Book Chapters (last five years)

Forthcoming

- Ortega, M., Mora-Plaza, I. & Mora, J.C. (2021, in press). Differential effects of lexical and non-lexical high-variability phonetic training on the production of L2 vowels. In Kirkova-Naskova, A., Henderson, A. & Fouz, J. (eds.) English Pronunciation Instruction: Research-based insights: John Benjamins.

- Suárez, M. M., Gesa, F., & Frigolé, N. (in press). Gamificación de la práctica de la gramática inglesa con memes en tiempos de COVID-19. In M. A. Menargues Marcilla, & R. Díez Ros (Eds.), Redes - INNOVAESTIC 2021. Editorial Octaedro.
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2021

-  Gesa, F., & Miralpeix, I. (2022). Effects of watching subtitled TV series on foreign language vocabulary learning: does learners’ proficiency level matter? In C. Lütge (Ed.), Foreign Language Learning in the Digital Age. Theory and Pedagogy for Developing Literacies. Routledge.
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- McKeown, J.; Celaya, M. L. & Ward, H. (2021). Academic development. The impact of education abroad on students as learners. In A. Odgen, B. Streitwieser & C. Van Mol (Eds.), Education Abroad: Bridging Scholarship and Practice, pp. 77-91. London, UK: Routledge.

- Suárez, M.M., Gesa, F., & Frigolé, N. (2021). Gamificación y memes: cómo practicar gramática inglesa en entornos virtuales. En R. Satorre Cuerda (Coord.), A. Menargues Marcilla & R. Díez Ros (Eds.), XARXES-INNOVAESTIC 2021// Llibre d’actes REDES-INNOVAESTIC 2021. Libro de actas, pp. 156-158. Alacant: Universitat d'Alacant. ISBN: 978-84-617-8972-6.

​2020

- Muñoz, C. (2020) Cognate recognition by young multilingual language learners. The role of age and exposure. In Bardel, C. & Sánchez, L. (eds.). Third language acquisition. Age, proficiency and multilingualism (Eurosla Studies 2). Berlin: Language Science Press.(Open access)

- Pattemore, A., Suárez, M., & Muñoz, C. (2020). Exploring L2 TV mode preferences and perceptions of learning. In Frederiksen, K., Larsen, S., Bradley, L., & Thouësny, S. (Eds), CALL for widening participation: short papers from EUROCALL 2020 (pp. 272-278). Research-publishing.net. https://doi.org/10.14705/rpnet.2020.48.1200

- Ruiz-Tada, M., Fernandez-Villanueva, M., & Tragant, E. (2020). Compliment Responses among Japanese-English bilingual women on Facebook. In M. Placencia (Eds.) Compliments and Compliment Responses on Social Media (chapter 5). Amsterdam: John Benjamins.

- Suárez, M.M. (2020).  Cómo ser un buen "booktuber". En A. Iglesias, J. Maia, E. Zuloaga, I. Balza, M. C. Encinas, M. Ibarluzea (Eds.) Enseñanza de la Lengua y de la Literatura en contextos plurilingües. Actas del XX Congreso Internacional de la Sociedad Española de Didáctica de la Lengua y la Literatura, pp. 293-298. Bilbao: Servicios editoriales de la Universidad del País Vasco. ISBN: 978-84-1319-276-5.

- Suárez, M.M. (2020). Efectos de la gamificación superficial en un trabajo en equipo en Educación Superior. En R. Roig (Ed.), La docencia en Enseñanza Superior. Nuevas aportaciones desde la investigación e innovación educativas, pp. 1094-1106. Alacant: Ediciones Octaedro. ISBN: 9788418348112

- Suárez, M.M. (2020). BookTubers en un contexto curricular universitario.En E. Zuloaga San Román, I. Balza Tardaguila, M. Ibarluzea Santisteban, M. C. Encinas Reguero, A. Iglesias Chaves y J. Maia Larretxea (Eds.), Afrontando retos. Propuestas para la Didáctica de la Lengua y la Literatura, pp. 219-234. Bilbao: Universidad del País Vasco. ISBN: 978-84-1319-272-7

- Suárez, M.M. (2020). Gamificación superficial y evaluación entre pares en una experiencia de aprendizaje por proyectos. In R. Roig-Vila (Coord.), J. M. Antolí Martínez & R. Díez Ros (Eds.), XARXES-INNOVAESTIC 2020. Llibre d’actes / REDES-INNOVAESTIC 2020. Libro de actas, pp. 389-390. Alacant: Universitat d'Alacant. ISBN: 978-84-09-20651-3.

- Suárez, M.M., & Alcaraz Andreu, C. (2020). Experiencias “booktuber”: más allá del libro y de la pantalla. In R. Roig-Vila (Coord.), J. M. Antolí Martínez & R. Díez Ros (Eds.), XARXES-INNOVAESTIC 2020. Llibre d’actes / REDES-INNOVAESTIC 2020. Libro de actas, pp. 479-480. Alacant: Universitat d'Alacant. ISBN: 978-84-09-20651-3.

- Suárez, M.M., & Alcaraz Andreu, C. (2020). “Booktubers”: un proyecto, dos aplicaciones. En R. Roig-Vila (Coord.), J.M. Antolí Martínez, R. Díez Ros & N. Pellín Buades (Eds.), Redes de Investigación e Innovación en Docencia Universitaria. Volumen 2020, pp. 973-983. Alacant: Universitat d'Alacant. Institut de Ciències de l'Educació de la Universitat d'Alacant. ISBN: 978-84-09-20703-9

 

2019

- Celaya, M. L., Panelli, L. & Barón, J. 2019. “I’m jealous but I am very happy”: Congratulating in an EFL context. En Gutiérrez, J., Martínez-Adrián, M. y Gallardo, F. (eds.), Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice. London: Springer.

- Cokely, M. & Muñoz, C. (2019). Captioned Video, Vocabulary and Visual Prompts: An Exploratory Study. In C. Herrero & I. Vanderschelden (Eds.), Using Film and Media in the Language Classroom: Reflections on Research-Led Teaching. Bristol: Multilingual Matters.

- Gilabert, R. & Castellví, J. (2019). Task and syllabus design for morphologically complex languages. In J. W. Schwieter & A. Benati (Eds.), The Cambridge Handbook of Language Learning. Cambridge: Cambridge University Press. 527-549.

- Manchón, R. M. & Vasylets, O. (2019). Language learning through writing: Theoretical perspectives and empirical evidence. In J. W. Schwieter & A. Benati (Eds.), The Cambridge Handbook of Language Learning. Cambridge: Cambridge University Press. 341-362.

- Mora, J. C. & Cerviño-Povedano, E. (2019). The effects of bimodal L2 input on the processing of function words by Spanish EFL learners: an eye-tracking study. In C. Herrero & I. Vanderschelden (Eds.), Using Film and Media in the Language Classroom: Reflections on Research-led Teaching. Bristol: Multilingual Matters. 76-91.

- Mora, J. C. & Mora-Plaza, I. (2019). Contributions of cognitive attention control to L2 speech learning. In Nyvad, A. M., Hejná, M., Højen, A., Jespersen, A. B., & Sørensen, M. H. (eds.) A Sound Approach to Language Matters - In Honor of Ocke-Schwen Bohn. Dept. of English, School of Communication & Culture, Aarhus University, Denmark. 477-499.

- Muñoz, C. (2019). A new look at age: young and old L2 learners. In J. W. Schwieter & A. Benati (Eds.), The Cambridge Handbook of Language Learning. Cambridge: Cambridge University Press. 430-450. 

- Muñoz, C. & Spada, N. (2019) Foreign language teaching and learning across the lifespan. In L. Ortega. & A. DeHouwer (Eds.) The Cambridge Handbook of Bilingualism (233-249). Cambridge: UK

- Muñoz, C. & Singleton, D. (2019) Age and Multilingualism. In D. Singleton & L. Aronin (Eds.)Twelve Lectures on Multilingualism. Multilingual Matters.
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- Pattemore, M., Gilabert, R., & Serra, J. (2019). Elaborative Feedback in L2 Reading Games. Proceedings of the 3rd International Symposium on Gamification and Games for Learning, (GamiLearn 2019), Vol. 2497.  ​

- Pujolà, J.T., & Suárez, M.M. (2019). El potencial del portafolio digital: plataformas y herramientas. In J.T. Pujolà (Ed.), El portafolio digital en la docencia universitaria, pp. 67-86. Barcelona: Octaedro, S.L - IDP/ICE. ISBN: 978-84-17667-92-4.

2018

- Alsina, P., Rolim, M. K. S. B., Fullana, N. & Robert, M. (2018). Recursos para la tutoría y la docencia: redes, transferencia y relaciones internacionales en la Facultad de Educación. In J. Gustems (Ed.), Retos de la tutoría universitaria. Por una presencia efectiva en la formación de maestros (pp. 103-114). Barcelona: Publicacions i Edicions de la Universitat de Barcelona.

- Ament, J. R. & Barón, J. (2018). The acquisition of pragmatic markers in the English-medium instruction context. In C. Pérez-Vidal, S. López-Serrano, J. R. Ament & D. J. Thomas-Wilhelm (Eds.), Learning effects: Study abroad, formal instruction and international immersion classrooms. (EuroSLA Studies 1) (pp. 44-74). Berlin: Language Science Press.

- ​​Ament, J., Barón, J., Pérez-Vidal, C. (2018). A focus on the development of use of pragmatic markers among EMI learners. In Sánchez-Hernández A. & A. Herraiz-Martínez (Eds.) Learning second language pragmatics beyond traditional contexts. (pp. 111-146). Bern: Peter Lang.

- Esteve-Gibert, N. & Prieto, P. (2018).  Prosodic cues to intention in early vocalizations. In P. Prieto & N. Esteve-Gibert (Eds.), The development of prosody in first language acquisition (pp. 227-246). Amsterdam: John Benjamins.

- Gilabert, R. & Barón, J. (2018). Independently measuring cognitive complexity in task design for interlanguage pragmatics development. In N. Taguchi & Y. Kim (Eds.), Task-Based Approaches to Teaching and Assessing Pragmatics (pp. 160-190). Amsterdam: John Benjamins.

- Levkina, M. (2018). Developing pragmatic competence through tasks in EFL contexts: Does proficiency play a role? In N. Taguchi & Y. Kim (Eds.), Task-Based Approaches to Teaching and Assessing Pragmatics (pp. 138-157). Amsterdam: John Benjamins.

- Mora, J. C. & Levkina, M. (2018). Training vowel perception through map tasks: The role of linguistic and cognitive complexity. In J. Levis (Ed.), Proceedings of the 9th Annual Pronunciation in Second Language Learning and Teaching Conference (pp. 151-162). Ames: Iowa State University.

- Mora, J. C. & Safronova, E. (2018). Foreign accent in a second language: individual differences in perception. In C. Wright, T. Piske & M. Young-Scholten (Eds.), Mind Matters in SLA (pp. 137-161). Bristol: Multilingual Matters.

- Mora-Plaza, I., Mora, J. C. & Gilabert, R. (2018). Learning L2 pronunciation through communicative tasks. In J. Levis (Ed.), Proceedings of the 9th Annual Pronunciation in Second Language Learning and Teaching Conference (pp. 174-184). Ames: Iowa State University.

- Muñoz, C. & Singleton, D. (2018). Multilingualism and Age. In D. Singleton & L. Aronin (Eds.), Twelve Lectures on Multilingualism (pp. 213-230). Bristol: Multilingual Matters.

​- Muñoz, C. & Spada, N. (2018). Foreign language learning from early childhood to young aduthood. In A. De Houwer & L. Ortega &  (Eds.), The Cambridge Handbook of Bilingualism. Cambridge: Cambridge University Press. 233-249.

- Rusiewicz, H. & Esteve-Gibert, N. (2018). Temporal coordination of prosodic stress and gesture in the development of spoken language production. In P. Prieto & N. Esteve-Gibert (Eds.), The development of prosody in first language acquisition (pp. 103-124). Amsterdam: John Benjamins.

- Wisniewska, N. & Mora, J. C. (2018). Pronunciation learning through L2-captioned videos. In J. Levis (Ed.), Proceedings of the 9th Annual Pronunciation in Second Language Learning and Teaching Conference (pp. 204-215). Ames: Iowa State University.

2017

- Gesa, F. (2017). How many words do you know? Measuring the L2 Productive Vocabulary Size of EFL Learners. In P. Meara & I. Miralpeix (Eds.), Tools for Researching Vocabulary (pp. 138-150). Bristol: Multilingual Matters.

- Kogan, V. V. & Mora, J. C. (2017). What language sounds good to you? Researching sources of individual differences in processing unfamiliar non-native vowel contrasts. In E. Babatsouli (Ed.), Proceedings of the International Symposium on Monolingual and Bilingual Speech 2017 (pp. 168-173). Chania: Institute of Monolingual and Bilingual Speech.

- Muñoz, C. (2017). The development of language awareness at the transition from Primary to Secondary School. In M. P. García Mayo (Ed.), Learning Foreign Languages in Primary School: Research Insights (pp. 49-68). Bristol: Multilingual Matters.
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