"> Carly Carver - Faculty Profile

Carly Carver

Assistant Professor

Carly Carver

Assistant Professor

Academic Appointment(s)

Pamplin College of Arts, Humanities, and Social Sciences
Department of English & World Languages


Dr. Carly Carver received her PhD in Hispanic Linguistics at Indiana University. Aside from her role in the Department of English and World Languages, she is the world language coordinator and student teacher supervisor in the College of Education. She teaches courses in Spanish language and content including undergraduate and graduate courses in language teaching methods and Hispanic Linguistics. Her research is focused on how Spanish is acquired in instructed settings, with an emphasis on corrective feedback, task-based language learning and teaching, language learning and technology, learner engagement, and learner individual differences. Email:

  • AH E231


  • Ph.D., Spanish Language and Literature Indiana University All Campuse, 2020

  • MA, Spanish Language and Literature Arizona State University, 2013

  • BA, Political Science and Government, Other Arizona State University, 2009

  • BA, Spanish Language and Literature Arizona State University, 2009

Courses Taught Most Recent Academic Year

  • SPAN 4801

    Methods & Mat. for W Lang I
  • SPAN 3150

    Spanish for Heritage Speakers
  • SPAN 6802

    Meth & Mat Teach W Lang II
  • SPAN 4802

    Methods & Mat. for W Lang II

Teaching Interests

Dr. Carver teaches the teaching methods courses for students pursuing a B.A. in world language education, an M.A. in world language teaching, and the TESOL certificate. She also supervises the P-12 student teacher candidates in world languages. She has taught Spanish language courses in person and online, as well as Business Spanish and special topics courses in Hispanic and Applied Linguistics. She is also interested in teaching Spanish for heritage speakers.

Research Interests

Dr. Carver is currently working on research projects examining the effect of individual differences on how learners respond to and benefit from corrective feedback, the timing of corrective feedback, the dynamic nature of learner individual differences across time, the differences between distributed and massed corrective feedback on learners' acquisition of Spanish, and the effects of a task-based curriculum on language learning as well as on learner and teacher perceptions.