Association Online Paper Repository. https://doi.org/10.3102/1891514
  • Ruiz-Alonso-Bartol, A., Querrien, D., Dykstra, S., Fernández-Mira, P., Sánchez-Gutiérrez, C. (2021). “Transitioning to emergency online teaching: The experience of Spanish language learners in a US university”. System, 104. https://doi.org/10.1016/j.system.2021.102684