Journal Articles (last five years)
Forthcoming
- De Jong, N. H. & Mora, J. C. (in press). Does having good articulatory skills lead to more fluent speech in first and second languages? Studies in Second Language Acquisition.
- Malicka, A., Gilabert, R. & Norris, J. (in press). From needs analysis to task design: Insights from an English for specific purposes context. Language Teaching Research, 1-29.
- Ortega, M. (in press). Is the acquisition of multiple languages a challenge? Verbeia, Journal of English and Spanish studies.
- Tragant, E., Llanes, À. & Pinyana, À. (in press). Linguistic and non-linguistics outcomes of a reading-while-listening program for young learners of English. Reading and Writing Journal.
- Vasylets, O., Gilabert, R. & Manchón, R. (in press). Differential contributions of oral and written modes on the promotion of linguistic and propositional complexity in instructed L2 contexts. Special issue on "Linguistic Complexity and Instruction in Second Language Acquisition", Instructed Second Language Acquisition.
2019
- Pujadas, G., & Muñoz C. (2019) Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning by adolescents, The Language Learning Journal, DOI: 10.1080/09571736.2019.1616806
- Suárez, M.M., & Gesa, F. (2019). Learning vocabulary with the support of sustained exposure to captioned video: do proficiency and aptitude make a difference?. The Language Learning Journal. DOI: http://doi.org/10.1080/09571736.2019.1617768
- Tragant, E. & Pellicer-Sánchez, A. (2019). Young EFL learners' processing of multimodal input: Examining learners' eye movements. System, 80, 212-223.
2018
- Armstrong, M., Esteve-Gibert, N., Igualada, A., Hübscher, I. & Prieto, P. (2018). Developmental and cognitive aspects of children's disbelief comprehension through intonation and facial gesture. First Language, 38(6), 596-616.
- Ament, J., Pérez-Vidal, C. & Barón, J. (2018). The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers. Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA), 18(4), 517-546.
- Barón, J. & Ortega, M. (2018). Investigating age differences in e-mail pragmatic performance. System, 78, 148-158.
- Elliott, N., Vila, F. X. & Gilabert, R. (2018). The presentation of Catalan universities' linguistic reality to a transnational audience. In T. Saarinen & U. Lanvers (Eds.), Special Issue on Englishization of Education in Europe. European Journal of Language Policy, 10(1), 121-146.
- Esteve-Gibert, N. & Guellaï, B. (2018). Prosody in the auditory and visual domains: a developmental perspective. Frontiers in Psychology, 9(338), 1-10.
- Llanes, À., Tragant, E. & Serrano, R. (2018). Examining the role of learning context and individual differences on gains in L2 writing performance: the case of teenagers on an intensive study abroad program. The Language Learning Journal, 46(2), 201-216.
- Michelas, A., Esteve-Gibert, N. & Dufour, S. (2018). On the French listeners' ability to use stress during spoken word recognition. Journal of Cognitive Psychology, 30(2), 198-206.
- Miralpeix, I. & Muñoz, C. (2018). Receptive vocabulary size and its relationship to EFL language skills. International Review of Applied Linguistics (IRAL), 56(1), 1-24.
- Muñoz, C., Cadierno, T. & Casas, I. (2018). Different starting points for early foreign language learning: A comparative study with Danish and Spanish young learners of English. Language Learning, 68(4), 1076-1109.
- Pellicer-Sánchez, A., Tragant, E., Conklin, K., Rodgers, M., Llanes, À. & Serrano, R. (2018). L2 reading and reading-while-listening in multimedia learning conditions: an eye-tracking study. ELT Research Papers, 18(1), 1-36.
- Serrano, R. & Huang, H. (2018). Learning Vocabulary Through Assisted Repeated Reading: How Much Time Should There Be Between Repetitions of the Same Text? TESOL Quarterly.
- Tragant, E. & Vallbona, A. (2018). Reading while listening to learn: young EFL learners’ perceptions. ELT Journal, 72(4), 395-404.
2017
- Andria, M. & Serrano, R. (2017). Developing new 'thinking-for-speaking' patterns in Greek as a foreign language: The role of proficiency and stays abroad. The Language Learning Journal, 45(1), 66-80.
- Brión, R., Fullana, N. & Royo, C. (2017). Nivell de llengües dels futurs mestres. Articles, 73, 43-48.
- Esteve-Gibert, N., Borràs-Comes, J., Asor, E., Swerts, M. & Prieto, P. (2017). The timing of head movements: the role of prosodic heads and edges. Journal of the Acoustical Society of America, 141(6), 4727-4739.
- Esteve-Gibert, N., Prieto, P. & Liszkowski, U. (2017). Twelve-month-olds understand social intentions based on prosody and gesture shape. Infancy, 22(1), 108-129.
- Feijoo, S., Muñoz, C., Amadó, A. & Serrat, E. (2017). When Meaning Is Not Enough: Distributional and Semantic Cues to Word Categorization in Child Directed Speech. Frontiers in Psychology, 8(1242), 1-11.
- Hübscher, I., Esteve-Gibert, N., Igualada, A. & Prieto, P. (2017). Prosody and gesture as bootstrapping devices to speaker uncertainty. First Language, 37(1), 24-41.
- Igualada, A.; Esteve-Gibert, N. & Prieto, P. (2017). Beat gestures improve word recall in 3- to 5-year-old children. Journal of Experimental Child Psychology, 156, 99-112.
- Llanes, À., Mora, J. C. & Serrano, R. (2017). Differential effects of SA and intensive AH courses on teenagers’ L2 pronunciation. International Journal of Applied Linguistics, 27(2), 470-490.
- Ludwig, A. & Mora, J. C. (2017). Processing time and comprehensibility judgments in non-native listeners' perception of L2 speech. Journal of Second Language Pronunciation, 3(2), 167-198.
- Montero, L., Serrano, R., & Llanes, À. (2017). The influence of learning context and age on the use of L2 communication strategies. The Language Learning Journal, 45(1), 117-132.
- Mora, J. C. & Levkina, M. (2017). Task-Based Pronunciation Teaching and Research: Key Issues and Future Directions. Studies in Second Language Acquisition, 39(2), 381-399.
- Muñoz, C. (2017). The role of age and proficiency in subtitle reading. An eye-tracking study. System, 67(3), 77-86.
- Suárez, M. M. (2017). Los portafolios electrónicos como oportunidad para el aprendizaje de la multimodalidad. Didacticae, 1(1), 130-141.
- Vasylets, O., Gilabert, R. & Manchón, R. M. (2017). The effects of mode and task complexity on L2 production. Language Learning, 67(2), 394-430.
2016
- Armstrong, M., Andreu, L., Esteve-Gibert, N. & Prieto, P. (2016). Children’s processing of morphosyntactic and prosodic cues in overriding context-based hypotheses. Probus, 28(1), 57-90.
- Cigliana, K. & Serrano, R. (2016). Individual differences in U.S. study abroad students in Barcelona: A look into their attitudes, motivations and L2 contact. Study Abroad Research in Second Language Acquisition and International Education, 1(2), 154-185.
- Collins, L. & Muñoz, C. (2016). The foreign language classroom: Current perspectives and future considerations. The Modern Language Journal, 100(S1), 133-147.
- Darcy, I., Mora, J. C. & Daidone, D. (2016). The role of inhibitory control in second language phonological processing. Language Learning, 66(4), 741-773.
- Gilabert, R., Manchón, R. M. & Vasylets, O. (2016). Mode in theoretical and empirical TBLT research: Advancing research agendas. Annual Review of Applied Linguistics, 36, 117-135.
- Granena, G. (2016). Cognitive aptitudes for implicit and explicit learning and information-processing styles: An individual differences study. Applied Psycholinguistics, 37(3), 577-600.
- Granena, G. (2016). Individual versus interactive task-based performance through voice-based computer-mediated communication. Language Learning & Technology, 20(3), 40-59.
- Laso, N. J., Comelles, E., Celaya, M. L. & Forcadell, M. (2016). Corpora and New Technologies in the Linguistics Classroom: A Pedagogical Use of a Clause Pattern Database. RAEL: Revista Electrónica de Lingüística Aplicada, 15(1), 150-165.
- Long, M., Granena, G. & Yilmaz, Y. (2016). Major Research Issues in SLA. Brill Research Perspectives in Multilingualism and Second Language Acquisition, 1(1), 1-86.
- Serrano, R., Llanes, À.; Tragant, E. (2016). Examining L2 development in two short-term intensive programs for teenagers: study abroad vs. "at home". System, 57, 43-54.
- Suárez, M. M. (2016). Review of El ABC y D de la formación docente by Vaillant, D.; Marcelo, C., Narcea, 2015. Aula de secundaria, 19, 51.
- Tragant, E. (2016). The impact of self-concept on language learning. Journal of Multilingual and Multicultural Development, 37(2), 230-231.
- Tragant, E., Muñoz, C. & Spada, N. (2016). Maximizing young learners' input: an intervention program. Canadian Modern Language Review, 72(2), 234-257.
- Tragant, E., Serrano, R. & Llanes, À. (2016). Learning English during the summer: A comparison of two domestic programs for pre-adoslescents. Language Teaching Research, 1-22.
- Yilmaz, Y. & Granena, G. (2016). The role of cognitive aptitudes for explicit language learning in the relative effects of explicit and implicit feedback. Bilingualism: Language and Cognition, 19(1), 147-161.
2015
- Barón, J. (2015). Can I make a party, mum? The development of requests from childhood to adolescence. Atlantis, 37(1), 179-198.
- Celaya, M. L. & Barón, J. (2015). The interface between grammar and pragmatics in EFL measurement and development. European Journal of Applied Linguistics, 3(2), 181-203.
- Esteve-Gibert, N., Prieto, P. & Pons, F. (2015). Nine-month-old infants are sensitive to the temporal alignment of prosodic and gesture prominences. Infant Behavior and Development, 38, 126-129.
- Feijoo, S., Muñoz, C. & Serrat, E. (2015). Morphosyntactic cues to noun categorization in English child-directed speech. Language and Communication, 45, 1-11.
- Granena, G., Muñoz, C. & Tragant, E. (2015). L1 reading factors in extensive L2 reading-while-listening instruction. System, 55, 86-99.
- Hamilton, C. & Serrano, R. (2015). Contact, attitude, and motivation in the learning of Catalan at advanced levels. International Journal of Multilingualism, 12, 241-258.
- Lara, A. R., Mora, J. C. & Pérez-Vidal, C. (2015). How long is long enough? L2 English development through study abroad programmes varying in duration. Innovation in Language Learning and Teaching, 9(1), 46-57.
- Llanes, À., Tragant, E., & Serrano, R. (2015). Examining the role of learning context and individual differences on L2 development: The case
of teenagers. Language Learning Journal, 1-18.
- Révész, A., Michel, M. & Gilabert, R. (2015). Measuring cognitive task demands using dual task methodology, subjective self-ratings, and expert judgments: A validation study. Studies in Second Language Acquisition, 38(4), 703-737.
- Serrano, R. & Llanes, À. (2015). An exploratory study of the role of age and language learning aptitude in a short stay abroad. VIAL (Vigo International Journal of Applied Linguistics), 12, 107-126.
- Serrano, R., Stengers, H., & Housen, A. (2015). Acquisition of formulaic sequences in intensive and regular EFL programs. Language Teaching Research, 19(1), 89-106.
- Suárez, M. M. (2015). Review of Cyberprogram 2.0. Programa de intervención para prevenir y reducir el ciberbullying. by Garaigordobil, M.; Martínez-Valderrey, V. Madrid. Pirámide, 2014. Aula de secundaria, 11, 45-46.
- Tragant, E.; Marsol, A.; Serrano, R.; Llanes, À. (2015). Vocabulary learning at primary school: comparing EFL and CLIL. International Journal of Bilingual Education and Bilingualism, 19(5), 579-591.
2014
- Aguilar, M. & Muñoz, C. (2014). The effect of proficiency on CLIL benefits in Engineering students in Spain. International Journal of Applied Linguistics, 24(1), 1-18.
- Buscà, F., Suárez, M. M., Burset, S., Bosch, E. (2014). La credibilidad de los sistemas de evaluación formativa en docencia universitaria: un estudio de casos múltiple aplicado a la formación del profesorado. Enseñanza & Teaching, 32 (2), 177-193.
- Esteve-Gibert, N. & Prieto, P. (2014). Infants temporally coordinate gesture-speech combinations before they produce their first words. Speech Communication, 57, 301-316.
- Granena, G. (2014). Language aptitude and long-term achievement in early childhood L2 learners. Applied Linguistics, 35(4), 483-503.
- Llanes, À. & Serrano, R. (2014). The effectiveness of classroom instruction 'at home' vs study abroad for learners of English as a foreign language attending primary, secondary school and university. The Language Learning Journal, 1-13.
- Mora, J. C., Rochdi, Y. & Kivistö-de Souza, H. (2014). Mimicking accented speech as L2 phonological awareness. Language Awareness, 23 (1-2), 57-75.
- Muñoz, C. (2014). Contrasting effects of starting age and input on the oral performance of foreign language learners. Applied Linguistics, 35(4), 463-482.
- Muñoz, C. (2014) Exploring young learners’ foreign language learning awareness. Language Awareness, 23(1-2), 24-40.
- Muñoz, C. & Llanes, À. (2014). Study Abroad and Changes in Degree of Foreign Accent in Children and Adults. The Modern Language Journal, 98, 432-449.
- Pahissa, I., Gilabert, R., Tragant, E., Serrano, R., Miralpeix, I., Navés, T. & Serra, N. (2014). El perfil del alumnado y profesorado en un grupo de institutos con resultados destacables en inglés. Lenguaje y Textos, 39, 91-99.
- Serrano, R., Tragant, E. & Llanes, À (2014). Summer English courses abroad vs. 'at home'. ELT Journal, 68(4), 397-409.
- Suárez, M. M. (2014). Review of Cyberprogram 2.0. Programa de intervención para prevenir y reducir el ciberbullying, by Garaigordobil, M.; Martínez-Valderrey, V. Madrid. Pirámide, 2014. Guix, 409, 75-76.
- Tragant, E., Miralpeix, I., Serrano, R., Pahissa, I., Naves, T., Gilabert, R., & Serra, N. (2014) Cómo se enseña inglés en un grupo de institutos donde se obtienen resultados destacables en la prueba de lengua inglesa en las PAU. Revista de Educación, 363, 60-82.
- De Jong, N. H. & Mora, J. C. (in press). Does having good articulatory skills lead to more fluent speech in first and second languages? Studies in Second Language Acquisition.
- Malicka, A., Gilabert, R. & Norris, J. (in press). From needs analysis to task design: Insights from an English for specific purposes context. Language Teaching Research, 1-29.
- Ortega, M. (in press). Is the acquisition of multiple languages a challenge? Verbeia, Journal of English and Spanish studies.
- Tragant, E., Llanes, À. & Pinyana, À. (in press). Linguistic and non-linguistics outcomes of a reading-while-listening program for young learners of English. Reading and Writing Journal.
- Vasylets, O., Gilabert, R. & Manchón, R. (in press). Differential contributions of oral and written modes on the promotion of linguistic and propositional complexity in instructed L2 contexts. Special issue on "Linguistic Complexity and Instruction in Second Language Acquisition", Instructed Second Language Acquisition.
2019
- Pujadas, G., & Muñoz C. (2019) Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning by adolescents, The Language Learning Journal, DOI: 10.1080/09571736.2019.1616806
- Suárez, M.M., & Gesa, F. (2019). Learning vocabulary with the support of sustained exposure to captioned video: do proficiency and aptitude make a difference?. The Language Learning Journal. DOI: http://doi.org/10.1080/09571736.2019.1617768
- Tragant, E. & Pellicer-Sánchez, A. (2019). Young EFL learners' processing of multimodal input: Examining learners' eye movements. System, 80, 212-223.
2018
- Armstrong, M., Esteve-Gibert, N., Igualada, A., Hübscher, I. & Prieto, P. (2018). Developmental and cognitive aspects of children's disbelief comprehension through intonation and facial gesture. First Language, 38(6), 596-616.
- Ament, J., Pérez-Vidal, C. & Barón, J. (2018). The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers. Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA), 18(4), 517-546.
- Barón, J. & Ortega, M. (2018). Investigating age differences in e-mail pragmatic performance. System, 78, 148-158.
- Elliott, N., Vila, F. X. & Gilabert, R. (2018). The presentation of Catalan universities' linguistic reality to a transnational audience. In T. Saarinen & U. Lanvers (Eds.), Special Issue on Englishization of Education in Europe. European Journal of Language Policy, 10(1), 121-146.
- Esteve-Gibert, N. & Guellaï, B. (2018). Prosody in the auditory and visual domains: a developmental perspective. Frontiers in Psychology, 9(338), 1-10.
- Llanes, À., Tragant, E. & Serrano, R. (2018). Examining the role of learning context and individual differences on gains in L2 writing performance: the case of teenagers on an intensive study abroad program. The Language Learning Journal, 46(2), 201-216.
- Michelas, A., Esteve-Gibert, N. & Dufour, S. (2018). On the French listeners' ability to use stress during spoken word recognition. Journal of Cognitive Psychology, 30(2), 198-206.
- Miralpeix, I. & Muñoz, C. (2018). Receptive vocabulary size and its relationship to EFL language skills. International Review of Applied Linguistics (IRAL), 56(1), 1-24.
- Muñoz, C., Cadierno, T. & Casas, I. (2018). Different starting points for early foreign language learning: A comparative study with Danish and Spanish young learners of English. Language Learning, 68(4), 1076-1109.
- Pellicer-Sánchez, A., Tragant, E., Conklin, K., Rodgers, M., Llanes, À. & Serrano, R. (2018). L2 reading and reading-while-listening in multimedia learning conditions: an eye-tracking study. ELT Research Papers, 18(1), 1-36.
- Serrano, R. & Huang, H. (2018). Learning Vocabulary Through Assisted Repeated Reading: How Much Time Should There Be Between Repetitions of the Same Text? TESOL Quarterly.
- Tragant, E. & Vallbona, A. (2018). Reading while listening to learn: young EFL learners’ perceptions. ELT Journal, 72(4), 395-404.
2017
- Andria, M. & Serrano, R. (2017). Developing new 'thinking-for-speaking' patterns in Greek as a foreign language: The role of proficiency and stays abroad. The Language Learning Journal, 45(1), 66-80.
- Brión, R., Fullana, N. & Royo, C. (2017). Nivell de llengües dels futurs mestres. Articles, 73, 43-48.
- Esteve-Gibert, N., Borràs-Comes, J., Asor, E., Swerts, M. & Prieto, P. (2017). The timing of head movements: the role of prosodic heads and edges. Journal of the Acoustical Society of America, 141(6), 4727-4739.
- Esteve-Gibert, N., Prieto, P. & Liszkowski, U. (2017). Twelve-month-olds understand social intentions based on prosody and gesture shape. Infancy, 22(1), 108-129.
- Feijoo, S., Muñoz, C., Amadó, A. & Serrat, E. (2017). When Meaning Is Not Enough: Distributional and Semantic Cues to Word Categorization in Child Directed Speech. Frontiers in Psychology, 8(1242), 1-11.
- Hübscher, I., Esteve-Gibert, N., Igualada, A. & Prieto, P. (2017). Prosody and gesture as bootstrapping devices to speaker uncertainty. First Language, 37(1), 24-41.
- Igualada, A.; Esteve-Gibert, N. & Prieto, P. (2017). Beat gestures improve word recall in 3- to 5-year-old children. Journal of Experimental Child Psychology, 156, 99-112.
- Llanes, À., Mora, J. C. & Serrano, R. (2017). Differential effects of SA and intensive AH courses on teenagers’ L2 pronunciation. International Journal of Applied Linguistics, 27(2), 470-490.
- Ludwig, A. & Mora, J. C. (2017). Processing time and comprehensibility judgments in non-native listeners' perception of L2 speech. Journal of Second Language Pronunciation, 3(2), 167-198.
- Montero, L., Serrano, R., & Llanes, À. (2017). The influence of learning context and age on the use of L2 communication strategies. The Language Learning Journal, 45(1), 117-132.
- Mora, J. C. & Levkina, M. (2017). Task-Based Pronunciation Teaching and Research: Key Issues and Future Directions. Studies in Second Language Acquisition, 39(2), 381-399.
- Muñoz, C. (2017). The role of age and proficiency in subtitle reading. An eye-tracking study. System, 67(3), 77-86.
- Suárez, M. M. (2017). Los portafolios electrónicos como oportunidad para el aprendizaje de la multimodalidad. Didacticae, 1(1), 130-141.
- Vasylets, O., Gilabert, R. & Manchón, R. M. (2017). The effects of mode and task complexity on L2 production. Language Learning, 67(2), 394-430.
2016
- Armstrong, M., Andreu, L., Esteve-Gibert, N. & Prieto, P. (2016). Children’s processing of morphosyntactic and prosodic cues in overriding context-based hypotheses. Probus, 28(1), 57-90.
- Cigliana, K. & Serrano, R. (2016). Individual differences in U.S. study abroad students in Barcelona: A look into their attitudes, motivations and L2 contact. Study Abroad Research in Second Language Acquisition and International Education, 1(2), 154-185.
- Collins, L. & Muñoz, C. (2016). The foreign language classroom: Current perspectives and future considerations. The Modern Language Journal, 100(S1), 133-147.
- Darcy, I., Mora, J. C. & Daidone, D. (2016). The role of inhibitory control in second language phonological processing. Language Learning, 66(4), 741-773.
- Gilabert, R., Manchón, R. M. & Vasylets, O. (2016). Mode in theoretical and empirical TBLT research: Advancing research agendas. Annual Review of Applied Linguistics, 36, 117-135.
- Granena, G. (2016). Cognitive aptitudes for implicit and explicit learning and information-processing styles: An individual differences study. Applied Psycholinguistics, 37(3), 577-600.
- Granena, G. (2016). Individual versus interactive task-based performance through voice-based computer-mediated communication. Language Learning & Technology, 20(3), 40-59.
- Laso, N. J., Comelles, E., Celaya, M. L. & Forcadell, M. (2016). Corpora and New Technologies in the Linguistics Classroom: A Pedagogical Use of a Clause Pattern Database. RAEL: Revista Electrónica de Lingüística Aplicada, 15(1), 150-165.
- Long, M., Granena, G. & Yilmaz, Y. (2016). Major Research Issues in SLA. Brill Research Perspectives in Multilingualism and Second Language Acquisition, 1(1), 1-86.
- Serrano, R., Llanes, À.; Tragant, E. (2016). Examining L2 development in two short-term intensive programs for teenagers: study abroad vs. "at home". System, 57, 43-54.
- Suárez, M. M. (2016). Review of El ABC y D de la formación docente by Vaillant, D.; Marcelo, C., Narcea, 2015. Aula de secundaria, 19, 51.
- Tragant, E. (2016). The impact of self-concept on language learning. Journal of Multilingual and Multicultural Development, 37(2), 230-231.
- Tragant, E., Muñoz, C. & Spada, N. (2016). Maximizing young learners' input: an intervention program. Canadian Modern Language Review, 72(2), 234-257.
- Tragant, E., Serrano, R. & Llanes, À. (2016). Learning English during the summer: A comparison of two domestic programs for pre-adoslescents. Language Teaching Research, 1-22.
- Yilmaz, Y. & Granena, G. (2016). The role of cognitive aptitudes for explicit language learning in the relative effects of explicit and implicit feedback. Bilingualism: Language and Cognition, 19(1), 147-161.
2015
- Barón, J. (2015). Can I make a party, mum? The development of requests from childhood to adolescence. Atlantis, 37(1), 179-198.
- Celaya, M. L. & Barón, J. (2015). The interface between grammar and pragmatics in EFL measurement and development. European Journal of Applied Linguistics, 3(2), 181-203.
- Esteve-Gibert, N., Prieto, P. & Pons, F. (2015). Nine-month-old infants are sensitive to the temporal alignment of prosodic and gesture prominences. Infant Behavior and Development, 38, 126-129.
- Feijoo, S., Muñoz, C. & Serrat, E. (2015). Morphosyntactic cues to noun categorization in English child-directed speech. Language and Communication, 45, 1-11.
- Granena, G., Muñoz, C. & Tragant, E. (2015). L1 reading factors in extensive L2 reading-while-listening instruction. System, 55, 86-99.
- Hamilton, C. & Serrano, R. (2015). Contact, attitude, and motivation in the learning of Catalan at advanced levels. International Journal of Multilingualism, 12, 241-258.
- Lara, A. R., Mora, J. C. & Pérez-Vidal, C. (2015). How long is long enough? L2 English development through study abroad programmes varying in duration. Innovation in Language Learning and Teaching, 9(1), 46-57.
- Llanes, À., Tragant, E., & Serrano, R. (2015). Examining the role of learning context and individual differences on L2 development: The case
of teenagers. Language Learning Journal, 1-18.
- Révész, A., Michel, M. & Gilabert, R. (2015). Measuring cognitive task demands using dual task methodology, subjective self-ratings, and expert judgments: A validation study. Studies in Second Language Acquisition, 38(4), 703-737.
- Serrano, R. & Llanes, À. (2015). An exploratory study of the role of age and language learning aptitude in a short stay abroad. VIAL (Vigo International Journal of Applied Linguistics), 12, 107-126.
- Serrano, R., Stengers, H., & Housen, A. (2015). Acquisition of formulaic sequences in intensive and regular EFL programs. Language Teaching Research, 19(1), 89-106.
- Suárez, M. M. (2015). Review of Cyberprogram 2.0. Programa de intervención para prevenir y reducir el ciberbullying. by Garaigordobil, M.; Martínez-Valderrey, V. Madrid. Pirámide, 2014. Aula de secundaria, 11, 45-46.
- Tragant, E.; Marsol, A.; Serrano, R.; Llanes, À. (2015). Vocabulary learning at primary school: comparing EFL and CLIL. International Journal of Bilingual Education and Bilingualism, 19(5), 579-591.
2014
- Aguilar, M. & Muñoz, C. (2014). The effect of proficiency on CLIL benefits in Engineering students in Spain. International Journal of Applied Linguistics, 24(1), 1-18.
- Buscà, F., Suárez, M. M., Burset, S., Bosch, E. (2014). La credibilidad de los sistemas de evaluación formativa en docencia universitaria: un estudio de casos múltiple aplicado a la formación del profesorado. Enseñanza & Teaching, 32 (2), 177-193.
- Esteve-Gibert, N. & Prieto, P. (2014). Infants temporally coordinate gesture-speech combinations before they produce their first words. Speech Communication, 57, 301-316.
- Granena, G. (2014). Language aptitude and long-term achievement in early childhood L2 learners. Applied Linguistics, 35(4), 483-503.
- Llanes, À. & Serrano, R. (2014). The effectiveness of classroom instruction 'at home' vs study abroad for learners of English as a foreign language attending primary, secondary school and university. The Language Learning Journal, 1-13.
- Mora, J. C., Rochdi, Y. & Kivistö-de Souza, H. (2014). Mimicking accented speech as L2 phonological awareness. Language Awareness, 23 (1-2), 57-75.
- Muñoz, C. (2014). Contrasting effects of starting age and input on the oral performance of foreign language learners. Applied Linguistics, 35(4), 463-482.
- Muñoz, C. (2014) Exploring young learners’ foreign language learning awareness. Language Awareness, 23(1-2), 24-40.
- Muñoz, C. & Llanes, À. (2014). Study Abroad and Changes in Degree of Foreign Accent in Children and Adults. The Modern Language Journal, 98, 432-449.
- Pahissa, I., Gilabert, R., Tragant, E., Serrano, R., Miralpeix, I., Navés, T. & Serra, N. (2014). El perfil del alumnado y profesorado en un grupo de institutos con resultados destacables en inglés. Lenguaje y Textos, 39, 91-99.
- Serrano, R., Tragant, E. & Llanes, À (2014). Summer English courses abroad vs. 'at home'. ELT Journal, 68(4), 397-409.
- Suárez, M. M. (2014). Review of Cyberprogram 2.0. Programa de intervención para prevenir y reducir el ciberbullying, by Garaigordobil, M.; Martínez-Valderrey, V. Madrid. Pirámide, 2014. Guix, 409, 75-76.
- Tragant, E., Miralpeix, I., Serrano, R., Pahissa, I., Naves, T., Gilabert, R., & Serra, N. (2014) Cómo se enseña inglés en un grupo de institutos donde se obtienen resultados destacables en la prueba de lengua inglesa en las PAU. Revista de Educación, 363, 60-82.
