Le Anne Spino-Seijas

Email Address: 
Office Location: 
401 East Pyne
Office Hours: 
Tuesday: 11:00 am-12:00 pm
Thursday: 11:00 am-12:00 pm

Also by appointment


Le Anne Spino (Ph.D., Michigan State University) specializes in Second Language Acquisition. Her research is both theoretical and applied in nature. She uses online methodologies such as eye-tracking, self-paced reading, and self-paced listening to examine the L2 processing of Spanish morphosyntax. She is particularly interested in how certain linguistic phenomena, such as syntactic context or lexical frequency, affect processing. She also investigates how methodological decisions affect empirical research outcomes. For example, she has co-authored a study in Language Learning that examines a) the potential reactivity of eye-tracking and think-alouds, and b) the effect that the statistical analyses employed (traditional superiority testing vs. equivalence testing) can have on the interpretation of results.

Dr. Spino’s applied research focuses on issues that impact language teaching directly. This research is generally survey-based, and explores issues such as the interface between second language acquisition and modern language instruction, and university instructors’ perceptions of and satisfaction with language textbooks. She hopes these surveys will result in the improvement language instruction quality.


  • Spino, L., & Loewen, S. (2017). The mentalist learning theory. In J. Liontas TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.
  • Godfroid, A., & Spino, L. (2016). Under the radar: Triangulating think-alouds and finger tracking to detect the unnoticed. In A. Mackey & E. Marsden (Eds.), Advancing methodology and practice: The IRIS repository of instruments for research into second languages. New York: Routledge, pp. 73-90.
  • Godfroid, A., & Spino, L. (2015). Reconceptualizing reactivity of think-alouds and eye-tracking: Absence of evidence is not evidence of absence. Language Learning, 65(4), 896-928.
  • Spino, L., & Trego, D. (2015). Strategies for flipping communicative language classrooms. Center for Language Education and Research Newsletter, 19(2).
  • Loewen, S., Lavolette, E., Spino, L., Papi, M. Schmidtke, J., Sterling, S., & Wolff, D. (2013). Statistical literacy among applied linguists and second language acquisition researchers, TESOL Quarterly, 48(2), 360-388.


Le Anne has taught Spanish language classes, as well as classes on second language acquisition and language teaching methodology. At Princeton, she worked with Anais Holgado Lage, Catalina Méndez Vallejo, Adriana Merino, and Sylvia Zetterstrand to create Aprendo, an online language learning platform used exclusively at Princeton University in beginning and intermediate language classes.

She frequently presents at conferences and gives invited workshops on communicative language instruction and the use of technology to facilitate second language acquisition.

For more information about her research interests, other publications and presentations, as well as courses taught, please visit her website here.