Journal Articles (last five years)
Forthcoming
- Celaya, M. L. & S. López-Flores (in press). ‘I feel like a snake changing its skins’: A plurilingual project. English Language Teaching Journal (ELTJ).
- Barón, J., Munoz, C. (in press). Exploring the effects of audiovisual material and age in pragmatic learning. RESLA.
- Serfaty, J. & Serrano, R. (in press). Lag effects in L2 grammar learning: A desirable difficulties perspective. Applied Psycholinguistics.
- Suárez, M.M. & El-Henawy, W. (Guest Eds.) Digital English Language Learning and Teaching: Practices and Perspectives. The Language Learning Journal special issue.
- Vasylets, O. (forthcoming 2022). Pen-and-paper versus computer-mediated written modality as a new dimension of task complexity. Thematic issue “Investigating and re-imagining task complexity in task-based writing”. Languages.
- Vasylets, O., Mellado, M.D., & Plonsky, L. (forthcoming 2022). The role of working memory and language aptitude in digital versus pen-and-paper writing, special issue in Studies in Second Language Learning and Teaching.
2022
- Barón, J., Celaya, M.L. (2022, online first). “May I do something for you?”: The effects of audio-visual material (captioned and non-captioned) on EFL pragmatic learning. Special Issue: Teaching second language pragmatics in the current era of globalization. Language Teaching Research.
- Caballero, N. & Celaya, M. L. (2022). Code-switching by primary school bilingual EFL learners: A study on the effect of proficiency and modality of interaction. International Journal of Bilingual Education and Bilingualism, 25:1, 301-313.
- Machin, E., & Tragant, E. . (2022). The L2 Self and Identity: Exploring What Spanish as a Foreign Language Means for Former Mixed-Major Study Abroad Sojourners. Frontiers: The Interdisciplinary Journal of Study Abroad, 34(2), 133–160. https://doi.org/10.36366/frontiers.v34i2.492
- Mannarelli, P., & Serrano, R. (2022, online). 'Thank you for the music': Examining how songs can promote vocabulary learning in an EFL class. The Language Learning Journal.
- Muñoz, C., Pattemore, A. & Avello, D. (2022). Exploring repeated captioning viewing as a way to promote vocabulary learning: time lag between repetitions and learner factors, Computer Assisted Language Learning, DOI: 10.1080/09588221.2022.2113898.
- Muñoz, C. (2022). Audiovisual input in L2 learning. Language, Acquisition and Interaction, 13(1): 125-143.
- Sánchez-Hernández, A., & Barón, J. (Eds. Special Issue). (2022). Teaching second language pragmatics in the current era of globalization: An introduction. Language Teaching Research, 13621688211064931.
- Segura, M., Barón, J. & Roquet, H. (2022). Productive vocabulary learning in pre-primary education through soft CLIL. Open Linguistics, 8 (1): 297-327.
- Serfaty, J., & Serrano, R. (2022). Lag effects in L2 grammar learning: A desirable difficulties perspective. Applied Psycholinguistics, 43(3), 513 - 550.
- Serra, J. & Feijoo, S. (2022). Teacher translanguaging in CLIL primary education: do teachers’ perceptions match their real practices? Journal for the Study of Education and Development. DOI: 10.1080/02103702.2021.2009294
- Serrano, R. (2022, online). Vocabulary learning from reading and listening: Replications of Brown et al. (2008) and Vidal (2011). Language Teaching Research.
2021
- Ament, J., Barón, J., Pérez-Vidal, C. (2021). Exploring the relationship between motivations, emotions and pragmatic marker use in English-medium instruction learners. Language Learning in Higher Education, 10(2).
- Barón, J. (2021). BELC AND SUBs: From learner to subtitles corpora. Nexus,1, 15-20
- Batlle Rodríguez, J., & Suárez, M.M. (2021). An analysis of repair practices in L2 Spanish listening comprehension materials with implications for teaching interactional competence. Classroom Discourse, 12(4), 365-385. https://doi.org/10.1080/19463014.2020.1810724
- Esteve-Gibert, N. & Muñoz, C. (2021). Pre-schoolers benefit from a clear sound-referent mapping to acquire non-native phonology. Applied Psycholinguistics 42, 77-100. DOI: https//doi.org/10.1017/S0142716420000600
- Gilabert, R., Israelsson, D., Serra, J. Pattemore, M., Feijoo, S. & Castellvi, J. (2021) Developing Reading Skills in EFL Through Adaptive Game-based Learning. Proceedings of the 15th European Conference on Games Based Learning (Brighton, UK). DOI:10.34190/GBL.21.076
- Khazdouzian, Y., M. L. Celaya & J. Barón. (2021). When watching is not enough: The effects of captions on L2 pragmatics acquisition and awareness. RAEL, Revista Electrónica de Lingüística Aplicada, 19, 2: 90-107.
- Mackay, J, Andria, M., Tragant, E. and Pinyana, J. (2021). WhatsApp as part of an EFL programme: participation and interaction. ELT Journal, 75(4), 418–431, https://doi.org/10.1093/elt/ccab019.
- Martín-Chazeaud, A., Celaya, M. L. (2021). Does the choice of language in tests have an impact on gender equality in primary education? A case study in Senegal. African Journal of Education and Practice, 7, 3(2): 14-32. ISSN 2519-0296 (Online)
- Márquez-Guzmán, D., & Barón, J. (2021). Effects of Task Complexity on L2 Suggestions: An Exploratory Study on Tradeoffs between Accuracy and Complexity. TASK, 1(2): 227–265.
- Muñoz & Cadierno (2021). How do differences in exposure affect English language learning? A comparison of teenagers in two learning environments. Studies in Second Language Learning and Teaching 11, 185-212. http://dx.doi.org/10.14746/ssllt.2021.11.2.2
- Muñoz, C., Pujadas, G., & Pattemore, A. (2021). Audio-visual input for learning L2 vocabulary and grammatical constructions. Second Language Research. https://doi.org/10.1177/02676583211015797
- Llanes, À. and Tragant, E. (2021). Measuring the effects of repeated exposure to children’s graded readers. Language Teaching Research.
- Sánchez-Hernández, A., & Barón, J. (Eds. Special Issue). (2021). Teaching second language pragmatics in the current era of globalization: An introduction. Language Teaching Research, 13621688211064931.
- Segura, M., Roquet, H., Barón, J. (2021). Receptive Vocabulary Acquisition in Pre-Primary Education through Soft-Content and Language Integrated Learning. English Language Teaching.
- Serrano, R. & Huang, H.Y. (2021). Time distribution and intentional vocabulary learning through repeated reading: a partial replication and extension. Language Awareness. https://www.tandfonline.com/doi/full/10.1080/09658416.2021.1894162
- Serrat, E., Amadó, A., Bonet, A., Feijóo, S. & Aguilar-Mediavilla, E. (2021) Growing up in a socially bilingual environment: simultaneous acquisition of a typologically close language, Journal for the Study of Education and Development, DOI: 10.1080/02103702.2021.1888490
- Suárez, M.M., Gilabert, R., & Moskvina, N. (2021). The mediating role of vocabulary size, working memory and attention in early vocabulary learning under different TV genres. Tesol Journal, 12(4), 1-29. https://doi.org/10.1002/tesj.637
- Tragant, E., Pinyana, A., Mackay, J., & Andria, M. (2021). Extending language learning beyond the EFL classroom through WhatsApp. Computer Assisted Language Learning. DOI: 10.1080/09588221.2020.1854310
- Vasylets, O., & Marín, J. (2021). The role of working memory and proficiency in second language writing. Journal of Second Language Writing, 52, 100786, https://doi.org/10.1016/j.jslw.2020.100786
2020
- Ament, J., Barón, J., Pérez-Vidal, C. (2020). The Functional uses of Textual Pragmatic Markers from Native Speakers and English-medium Instruction Learners. The Journal of Pragmatics 156, 41-53.
- Barón, J., Roquet, H., Evnitskaya, N., & Navarro, N. (2020). Pragmatics in Teacher Talk: The Case of Pre-Primary Education. English Language Teaching, 13(8), 168-177.
- Barón, J., Levkina, M., Celaya, M.L. (2020). Learning pragmatics through tasks: when interaction plays a role. Applied Pragmatics 2(1), 1-25.
- Batlle Rodríguez, J., & Suárez, M.M. (2020). An analysis of repair practices in L2 Spanish listening comprehension materials with implications for teaching interactional competence. Classroom Discourse, https://doi.org/10.1080/19463014.2020.1810724
- Feijoo, S. (2020). The strength of phonological cues for noun categorization in child-directed speech. Review of Cognitive Linguistics, 18(2), 350 - 371. DOI: https://doi.org/10.1075/rcl.00063.fei
- Gesa, F., & Suárez, M.M. (2020). Efectos de la aptitud y la modalidad de input en el aprendizaje de vocabulario a través de series de televisión subtituladas. E-SEDLL, 3, 185-198.
- Khazdouzian, Y., Celaya, M. L. & Barón, J. (2020). When watching is not enough: The effects of captions on L2 pragmatics acquisition and awareness. RAEL, Revista Electrónica de Lingüística Aplicada, 19 (2), 90-107.
- Muñoz, C. (2020). Boys like games and girls like movies. Age and gender differences in out-of-school contact with English. RESLA, 33(1), 171-201. https://doi.org/10.1075/resla.18042.mun
- Pattemore, A. & Muñoz, C. (2020). Learning L2 constructions from captioned audio-visual exposure: The effect of learner-related factors. System, 93. https://doi.org/10.1016/j.system.2020.102303
- Pellicer-Sánchez, A., Tragant, E., Conklin, K., Rodgers, M., Serrano, R., & Llanes, A (2020). Young learners' processing of multimodal input and its impact on reading comprehension: An eye-tracking study. Studies in Second Language Acquisition Volume, 42 (3), 577-598.
- Peters, E. & Muñoz, C. (2020) Introduction to Special Issue Language Learning from Multimodal Input. SSLA.
- Pujadas, G. & Muñoz, C. (2020) Examining adolescent EFL learners' TV viewing comprehension through captions and subtitles. Studies in Second Language Acquisition, 1-25. doi:10.1017/S0272263120000042
- Serfaty, J. & Serrano, R. (2020). Examining the potential of digital flashcards to facilitate independent grammar learning. System, 94, 102342. https://www.sciencedirect.com/science/article/abs/pii/S0346251X20307028
- Suárez, M.M., & González Argüello, V. (2020). Becoming a good booktuber. RELC Journal, 51(1), 158–167. https://doi.org/10.1177/0033688220906905
- Wisniewska, N. & Mora, J. C. (2020). Can captioned video benefit second language pronunciation? Studies in Second Language Acquisition, 1-26. doi:10.1017/S0272263120000029.
2019
- Ament, J., Barón, J., & Pérez-Vidal, C. (2019). A study on the functional uses of textual pragmatic markers by native speakers and English-medium instruction learners. Journal of Pragmatics.
- Batlle, J., & Suárez, M.M. (2019). Secuencias didácticas gamificadas por docentes de LE en formación continua: puntos, insignias y tablas de clasificación. E-AESLA, 5, 43-51.
- Caballero, N. & M. L. Celaya. (2019). Code-switching by primary school bilingual EFL learners: A study on the effect of proficiency and modality of interaction. International Journal of Bilingual Education and Bilingualism.
- Celaya, M. L. (2019). The Emergence and Development of Syntactic Patterns in EFL Writing in a School Context: A Longitudinal Study. Languages 4.
- Celaya, M. L. (2019). The Emergence and Development of Syntactic Patterns in EFL Writing in a School Context: A Longitudinal Study. Languages 4, 41.
- De Jong, N. H. & Mora, J. C. (2019). Does having good articulatory skills lead to more fluent speech in first and second languages? Studies in Second Language Acquisition, 41, 227-239
- Malicka, A., Gilabert, R. & Norris, J. (2019). From needs analysis to task design: Insights from an English for specific purposes context. Language Teaching Research, 23(1), 1-29.
- Mora, J. C. & Wisniewska, N. (2018). L’aprenentatge de la pronunciació en segones llengües mitjançant vídeos subtitulats. In Pons-Moll, C., Carrera-Sabaté, J. & Bach-Marquès, J. (coord.) Eines per a l’Aprenentatge del Català com a L2/LE, (pp. 9-22). Barcelona: Graó.
- Ortega, M. & M. L. Celaya. 2019. Lexical Crosslinguistic Influence and Study Abroad: Do Learners Use L1-Based Resources Less? Languages, 4.
- 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.
- Serrano, R.& Pellicer-Sánchez (2019). A.Young L2 learners' online processing of information in a graded reader during reading-only and reading-while-listening conditions: A study of eye-movements. Applied Linguistics Review.
- 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.
- Tragant, E., Llanes, À. & Pinyana, À. (2019). Linguistic and non-linguistics outcomes of a reading-while-listening program for young learners of English. Reading and Writing. An interdisciplinary Journal, 32(1), 819-838.
- Tragant, E. & Pellicer-Sánchez, A. (2019). Young EFL learners' processing of multimodal input: Examining learners' eye movements. System, 80, 212-223.
- Vasylets, O., Gilabert, R. & Manchón, R. (2019). Differential contributions of oral and written modes on the promotion of linguistic and propositional complexity in instructed L2 contexts. Instructed Second Language Acquisition, 3(2), 181-205.
- Wang, X. & E. Tragant. (2019) The effect of written text on comprehension of spoken English as a foreign language: A replication study. International Review of Applied Linguistics in Language Teaching.
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.
- Castaño, E., Gilboy, E., Feijóo, S., Serrat, E., Rostán, C., Hilferty, J. & Cunillera, T. (2018). Hand Position and Response Assignment Modulate the Activation of the Valence‐Space Conceptual Metaphor. Cognitive Science, 42(2),
DOI: 10.1111/cogs.12669.
- 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.
- Ortega, M. (2017). Is the acquisition of multiple languages a challenge? Verbeia, Journal of English and Spanish studies, 1, 143-159.
- 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.
- Celaya, M. L. & S. López-Flores (in press). ‘I feel like a snake changing its skins’: A plurilingual project. English Language Teaching Journal (ELTJ).
- Barón, J., Munoz, C. (in press). Exploring the effects of audiovisual material and age in pragmatic learning. RESLA.
- Serfaty, J. & Serrano, R. (in press). Lag effects in L2 grammar learning: A desirable difficulties perspective. Applied Psycholinguistics.
- Suárez, M.M. & El-Henawy, W. (Guest Eds.) Digital English Language Learning and Teaching: Practices and Perspectives. The Language Learning Journal special issue.
- Vasylets, O. (forthcoming 2022). Pen-and-paper versus computer-mediated written modality as a new dimension of task complexity. Thematic issue “Investigating and re-imagining task complexity in task-based writing”. Languages.
- Vasylets, O., Mellado, M.D., & Plonsky, L. (forthcoming 2022). The role of working memory and language aptitude in digital versus pen-and-paper writing, special issue in Studies in Second Language Learning and Teaching.
2022
- Barón, J., Celaya, M.L. (2022, online first). “May I do something for you?”: The effects of audio-visual material (captioned and non-captioned) on EFL pragmatic learning. Special Issue: Teaching second language pragmatics in the current era of globalization. Language Teaching Research.
- Caballero, N. & Celaya, M. L. (2022). Code-switching by primary school bilingual EFL learners: A study on the effect of proficiency and modality of interaction. International Journal of Bilingual Education and Bilingualism, 25:1, 301-313.
- Machin, E., & Tragant, E. . (2022). The L2 Self and Identity: Exploring What Spanish as a Foreign Language Means for Former Mixed-Major Study Abroad Sojourners. Frontiers: The Interdisciplinary Journal of Study Abroad, 34(2), 133–160. https://doi.org/10.36366/frontiers.v34i2.492
- Mannarelli, P., & Serrano, R. (2022, online). 'Thank you for the music': Examining how songs can promote vocabulary learning in an EFL class. The Language Learning Journal.
- Muñoz, C., Pattemore, A. & Avello, D. (2022). Exploring repeated captioning viewing as a way to promote vocabulary learning: time lag between repetitions and learner factors, Computer Assisted Language Learning, DOI: 10.1080/09588221.2022.2113898.
- Muñoz, C. (2022). Audiovisual input in L2 learning. Language, Acquisition and Interaction, 13(1): 125-143.
- Sánchez-Hernández, A., & Barón, J. (Eds. Special Issue). (2022). Teaching second language pragmatics in the current era of globalization: An introduction. Language Teaching Research, 13621688211064931.
- Segura, M., Barón, J. & Roquet, H. (2022). Productive vocabulary learning in pre-primary education through soft CLIL. Open Linguistics, 8 (1): 297-327.
- Serfaty, J., & Serrano, R. (2022). Lag effects in L2 grammar learning: A desirable difficulties perspective. Applied Psycholinguistics, 43(3), 513 - 550.
- Serra, J. & Feijoo, S. (2022). Teacher translanguaging in CLIL primary education: do teachers’ perceptions match their real practices? Journal for the Study of Education and Development. DOI: 10.1080/02103702.2021.2009294
- Serrano, R. (2022, online). Vocabulary learning from reading and listening: Replications of Brown et al. (2008) and Vidal (2011). Language Teaching Research.
2021
- Ament, J., Barón, J., Pérez-Vidal, C. (2021). Exploring the relationship between motivations, emotions and pragmatic marker use in English-medium instruction learners. Language Learning in Higher Education, 10(2).
- Barón, J. (2021). BELC AND SUBs: From learner to subtitles corpora. Nexus,1, 15-20
- Batlle Rodríguez, J., & Suárez, M.M. (2021). An analysis of repair practices in L2 Spanish listening comprehension materials with implications for teaching interactional competence. Classroom Discourse, 12(4), 365-385. https://doi.org/10.1080/19463014.2020.1810724
- Esteve-Gibert, N. & Muñoz, C. (2021). Pre-schoolers benefit from a clear sound-referent mapping to acquire non-native phonology. Applied Psycholinguistics 42, 77-100. DOI: https//doi.org/10.1017/S0142716420000600
- Gilabert, R., Israelsson, D., Serra, J. Pattemore, M., Feijoo, S. & Castellvi, J. (2021) Developing Reading Skills in EFL Through Adaptive Game-based Learning. Proceedings of the 15th European Conference on Games Based Learning (Brighton, UK). DOI:10.34190/GBL.21.076
- Khazdouzian, Y., M. L. Celaya & J. Barón. (2021). When watching is not enough: The effects of captions on L2 pragmatics acquisition and awareness. RAEL, Revista Electrónica de Lingüística Aplicada, 19, 2: 90-107.
- Mackay, J, Andria, M., Tragant, E. and Pinyana, J. (2021). WhatsApp as part of an EFL programme: participation and interaction. ELT Journal, 75(4), 418–431, https://doi.org/10.1093/elt/ccab019.
- Martín-Chazeaud, A., Celaya, M. L. (2021). Does the choice of language in tests have an impact on gender equality in primary education? A case study in Senegal. African Journal of Education and Practice, 7, 3(2): 14-32. ISSN 2519-0296 (Online)
- Márquez-Guzmán, D., & Barón, J. (2021). Effects of Task Complexity on L2 Suggestions: An Exploratory Study on Tradeoffs between Accuracy and Complexity. TASK, 1(2): 227–265.
- Muñoz & Cadierno (2021). How do differences in exposure affect English language learning? A comparison of teenagers in two learning environments. Studies in Second Language Learning and Teaching 11, 185-212. http://dx.doi.org/10.14746/ssllt.2021.11.2.2
- Muñoz, C., Pujadas, G., & Pattemore, A. (2021). Audio-visual input for learning L2 vocabulary and grammatical constructions. Second Language Research. https://doi.org/10.1177/02676583211015797
- Llanes, À. and Tragant, E. (2021). Measuring the effects of repeated exposure to children’s graded readers. Language Teaching Research.
- Sánchez-Hernández, A., & Barón, J. (Eds. Special Issue). (2021). Teaching second language pragmatics in the current era of globalization: An introduction. Language Teaching Research, 13621688211064931.
- Segura, M., Roquet, H., Barón, J. (2021). Receptive Vocabulary Acquisition in Pre-Primary Education through Soft-Content and Language Integrated Learning. English Language Teaching.
- Serrano, R. & Huang, H.Y. (2021). Time distribution and intentional vocabulary learning through repeated reading: a partial replication and extension. Language Awareness. https://www.tandfonline.com/doi/full/10.1080/09658416.2021.1894162
- Serrat, E., Amadó, A., Bonet, A., Feijóo, S. & Aguilar-Mediavilla, E. (2021) Growing up in a socially bilingual environment: simultaneous acquisition of a typologically close language, Journal for the Study of Education and Development, DOI: 10.1080/02103702.2021.1888490
- Suárez, M.M., Gilabert, R., & Moskvina, N. (2021). The mediating role of vocabulary size, working memory and attention in early vocabulary learning under different TV genres. Tesol Journal, 12(4), 1-29. https://doi.org/10.1002/tesj.637
- Tragant, E., Pinyana, A., Mackay, J., & Andria, M. (2021). Extending language learning beyond the EFL classroom through WhatsApp. Computer Assisted Language Learning. DOI: 10.1080/09588221.2020.1854310
- Vasylets, O., & Marín, J. (2021). The role of working memory and proficiency in second language writing. Journal of Second Language Writing, 52, 100786, https://doi.org/10.1016/j.jslw.2020.100786
2020
- Ament, J., Barón, J., Pérez-Vidal, C. (2020). The Functional uses of Textual Pragmatic Markers from Native Speakers and English-medium Instruction Learners. The Journal of Pragmatics 156, 41-53.
- Barón, J., Roquet, H., Evnitskaya, N., & Navarro, N. (2020). Pragmatics in Teacher Talk: The Case of Pre-Primary Education. English Language Teaching, 13(8), 168-177.
- Barón, J., Levkina, M., Celaya, M.L. (2020). Learning pragmatics through tasks: when interaction plays a role. Applied Pragmatics 2(1), 1-25.
- Batlle Rodríguez, J., & Suárez, M.M. (2020). An analysis of repair practices in L2 Spanish listening comprehension materials with implications for teaching interactional competence. Classroom Discourse, https://doi.org/10.1080/19463014.2020.1810724
- Feijoo, S. (2020). The strength of phonological cues for noun categorization in child-directed speech. Review of Cognitive Linguistics, 18(2), 350 - 371. DOI: https://doi.org/10.1075/rcl.00063.fei
- Gesa, F., & Suárez, M.M. (2020). Efectos de la aptitud y la modalidad de input en el aprendizaje de vocabulario a través de series de televisión subtituladas. E-SEDLL, 3, 185-198.
- Khazdouzian, Y., Celaya, M. L. & Barón, J. (2020). When watching is not enough: The effects of captions on L2 pragmatics acquisition and awareness. RAEL, Revista Electrónica de Lingüística Aplicada, 19 (2), 90-107.
- Muñoz, C. (2020). Boys like games and girls like movies. Age and gender differences in out-of-school contact with English. RESLA, 33(1), 171-201. https://doi.org/10.1075/resla.18042.mun
- Pattemore, A. & Muñoz, C. (2020). Learning L2 constructions from captioned audio-visual exposure: The effect of learner-related factors. System, 93. https://doi.org/10.1016/j.system.2020.102303
- Pellicer-Sánchez, A., Tragant, E., Conklin, K., Rodgers, M., Serrano, R., & Llanes, A (2020). Young learners' processing of multimodal input and its impact on reading comprehension: An eye-tracking study. Studies in Second Language Acquisition Volume, 42 (3), 577-598.
- Peters, E. & Muñoz, C. (2020) Introduction to Special Issue Language Learning from Multimodal Input. SSLA.
- Pujadas, G. & Muñoz, C. (2020) Examining adolescent EFL learners' TV viewing comprehension through captions and subtitles. Studies in Second Language Acquisition, 1-25. doi:10.1017/S0272263120000042
- Serfaty, J. & Serrano, R. (2020). Examining the potential of digital flashcards to facilitate independent grammar learning. System, 94, 102342. https://www.sciencedirect.com/science/article/abs/pii/S0346251X20307028
- Suárez, M.M., & González Argüello, V. (2020). Becoming a good booktuber. RELC Journal, 51(1), 158–167. https://doi.org/10.1177/0033688220906905
- Wisniewska, N. & Mora, J. C. (2020). Can captioned video benefit second language pronunciation? Studies in Second Language Acquisition, 1-26. doi:10.1017/S0272263120000029.
2019
- Ament, J., Barón, J., & Pérez-Vidal, C. (2019). A study on the functional uses of textual pragmatic markers by native speakers and English-medium instruction learners. Journal of Pragmatics.
- Batlle, J., & Suárez, M.M. (2019). Secuencias didácticas gamificadas por docentes de LE en formación continua: puntos, insignias y tablas de clasificación. E-AESLA, 5, 43-51.
- Caballero, N. & M. L. Celaya. (2019). Code-switching by primary school bilingual EFL learners: A study on the effect of proficiency and modality of interaction. International Journal of Bilingual Education and Bilingualism.
- Celaya, M. L. (2019). The Emergence and Development of Syntactic Patterns in EFL Writing in a School Context: A Longitudinal Study. Languages 4.
- Celaya, M. L. (2019). The Emergence and Development of Syntactic Patterns in EFL Writing in a School Context: A Longitudinal Study. Languages 4, 41.
- De Jong, N. H. & Mora, J. C. (2019). Does having good articulatory skills lead to more fluent speech in first and second languages? Studies in Second Language Acquisition, 41, 227-239
- Malicka, A., Gilabert, R. & Norris, J. (2019). From needs analysis to task design: Insights from an English for specific purposes context. Language Teaching Research, 23(1), 1-29.
- Mora, J. C. & Wisniewska, N. (2018). L’aprenentatge de la pronunciació en segones llengües mitjançant vídeos subtitulats. In Pons-Moll, C., Carrera-Sabaté, J. & Bach-Marquès, J. (coord.) Eines per a l’Aprenentatge del Català com a L2/LE, (pp. 9-22). Barcelona: Graó.
- Ortega, M. & M. L. Celaya. 2019. Lexical Crosslinguistic Influence and Study Abroad: Do Learners Use L1-Based Resources Less? Languages, 4.
- 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.
- Serrano, R.& Pellicer-Sánchez (2019). A.Young L2 learners' online processing of information in a graded reader during reading-only and reading-while-listening conditions: A study of eye-movements. Applied Linguistics Review.
- 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.
- Tragant, E., Llanes, À. & Pinyana, À. (2019). Linguistic and non-linguistics outcomes of a reading-while-listening program for young learners of English. Reading and Writing. An interdisciplinary Journal, 32(1), 819-838.
- Tragant, E. & Pellicer-Sánchez, A. (2019). Young EFL learners' processing of multimodal input: Examining learners' eye movements. System, 80, 212-223.
- Vasylets, O., Gilabert, R. & Manchón, R. (2019). Differential contributions of oral and written modes on the promotion of linguistic and propositional complexity in instructed L2 contexts. Instructed Second Language Acquisition, 3(2), 181-205.
- Wang, X. & E. Tragant. (2019) The effect of written text on comprehension of spoken English as a foreign language: A replication study. International Review of Applied Linguistics in Language Teaching.
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.
- Castaño, E., Gilboy, E., Feijóo, S., Serrat, E., Rostán, C., Hilferty, J. & Cunillera, T. (2018). Hand Position and Response Assignment Modulate the Activation of the Valence‐Space Conceptual Metaphor. Cognitive Science, 42(2),
DOI: 10.1111/cogs.12669.
- 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.
- Ortega, M. (2017). Is the acquisition of multiple languages a challenge? Verbeia, Journal of English and Spanish studies, 1, 143-159.
- 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.
