Papers and Poster Presentations (last five years)
2021
- Pattemore, A. & Muñoz, C. (2020). Does grammar learning have to be boring? Learning L2 grammar constructions from original version television series. Paper to be presented at the 19th World Congress of Applied Linguistics (AILA). Groningen (the Netherlands).
- Suárez, M. M. & Gesa, F. (2020). The role of individual differences in L2 vocabulary learning through subtitled TV series: evidence from young learners. Paper to be presented at the 19th World Congress of Applied Linguistics (AILA). Groningen (the Netherlands).
2020
- Pattemore, A., Suárez, M.M., & Muñoz, C. (2020). Informal grammar learning from OV TV series: Captioning mode, watching strategies, and feeling of learning. Paper presented at the EuroCALL online gathering.
2019
- Aliaga-Garcia, C., Bailey, P., Cerviño-Povedano, E., Ortega, M., Mora-Plaza, I., & Mora, J. C. (2019). The effects of visual monitoring and noise in training L2 vowel production. Poster presented at the L2 Pronunciation Research Workshop (L2PRW). 6-7 June 2019. Universitat de Barcelona, Barcelona (Spain).
- Aliaga-Garcia, C., Ortega, M., Cerviño-Povedano, E., Bailey,P. (2019).The effects of visual monitoring and noise in training L2 vowel production. Paper presented at the 43th AEDEAN Conference, Alicante (Spain).
- Barón, J., Navarro, N., Roquet, H. & Evnitskaya, N. (2019). The role of pragmatics in classroom discourse: The case of the pre-primary education. Paper presented at the 37th AESLA International Conference. Valladolid (Spain).
- Barón, J. & Sánchez, A. (2019). Current approaches to teaching L2 pragmatics. SYMPOL 12, ANGLIA RUSKIN UNIVERSITY, Cambridge (UK).
- Celaya, M. L., R. Gómez, M. Levkina & J. Barón. 2019. Developing politeness through task-supported language teaching. Paper delivered at 12th International Conference on (Im)politeness. Cambridge (UK).
- Cerviño-Provedano, E. & Ortega, M. (2019). Effectiveness of out-of-classroom technological resources on L2 phonological awareness. Paper presented at the 37th AESLA International Conference. Valladolid (Spain).
- Deal, M. & Barón, J. (2019). "But she is my mother too". Exploring pragmatics in the role-play identities. Paper presented at the 37th AESLA International Conference. Valladolid (Spain).
- Esteve, N., Serrano, R., Suárez, M.M., & Vasylets, O. (2019). Children’s use of tactile input when acquiring non-native phonological contrasts. XIV International Symposium of Psycholinguistics. Tarragona (Spain).
- Esteve-Gibert, N., Gilabert, R., Feijoo, S., Fullana, N., Mora-Plaza, I., Mora, JC., Muñoz, C., Serrano, R., Suarez, MM. & Vasylets, L. (2019). Training the acquisition of non-native phonemes through tactile lip-reading. Poster presented at the L2 Pronunciation Research Workshop: Bridging the Gap between Research and Practice. Barcelona (Spain).
- Esteve-Gibert, N,, Suarez, MM., Vasylets, L., Feijoo, S, & Serrano, R, (2019). Cross-modal perception in phonological learning or how the tactile sense can help children to acquire non-native sounds. Poster presented at the 2019 Child Language Symposium. Sheffield (UK).
- Feijoo, S. & Gilabert, R. (2019). Digital game-based learning for the development of L2 reading skills: The need of effective feedback. Poster presented at the 29th Annual Conference of the European Second Language Association (EuroSLA 29). Lund, Sweden.
- Feijoo, S. & Gilabert, R. (2019). Teaching reading skills to L1 Spanish children: The impact of explicit instruction and text enhancement. Poster presented at the 9th International Conference on Language Acquisition. Madrid (Spain).
- Galimberti, V., Mora, J. C., & Gilabert, R. (2019). L2 pronunciation learning with enhanced input from TV series: An eyetracking study. Paper presented at the 29th Annual Conference of the European Second Language Association (EuroSLA 29). Lund (Sweden).
- Gesa, F. (2019). Examining the efficacy of captioned video viewing for vocabulary learning and content comprehension: Evidence from university and high-school learners. Paper presented at the 29th Annual Conference of the European Second Language Association (EuroSLA 29). Lund (Sweden).
- Gesa, F. & Suárez, M. M. (2019). Exploring the links between vocabulary learning, language aptitude and captioned TV series: A longitudinal study in high-school and university. Paper presented at the Vocab@Leuven Conference. Leuven (Belgium).
- Huang, H. & Serrano, R. (2019). The role of time distribution in vocabulary learning through repeated reading. Paper presented at the 29th Annual Conference of the European Second Language Association (EuroSLA 29). Lund (Sweden).
- Khazdouzian, Y., J. Barón & M. L. Celaya. 2019. Learners’ experience with pragmatics while watching TV series. Paper presented at 5th annual Spring Research Seminar: Research update on teachinh and learning in multilingual contexts. Barcelona (Spain).
- Mora, J. C. & Mora-Plaza, I. (2019) The effect of task complexity and speaking anxiety on L2 fluency, pronunciation accuracy and comprehensibility. Paper presented at the 43 AEDEAN conference. Alicante (Spain).
- Mora, J. C. & Mora-Plaza, I. (2019) Paper presented at The 9th International Symposium on the Acquisition of Second Language Speech, New Sounds 2019. Tokyo (Japan).
- Mora, J. C. & Mora-Plaza, I. (2019). Phonetic training effects on the lexical encoding of L2 English vowel contrasts. Paper presented at the 6th International Conference on English Pronunciation: Issues and Practices (EPIP 6). Skopje (North Macedonia).
- Mora, J. C. & Ludwig, A. (2019) The relationship between accentedness and comprehensibility in non-native listeners' perception of L2 speech: effects of L1 background and L2 proficiency. Paper presented at the 13th International Conference on Native and Non-native Accents of English (ACCENTS 2019). Łódź (Poland).
- Mora-Plaza, I., Ortega, M., Cerviño-Povedano, E. Bailey, P., Aliaga-Garcia, C., & Mora, J. C. (2019). Updating phono-lexical representations: An L2 vowel training study. Poster presented at the L2 Pronunciation Research Workshop (L2PRW). Barcelona (Spain).
- Mora-Plaza, I., Ortega, M., Cerviño-Povedano, E. Bailey, P., Aliaga-Garcia, C., & Mora, J. C. (2019) Updating phono-lexical representations: An L2 vowel training study. Poster presented at the L2 Pronunciation Research Workshop (L2PRW). Barcelona (Spain).
- Mora-Plaza, I, Ortega, M., & Mora, J. C. (2019) Training an L2 vowel contrast under different high-variability training conditions: Individual differences in auditory attention control. Paper presented at the 13th International Conference on Native and Non-native Accents of English (ACCENTS 2019). Łódź (Poland).
- Mora-Plaza, I., Ortega, M., & Mora, J. C. (2019). Training L2 English vowels in noise: the role of auditory selective attention. Paper presented at the 6th International Conference on English Pronunciation: Issues and Practices (EPIP 6), 17-18 May 2019, Skopje (North Macedonia).
- Mora-Plaza, I., Ortega, M., Mora, J.C. (2019) Training an L2 vowel contrast under different high-variability training conditions:
Individual differences in auditory attention control. Paper presented at the 13th International Conference on Native and Non-native Accents of English. Lodz (Poland).
- Llanes A. & Tragant E. (2019). Multiple exposures to children’s graded readers. Does it make a difference? Paper presented at the workshop ‘Maximizing L2 exposure and interaction in the classroom and beyond’. Barcelona (Spain).
- Llanes, A., Tragant, E., Vallbona, A., Cerviño-Povedano, E., Ortega, M. (2019). Multiple exposures in extensive reading: Does it make a difference? Paper presented at the workshop "Maximizing L2 exposure and interaction in the classroom and beyond". Barcelona (Spain).
- Ortega, M. & Cerviño-Povedano, E. (2019). Learners’ attitudes towards the out-of-school use of technology to improve their English pronunciation. Paper presented at the workshop "Maximizing L2 exposure and interaction in the classroom and beyond". Barcelona (Spain).
- Ortega, M. & Cerviño-Povedano, E. (2019). Generalization effects of phonetic training on L2 English Production of /æ/-/ʌ/
Paper presented at the 9th International Symposium on the Acquisition of Second Language Speech (New Sounds). Tokyo (Japan).
- Ortega, M., Mora-Plaza, I., Mora, J.C., Aliaga-Garcia, C., Cerviño-Povedano, E. (2019). Training with words vs. training with nonwords to update learners’ phono-lexical representations. Paper presented at the 43th AEDEAN Conference. Alicante (Spain).
- Ortega, M. & Celaya, M.L. (2019). Lexical crosslinguistic influence and study abroad: Do learners use L1-based resources less? Paper presented at the 37th AESLA International Conference. Valladolid (Spain).
- Ortega, M., Mora, J. C., & Mora-Plaza, I. (2019). The role of visual monitoring in training L2 vowels. Paper presented at the 6th International Conference on English Pronunciation: Issues and Practices (EPIP 6). Skopje (North Macedonia).
- Pattemore, M. & Gilabert, R. (2019). Elaborative Feedback in L2 Reading Games: Do different types of feedback impact game behaviour and second language learning? Paper presented at the 29th Annual Conference of the European Second Language Association (EuroSLA 29). Lund (Sweden).
- Pattemore, M. & Gilabert, R. (2019). Elaborative Feedback in L2 Reading Games. Paper presented at the 3rd International Symposium on Gamification and Games for Learning (GamiLearn 2019). Barcelona (Spain).
- Pattemore, M. & Gilabert, R. (2019). Elaborative feedback in serious literacy games. Paper presented at the New Zealand Linguistic Society Conference. Christchurch (New Zealand).
- Pattemore-Plotnikova, A. & Muñoz, C. (2019). Learning L2 grammar from TV series. Poster presented at the New Zealand Linguistic Society Conference. Christchurch (New Zealand).
- Plotnikova, A. & Muñoz, C. (2019). Learning L2 constructions from multimodal input. Paper presented at the COST SAREP workshop: Input in study abroad and views from acquisition - focus on constructs, operationalisation & measurement issues. Barcelona (Spain).
- Plotnikova, A. & Muñoz, C. (2019). Learning L2 constructions from captioned video exposure. Paper presented at the 37th AESLA International Conference. Valladolid (Spain).
- Serrano, R. & Pellicer-Sánchez, A. (2019). Incidental vocabulary acquisition through massed and spaced repeated reading. . Paper presented at the 29th Annual Conference of the European Second Language Association (EuroSLA 29). Lund, Sweden.
- Serrano, R. & Pellicer-Sánchez, A. (2019). Exploring the effect of time distribution of repeated reading on vocabulary learning. . Paper presented at Vocab@Leuven. Leuven (Belgium).
- Suárez, M.M. (2019). Cómo ser un buen "booktuber". XX Congreso Internacional de la Sociedad Española de Didáctica de la Lengua y la Literatura. Bilbao, Spain.
- Suárez, M. M. & Gesa, F. (2019). Vocabulary learning through subtitled video viewing as mediated by language aptitude: The case of EFL beginner learners at Primary school. Paper to be presented at the 29th Annual Conference of the European Second Language Association (EuroSLA 29). Lund (Sweden).
- Tragant E. & Vallbona A. (2019). Making the most of graded readers. Paper presened at IATEFL. Liverpool (UK).
- Tragant E. & J. Mackay. (2019). "Make me feel English language part of my life": Using WhatsApp beyond the classroom. Paper presented at EUROCALL conference. Leuven la Neuve (Belgium).
- Wisniewska, N. & Mora, J. C. (2019). Improving L2 pronunciation through TV series exposure. Poster presented at the L2 Pronunciation Research Workshop (L2PRW). Barcelona (Spain).
- Wisniewska, N. & Mora, J. C. (2019). Can watching captioned movies improve L2 pronunciation? Paper presented at The 9th International Symposium on the Acquisition of Second Language Speech, New Sounds 2019. Tokyo (Japan).
- Wisniewska, N. & Mora, J. C. (2019) Improving L2 pronunciation through TV series exposure. Poster presented at the L2 Pronunciation Research Workshop (L2PRW). Barcelona (Spain).
2018
- Barón, J. & Levkina, M. (2018). Task-supported pragmatic instruction in an EFL classroom: the role of audiovisual support. Paper presented at the 2018 Conference of the American Association for Applied Linguistics (AAAL). Chicago (USA).
- Batlle, J. & Suárez, M. M. (2018). Secuencias didácticas gamificadas por docentes de LE en formación continua: puntos, insignias y tablas de clasificación. Paper presented at the 36th AESLA International Conference. Cádiz (Spain).
- Cebrian, J. & Mora, J. C. (2018). Measuring cross-linguistic perceptual similarity by means of online tasks. Poster presented at LabPhon16. Lisbon (Portugal).
- Celaya, M. L. (2018). The Integrated Plurilingual Approach: A case study in a multilingual English classroom. Paper presented at the 42nd International AEDEAN Conference. Córdoba (Spain).
- Esteve-Gibert, N., Lœvenbruck, H., Dohen, M. & D’Imperio, M. (2018). French pre-schoolers use head nods more than prosodic cues as a marker of information structure. Poster presented at LabPhon16. Lisbon (Portugal).
- Esteve-Gibert, N., Lœvenbruck, H., Dohen, M., Legou, T. & D’Imperio, M. (2018). Head movements highlight important information in speech: an EMA study with French speakers. Poster presented at the XIV AISV Conference. Bolzano (Italy).
- Esteve-Gibert, N. & Muñoz, C. (2018). How visual speech input in social interactions impacts on the child’s learning of L2 sounds. Poster presented at LabPhon16. Lisbon (Portugal).
- Esteve-Gibert, N. & Muñoz, C. (2018). How social communicative interactions impact on children’s learning of L2 sounds. Poster presented at the Child Language Symposium 2018. Reading (UK).
- Esteve-Gibert, N. & Muñoz, C. (2018). Quin tipus d'interacció social fa que els infants de 4-5 anys aprenguin millor els contrastos prosòdics i fonètics d'una L2? Paper presented at the Workshop sobre la Prosòdia del Català. Barcelona (Spain).
- Esteve-Gibert, N., Schafer, A., Hemforth, B., Portes, C., Pozniak, C. & D'Imperio, M. (2018). Empathy determines how intonation is used to process semantically ambiguous words. Paper presented at the Pre-AMLaP Workshop on Socially Situated Language Processing. Berlin (Germany).
- Feijoo, S., Gilabert, R., Castellví, J. & Ramis, A. (2018). Digital games and young learners’ reading skills in L1 and L2: The role of feedback. Poster presented at the 28th Annual Conference of the European Second Language Association (EuroSLA 28). Münster (Germany).
- Gesa, F. (2018). Do L1 subtitled TV series facilitate vocabulary acquisition and content comprehension in young learners? A year-long intervention at Primary school. Paper presented at the 2nd Doctoral Workshop: Emerging Issues in Applied Linguistics Research. Barcelona (Spain).
- Gesa, F. & Miralpeix, I. (2018). Does multimodal input enhance vocabulary acquisition and retention? A classroom-based longitudinal study with EFL learners. Paper presented at the 2018 Conference of the American Association for Applied Linguistics (AAAL). Chicago (USA).
- Gesa, F. & Miralpeix, I. (2018). Enhancing foreign language learning by means of multimodal input. The case of subtitled TV series and young learners. Paper presented at the 2018 Conference on Technological Innovation for Specialized Linguistic Domains (TISLID 18). Ghent (Belgium).
- Gesa, F. & Suárez, M. M. (2018). Efectos de la aptitud y la modalidad de input en el aprendizaje de vocabulario a través de series de televisión subtituladas. Paper presented at the XIX Congreso de la Sociedad Española de Didáctica de la Lengua y la Literatura. Almería (Spain).
- Gilabert, R., Vasylets, O., Moskvina, N., Barón, J., Levkina, M., Suárez, M. M. & Feijoo, S. (2018). The impact of genre on L2 vocabulary learning through captioned video. Paper presented at the 28th Annual Conference of the European Second Language Association (EuroSLA 28). Münster (Germany).
- Kogan, V. & Mora, J. C. (2018). Your /i/ is not my /i/: Individual differences in L1 perception and their effects on discrimination of unfamiliar nonnative contrasts. Paper presented at the 28th Annual Conference of the European Second Language Association (EuroSLA 28). Münster (Germany).
- Levkina, M. & Mora, J. C. (2018) A focus on phonetic form during task-based communicative interaction improves L2 vowel perception and production. Paper presented at the 2018 Conference of the American Association for Applied Linguistics (AAAL). Chicago (USA).
- Mora, J. C. & Mora-Plaza, I. (2018) Contributions of cognitive attention control to L2 speech learning. Paper presented at the Symposium on Speech and Language. Aarhus (Denmark).
- Mora-Plaza, I. & Mora, J. C. (2018) The role of cognitive attention control in L2 phonological acquisition. Paper presented at the 28th Annual Conference of the European Second Language Association (EuroSLA 28). Münster (Germany).
- Mora-Plaza, I., Wisniewska, N. & Mora, J. C. (2018) Individual differences in auditory selective attention and L2 speech perception and production. Poster presented at Bridging Attention and Prediction (BAP 2018). Barcelona (Spain).
- Muñoz, C. & Cadierno, T. (2018). The role of context- and language-related factors in early L2 learning: A comparative study of Danish and Spanish young learners of English. Paper presented at the 36th AESLA International Conference. Cádiz (Spain).
- Muñoz, C., Cadierno, T. & Casas, I. (2018). The role of linguistic distance and out-of-school exposure in early L2 learning. Paper presented at the 2018 Conference of the American Association for Applied Linguistics (AAAL). Chicago (USA).
- Muñoz, C., Miralpeix, I., Pujadas, G. & Gesa, F. (2018). L2 vocabulary learning through extensive television viewing. Evidence from school classroom learners. Paper presented at the 28th Annual Conference of the European Second Language Association (EuroSLA 28). Münster (Germany).
- Pujadas, G. & Muñoz, C. (2018). Focused and non-focused L2 learning through captioned and subtitled TV series. Paper presented at the 2018 Conference of the American Association for Applied Linguistics (AAAL). Chicago (USA).
- Pujadas, G. & Muñoz, C. (2018). Hear, read, watch. What type of words are learned better through captioned TV? Paper presented at the 36th AESLA International Conference. Cádiz (Spain).
- Pujadas, G. & Muñoz, C. (2018). What words do we learn better through TV series? The effects of age, proficiency and type of instruction. Paper presented at the 37h Second Language Research Forum (SLRF). Montreal (Canada).
- Serrano, R. & Huang, H. (2018). Effects of intensive vs. spaced practice schedules on vocabulary acquisition through repeated reading-while-listening. Paper presented at the 2018 Conference of the American Association for Applied Linguistics (AAAL). Chicago (USA).
- Vasylets, O. (2018). Investigating the role of working memory in L2 written production. Paper presented at the L2 Writing Seminar: The Language Learning Potential of L2 Writing and Written Corrective Feedback. Murcia (Spain).
- Vasylets, O., Gilabert, R. & Manchón, R. (2018). Differential effects of oral and written modes on the manifestation of linguistic and propositional complexity in L2 production. Paper presented at the 36th AESLA International Conference. Cádiz (Spain).
- Wisniewska, N. & Mora, J. C. (2018) Audio-text synchronization during bimodal input exposure through L2-captioned video. Paper presented at the 28th Annual Conference of the European Second Language Association (EuroSLA 28). Münster (Germany).
2017
- Barón, J. & Celaya, M. L. (2017). Learning how to negotiate in EFL: The effects of two types of explicit instruction. Paper presented at the 41st
International AEDEAN Conference. La Laguna (Spain).
- Barón, J., Gómez, R. & Marsol, A. (2017). The effects of task-based language teaching in pragmatic development: the case of interruptions and disagreements. Paper presented at Seventh International Conference on Task-Based Language Teaching (TBLT). Barcelona (Spain).
- Casulleras, M. & Miralpeix, I. (2017). Watching cartoons with L1 or L2 subtitles: A classroom-based study with young learners. Paper presented at Media Literacy in Foreign Language Learning: Digital and Multimodal Perspectives. Munich (Germany).
- Cebrian, J. & Mora, J. C. (2017). Crosslinguistic perceptual similarity and asymmetric lexical competition in L2 spoken-word recognition. Paper presented at AMLaP 2017 (Architectures and Mechanisms for Language Processing). Lancaster (UK).
- Esteve-Gibert, N., Lœvenbruck, H., Dohen, M. & D’Imperio, M. (2017). Audiovisual correlates of focus production in French-speaking 4 and 5 year olds. Poster presented at the International Association for the Study of Child Language (IASCL). Lyon (France).
- Esteve-Gibert, N., Lœvenbruck, H., Dohen, M. & D’Imperio, M. (2017). The development of prosodic and gesture cues to focus in French pre-schoolers. Poster presented at Phonetics and Phonology in Europe. Cologne (Germany).
- Esteve-Gibert, N., Lœvenbruck, H., Dohen, M. & D’Imperio, M. (2017). The use of prosody and gestures for the production of contrastive focus in French-speaking 4 and 5 year olds. Paper presented at the Workshop “Abstraction, Diversity and Speech Dynamics”. Munich (Germany).
- Esteve-Gibert, N., Lœvenbruck, H., Dohen, M., Legou, T. & D’Imperio, M. (2017). Adults’ and children’s use of prosody and head gestures to mark contrastive focus in French. Paper presented at the XIII AISV Conference (Associazione Italiana di Scienze della Voce). Scuola Normale Superiore di Pisa. Pisa (Italy).
- Esteve-Gibert, N., Lœvenbruck, H., Dohen, M., Legou, T. & D’Imperio, M. (2017). Adults’ and children’s use of prosody and head gestures to mark contrastive focus in French. Paper presented at iGesto'17, International Conference on Gesture and Multimodality. Porto (Portugal).
- Farah, C., Esteve-Gibert, N., Roman, S. & D’Imperio, M. (2017). Prosodic focus acquisition in French early cochlear implanted children. Paper presented at the Workshop on Speech Perception and Production across the Lifespan (SPPL 2017), London (UK).
- Feijoo, S., Amadó, A., Sidera, F. & Serrat, E. (2017). The usefulness of morphological frames for word categorization in Spanish child-directed speech: Evidence from early production. Poster presented at the International Association for the Study of Child Language (IASCL). Lyon (France).
- Galimberti, V. & Miralpeix, I. (2017). Multimodal input for Italian beginner learners of English: A study on comprehension and vocabulary learning from undubbed TV series. Paper presented at the IV DILLE Conference. Florence (Italy).
- Galimberti, V. & Miralpeix, I. (2017). Undubbed TV series with L1, L2 or no subtitles: A study on comprehension and vocabulary learning with young beginner learners of English. Paper presented at the Workshop on early literacy and (digitial) media. Paderborn (Germany).
- Gesa, F. & Miralpeix, I. (2017). Does Watching Subtitled TV Series Enhance FL Vocabulary Learning? Evidence from a Longitudinal Study at High-school. Paper presented at the BAAL Vocabulary SIG Annual Conference. Reading (UK).
- Gilabert, R., Vasylets, O. & Manchón, R. (2017). Exploring thinking-for-mode in the TBLT context: The case of linguistic and propositional complexity. Paper presented at the 18th World Congress of Applied Linguistics. Rio de Janeiro (Brazil).
- Kogan, V. & Mora, J. C. (2017). Which language sounds good to you? Individual biases in processing unfamiliar non-native vowel contrasts. Paper presented at the International Symposium on Monolingual and Bilingual Speech 2017 (ISMBS 2017). Chania (Greece).
- Meara, P. & Miralpeix, I. (2017). Assessing Lexical Originality Using V_Unique: Some Theoretical Considerations and Results from Empirical Studies. Paper presented at the BAAL Vocabulary SIG Annual Conference. Reading (UK).
- Mora, J. C. (2017). Individual differences in L2 bimodal input processing. Paper presented at the Workshop on Speech Perception and Production across the Lifespan (SPPL 2017), London (UK).
- Mora, J. C. (2017). The role of individual differences in the acquisition of L2 speech. Paper presented at the 50th Annual Meeting of the Societas Linguistica Europaea (SLE 2017). Zürich (Switzerland).
- Mora, J. C. & Cerviño-Povedano, E. (2017) Processing of grammatical words in L2 captioned video: individual differences in proficiency, speech segmentation and executive function. Poster presented at the 2017 Conference of the American Association for Applied Linguistics (AAAL). Portland (USA).
- Mora, J. C. & Levkina, M. (2017). Exploring the role of linguistic and cognitive complexity in enhancing L2 pronunciation development through focus on phonetic form in a collaborative map task. Paper presented at the Seventh International Conference on Task-Based Language Teaching (TBLT). Barcelona (Spain).
- Mora, J. C. & Levkina, M. (2017). Training the production of English L2 vowel contrasts through collaborative map tasks. Paper presented at the 9th Pronunciation in Second Language Learning and Teaching Conference (PSLLT). Salt Lake City (USA).
- Mora, I., Mora, J. C. & Gilabert, R. (2017). Task-Based Pronunciation Teaching: The acquisition of an L2 phonological contrast mediated by task complexity and LREs. Paper presented at Seventh International Conference on Task-Based Language Teaching (TBLT). Barcelona (Spain).
- Mora, I., Mora, J. C. & Gilabert, R. (2017). Focus on phonetic form and cognitive complexity in the acquisition of an L2 vowel contrast. Paper presented at the 9th Pronunciation in Second Language Learning and Teaching Conference (PSLLT). Salt Lake City (USA).
- Muñoz, C. & Pujadas, G. (2017). Captions vs non-captions. The influence of learning styles and cognitive variables. Paper presented at the 27th Annual Conference of the European Second Language Association (EuroSLA 27). Reading (UK).
- Pinyana, À., Pellicer-Sánchez, A. & Serrano, R. (2017). Exploring learners' reading behaviour in reading and reading-while-listening conditions: A study of eye-movements. Paper presented at the 27th Annual Conference of the European Second Language Association (EuroSLA 27). Reading (UK).
- Pujadas, G. & Muñoz, C. (2017). Learning through subtitles. Learners' preferences and task perception. Paper presented at Seventh International Conference on Task-Based Language Teaching (TBLT). Barcelona (Spain).
- Pujadas, G. & Muñoz, C. (2017). Incidental and intentional L2 learning through L1 and L2 subtitles. Paper presented at the 27th Annual Conference of the European Second Language Association (EuroSLA 27). Reading (UK).
- Serrano, R. & Pellicer-Sánchez, A. (2017). Incidental L2 vocabulary learning from reading and reading while listening. Paper presented at the 2017 Conference of the American Association for Applied Linguistics (AAAL). Portland (USA).
- Sidera, F., Amadó, A., Feijoo, S., Morgan, G. & Serrat, E. (2017). Linguistic-Communicative skills and emotion understanding: Insights from deafness. Poster presented at the International Association for the Study of Child Language (IASCL). Lyon (France).
- Suárez, M. M. (2017). Metaphorical perceptions about learning English through captioned images: A longitudinal study. Paper presented at the 18th World Congress of Applied Linguistics. Rio de Janeiro (Brazil).
- Suárez, M. M. & Gesa, F. (2017). Exposure, language aptitude and proficiency as mediators of vocabulary acquisition through captioned video viewing. Paper presented at the Seventh International Conference on Task-Based Language Teaching (TBLT). Barcelona (Spain).
- Suárez, M. M., Gesa, F. & Miralpeix, I. (2017). Vocabulary acquisition through captioned TV series: Are there any aptitude and proficiency effects? Paper presented at the 18th World Congress of Applied Linguistics. Rio de Janeiro (Brazil).
- Vallbona, A., Cerviño, E. & Tragant, E. (2017). The effectiveness of graded readers in a reading while listening program for young learners of English. Paper presented at the 27th Annual Conference of the European Second Language Association (EuroSLA 27). Reading (UK).
- Vasylets, O. & Gilabert, R. (2017). Coding of writing processes in think-aloud protocols. Paper presented at the 27th Annual Conference of the European Second Language Association (EuroSLA 27). Reading (UK).
- Vasylets, O., Gilabert, R. & Manchón, R. M. (2017). The impact of mode on the manifestation of linguistic and propositional complexity in L2 production. Paper presented at the 2017 Conference of the American Association for Applied Linguistics (AAAL). Portland (USA).
- Vasylets, O., Gilabert, R. & Manchón, R. M. (2017). The effects of mode on propositional complexity in L2 task-based performance. Paper presented at the Seventh International Conference on Task-Based Language Teaching (TBLT). Barcelona (Spain).
- Vasylets, O., Gilabert, R. & Manchón, R. M. (2017). Exploring thinking-for-mode in the TBLT context: The case of linguistic and propositional complexity. Paper presented at the 18th World Congress of Applied Linguistics. Rio de Janeiro (Brazil).
- Vasylets, O., Gilabert, R. & Ruiz Tada, M. (2017). Input Enhancement in Captions and Vocabulary Learning: Evidence from an Eye-Tracking Study. Paper presented at the 18th World Congress of Applied Linguistics. Rio de Janeiro (Brazil).
- Wisniewska, N. & Mora, J. C. (2017) Language dominance and inhibitory control in L3 speech production: language switching effects on cross-language phonetic interference. Paper presented at the Workshop on Multilingual Language Acquisition, Processing and Use 2017 (L3W 2017). Poznan (Poland).
- Wisniewska, N. & Mora, J. C. (2017). Pronunciation learning through L2-captioned video. Paper presented at the 9th Pronunciation in Second Language Learning and Teaching Conference (PSLLT). Salt Lake City (USA).
- Wisniewska, N. & Mora, J. C. (2017) Seguiment ocular de la percepció de la parla en L2 mitjançant vídeos subtitulats. Paper presented at II Jornades sobre l’Ensenyament de la Pronunciació del Català (PROCAT17). Barcelona (Spain).
2016
- Amadó, A., Serrat, E., Aguilar, E. & Feijoo, S. (2016). Adquisición simultánea de dos lenguas: Influencia del grado de exposición en el desarrollo léxico y gramatical. Poster presented at the 8th International Conference on Language Acquisition. Palma de Mallorca (Spain).
- Barón, J. & Muñoz, C. (2016). Pragmatic instruction through audiovisual subtitled input in children and adult EFL classrooms. Paper presented at the Symposium on Multimodal Input in Second Language Learning. Barcelona (Spain).
- Barón, J. & Ortega, M. (2016). Are e-mails written by EFL learners polite? An experimental study on pragmatic performance and age. Paper presented at EPICS VII. Sevilla (Spain).
- Castaño, E., Gilboy, E., Feijoo, S., Serrat, E., Rostan, C., Hilferty, J. & Cunillera, T. (2016). The valence-space metaphor is grounded in embodied experience. Poster presented at the 1st Beyond Language Learning Workshop. Barcelona (Spain).
- Cebrian, J. & Mora, J. C. (2016). Asymmetrical lexical access and crosslinguistics perceptual similarity: An eye-tracking study. Paper presented at New Sounds 2016, the 8th International Conference on Second Language Speech. Aarhus (Denmark).
- Celaya, M. L. & Moya, A. (2016). "Me no”: Second language acquisition and cultural identity in Spanglish. Paper presented at the 40th International AEDEAN Conference. Huesca (Spain).
- Darcy, I. & Mora, J. C. (2016). Individual differences in executive function and phonological processing: implications for L2 speech acquisition. Introduction to the Special Session on Individual Differences at New Sounds 2016, the 8th International Conference on Second Language Speech. Aarhus (Denmark).
- Esteve-Gibert, N., Portes, C., Schafer, A., Hemforth, B. & D'Imperio, M. (2016). Intonation in the processing of contrast meaning in French: an eye-tracking study. Paper presented at Speech Prosody 2016. Boston (USA).
- Esteve-Gibert, N., Portes, C., Schafer, A., Hemforth, B., & D'Imperio, M. (2016). The role of individual empathic skills on the online processing of intonational meaning. Poster presented at AMLaP 2016 (Architectures and Mechanisms for Language Processing). Bilbao (Spain).
- Everitt, C. & Mora, J. C. (2016) Foreign accent imitation as L2 articulatory training. Paper presented at the AEAL 2016. 8th International Conference on Second Language Acquisition. Palma de Mallorca (Spain).
- Feijoo, S. & Serrat, E. (2016). Frequent frames and word categorization in Spanish and Catalan child-directed speech. Paper presented at the 8th International Conference on Language Acquisition. Palma de Mallorca (Spain).
- García Mayo, P. & Gilabert, R. (2016). Learning language and content through tasks. Discussion presented at the 34th AESLA International Conference. Alicante (Spain).
- Gesa, F. & Miralpeix, I. (2016). EFL Learning and L1 subtitled videos: A longitudinal study on vocabulary acquisition and listening comprehension at Primary School. Paper presented at the 34th AESLA International Conference. Alicante (Spain).
- Gesa, F. & Miralpeix, I. (2016). Effects of watching captioned TV series on vocabulary acquisition of high-school EFL learners. Paper presented at Vocab@Tokyo. Tokyo (Japan).
- Gesa, F., Miralpeix, I., Feijoo, S., Comelles, E. & Levkina, M. (2016). The role of bimodal input in L2 word recognition and vocabulary learning. Poster presented at the 8th International Conference on Language Acquisition. Palma de Mallorca (Spain).
- Gilabert, R. (2016). Researching written task complexity in diverse contexts. Discussion presented at the American Association for Applied Linguistics Annual Conference (AAAL 2016). Orlando (USA).
- Gilabert, R., Mora, J. C., Muñoz, C. & Gesa, F. (2016). Individual differences in the learning of L2 vocabulary through captioned video. Paper presented at the 35th Second Language Research Forum (SLRF). New York, USA.
- Gilabert, R., Mora, J. C., Suárez, M. M. & Gesa, F. (2016). Aptitude, memory and attention in L2 vocabulary learning through captioned video. Paper presented at the Symposium on Multimodal Input in Second Language Learning. Barcelona (Spain).
- Herman, K. & Miralpeix, I. (2016). The Linguistic Landscape of urban Catalan and Galician streets: A study on co-official languages. Paper presented at the 7th Sociolinguistics Summer School. Lyon (France).
- Llanes, À., Tragant, E. & Serrano, R. (2016). The impact of reading modality (reading while listening vs. reading only) on reading fluency and comprehension in English as a foreign language: The case of children. Paper presented at the 35th Second Language Research Forum (SLRF). New York, USA.
- Llanes, À., Tragant, E., Pinyana, A. & Cerviño, E. (2016). The impact of reading modality on reading fluency and comprehension in English as a foreign language: the case of children. Paper presented at the Symposium on Multimodal Input in Second Language Learning. Barcelona (Spain).
- Miralpeix, I. & Gesa, F. (2016). Does watching subtitled TV series help vocabulary learning? Findings from the SUBTiLL Project. Paper presented at the Symposium on Multimodal Input in Second Language Learning. Barcelona (Spain).
- Miralpeix, I., Zaytseva, V. & Pérez-Vidal, C. (2016). Is vocabulary a winner after study abroad? An examination of oral and written data from the SALA project. Paper presented at Study Abroad Research: Insights from the Present, Directions for the Future Conference. Vilnius (Lithuania).
- Mora, J. C. & Cerviño, E. (2016). Processing of function words in L2 captioned video and individual differences in executive control. Paper presented at the Symposium on Multimodal Input in Second Language Learning. Barcelona (Spain).
- Muñoz, C. (2016). Effects of age and proficiency on subtitle reading. An eye-tracking study. Paper presented at the 26th Annual Conference of the European Second Language Association (EuroSLA 26). Jyväskylä (Finland).
- Ortega, M. (2016). Input effects on lemmatic transfer. Paper presented at the Doctoral workshop: Emerging work in Applied Linguistics. Barcelona (Spain).
- Pujadas, G. (2016). Comparing L1 and L2 complexification in oral performance: the effect of L1 syntactic complexity and L2 proficiency in Catalan speakers. Paper presented at the 26th Annual Conference of the European Second Language Association (EuroSLA 26). Jyväskylä (Finland).
- Pujadas, G. (2016). The effects of subtitling and captioning on English language learning. Paper presented at the Doctoral Workshop: Emerging Issues in Applied Linguistics. Barcelona (Spain).
- Rosado, E., Fullana, N., Perera, J. & Tolchinsky, L. (2016). La redacció acadèmica com a eina d’aprenentatge: escriure per aprendre. Poster presented at the Congrés internacional de Docència Universitària i Innovació (CIDUI) 2016. Barcelona (Spain).
- Ruiz Tada, M. & Vasylets, O. (2016). The Effects of Reading Path on Learning of Lexical Phrases in Multimodal Texts. Poster presented at the Symposium on Multimodal Input in Second Language Learning. Barcelona (Spain).
- Safronova, E. & Mora, J. C. (2016). Memory and attention in the perception of L2 vowels. Paper presented at New Sounds 2016, the 8th International Conference on Second Language Speech. Aarhus (Denmark).
- Serrano, R., Tragant, E. & Pellicer-Sánchez, A. (2016). Reading-while-listening vs. reading only in the case of primary school learners. Paper presented at the American Association for Applied Linguistics Annual Conference (AAAL 2016). Orlando (USA).
- Serrano, R., Vallbona, A., Tragant, E., Andriá, M. & Pellicer-Sánchez, A. (2016). Reading-while-listening in primary school: linguistic and non-linguistic outcomes. Paper presented at the Symposium on Multimodal Input in Second Language Learning. Barcelona (Spain).
- Seghal, S. & Serrano, R. (2016). What is the relationship between inhibitory control and L2 oral fluency development? A study on individual differences in a stay abroad context. Paper presented at New Sounds 2016, the 8th International Conference on Second Language Speech. Aarhus (Denmark).
- Suárez M. M. (2016). Learners' metaphorical perceptions about learning English through captioned images. Poster presented at the Psychology of Language Learning - PLL2. Jyväskylä (Finland).
- Suárez, M. M. (2016). Multimodal representations of foreign language learning experiences. Paper presented at the Communication and Education by Transmedia - International Congress. Girona (Spain).
- Suárez, M. M. & Gesa, F. (2016). Proficiency, language aptitude and modality of input as mediators of vocabulary learning in university students. Paper presented at the Symposium on Multimodal Input in Second Language Learning. Barcelona (Spain).
- Tolchinsky, L., Rosado, E., Fullana, N., Taulé, M., Perera, J., Pujolà, J. T., Martí, M. A. & Vilar, H. (2016). Academic writing as a learning tool: Writing to learn. Paper presented at the 2016 Conference on College Composition and Communication Convention. Houston (USA).
- Tragant, E. & Pellicer-Sánchez, A. (2016). Multimodal input and young EFL learners: an eyetracking study. Paper presented at the American Association for Applied Linguistics Annual Conference (AAAL 2016). Orlando (USA).
- Vasylets, O., Gilabert, R., Ruiz Tada, M. & Gesa, F. (2016). Is the highlighting of the target words in captions beneficial to vocabulary learning? An eye-tracking study. Paper presented at Vocab@Tokyo. Tokyo (Japan).
- Vasylets, O., Gilabert, R., Ruiz Tada, M. & Gesa, F. (2016). Attention to and learning of idiomatic expressions and content words in different types of captions: An eye-tracking study. Paper presented at the 26th Annual Conference of the European Second Language Association (EuroSLA 26). Jyväskylä (Finland).
- Vasylets, O., Gilabert, R., Ruiz Tada, M. & Gesa, F. (2016). Does exposure to enhanced multimodal input lead to better vocabulary learning? An eye-tracking study. Paper presented at the Symposium on Multimodal Input in Second Language Learning. Barcelona (Spain).
- Zaytseva, V., Miralpeix, I. & Pérez-Vidal, C. (2016). Oral and written lexical proficiency development in a study abroad context. Paper presented at the BAAL Vocabulary SIG Annual Conference. Nottingham (UK).
- Pattemore, A. & Muñoz, C. (2020). Does grammar learning have to be boring? Learning L2 grammar constructions from original version television series. Paper to be presented at the 19th World Congress of Applied Linguistics (AILA). Groningen (the Netherlands).
- Suárez, M. M. & Gesa, F. (2020). The role of individual differences in L2 vocabulary learning through subtitled TV series: evidence from young learners. Paper to be presented at the 19th World Congress of Applied Linguistics (AILA). Groningen (the Netherlands).
2020
- Pattemore, A., Suárez, M.M., & Muñoz, C. (2020). Informal grammar learning from OV TV series: Captioning mode, watching strategies, and feeling of learning. Paper presented at the EuroCALL online gathering.
2019
- Aliaga-Garcia, C., Bailey, P., Cerviño-Povedano, E., Ortega, M., Mora-Plaza, I., & Mora, J. C. (2019). The effects of visual monitoring and noise in training L2 vowel production. Poster presented at the L2 Pronunciation Research Workshop (L2PRW). 6-7 June 2019. Universitat de Barcelona, Barcelona (Spain).
- Aliaga-Garcia, C., Ortega, M., Cerviño-Povedano, E., Bailey,P. (2019).The effects of visual monitoring and noise in training L2 vowel production. Paper presented at the 43th AEDEAN Conference, Alicante (Spain).
- Barón, J., Navarro, N., Roquet, H. & Evnitskaya, N. (2019). The role of pragmatics in classroom discourse: The case of the pre-primary education. Paper presented at the 37th AESLA International Conference. Valladolid (Spain).
- Barón, J. & Sánchez, A. (2019). Current approaches to teaching L2 pragmatics. SYMPOL 12, ANGLIA RUSKIN UNIVERSITY, Cambridge (UK).
- Celaya, M. L., R. Gómez, M. Levkina & J. Barón. 2019. Developing politeness through task-supported language teaching. Paper delivered at 12th International Conference on (Im)politeness. Cambridge (UK).
- Cerviño-Provedano, E. & Ortega, M. (2019). Effectiveness of out-of-classroom technological resources on L2 phonological awareness. Paper presented at the 37th AESLA International Conference. Valladolid (Spain).
- Deal, M. & Barón, J. (2019). "But she is my mother too". Exploring pragmatics in the role-play identities. Paper presented at the 37th AESLA International Conference. Valladolid (Spain).
- Esteve, N., Serrano, R., Suárez, M.M., & Vasylets, O. (2019). Children’s use of tactile input when acquiring non-native phonological contrasts. XIV International Symposium of Psycholinguistics. Tarragona (Spain).
- Esteve-Gibert, N., Gilabert, R., Feijoo, S., Fullana, N., Mora-Plaza, I., Mora, JC., Muñoz, C., Serrano, R., Suarez, MM. & Vasylets, L. (2019). Training the acquisition of non-native phonemes through tactile lip-reading. Poster presented at the L2 Pronunciation Research Workshop: Bridging the Gap between Research and Practice. Barcelona (Spain).
- Esteve-Gibert, N,, Suarez, MM., Vasylets, L., Feijoo, S, & Serrano, R, (2019). Cross-modal perception in phonological learning or how the tactile sense can help children to acquire non-native sounds. Poster presented at the 2019 Child Language Symposium. Sheffield (UK).
- Feijoo, S. & Gilabert, R. (2019). Digital game-based learning for the development of L2 reading skills: The need of effective feedback. Poster presented at the 29th Annual Conference of the European Second Language Association (EuroSLA 29). Lund, Sweden.
- Feijoo, S. & Gilabert, R. (2019). Teaching reading skills to L1 Spanish children: The impact of explicit instruction and text enhancement. Poster presented at the 9th International Conference on Language Acquisition. Madrid (Spain).
- Galimberti, V., Mora, J. C., & Gilabert, R. (2019). L2 pronunciation learning with enhanced input from TV series: An eyetracking study. Paper presented at the 29th Annual Conference of the European Second Language Association (EuroSLA 29). Lund (Sweden).
- Gesa, F. (2019). Examining the efficacy of captioned video viewing for vocabulary learning and content comprehension: Evidence from university and high-school learners. Paper presented at the 29th Annual Conference of the European Second Language Association (EuroSLA 29). Lund (Sweden).
- Gesa, F. & Suárez, M. M. (2019). Exploring the links between vocabulary learning, language aptitude and captioned TV series: A longitudinal study in high-school and university. Paper presented at the Vocab@Leuven Conference. Leuven (Belgium).
- Huang, H. & Serrano, R. (2019). The role of time distribution in vocabulary learning through repeated reading. Paper presented at the 29th Annual Conference of the European Second Language Association (EuroSLA 29). Lund (Sweden).
- Khazdouzian, Y., J. Barón & M. L. Celaya. 2019. Learners’ experience with pragmatics while watching TV series. Paper presented at 5th annual Spring Research Seminar: Research update on teachinh and learning in multilingual contexts. Barcelona (Spain).
- Mora, J. C. & Mora-Plaza, I. (2019) The effect of task complexity and speaking anxiety on L2 fluency, pronunciation accuracy and comprehensibility. Paper presented at the 43 AEDEAN conference. Alicante (Spain).
- Mora, J. C. & Mora-Plaza, I. (2019) Paper presented at The 9th International Symposium on the Acquisition of Second Language Speech, New Sounds 2019. Tokyo (Japan).
- Mora, J. C. & Mora-Plaza, I. (2019). Phonetic training effects on the lexical encoding of L2 English vowel contrasts. Paper presented at the 6th International Conference on English Pronunciation: Issues and Practices (EPIP 6). Skopje (North Macedonia).
- Mora, J. C. & Ludwig, A. (2019) The relationship between accentedness and comprehensibility in non-native listeners' perception of L2 speech: effects of L1 background and L2 proficiency. Paper presented at the 13th International Conference on Native and Non-native Accents of English (ACCENTS 2019). Łódź (Poland).
- Mora-Plaza, I., Ortega, M., Cerviño-Povedano, E. Bailey, P., Aliaga-Garcia, C., & Mora, J. C. (2019). Updating phono-lexical representations: An L2 vowel training study. Poster presented at the L2 Pronunciation Research Workshop (L2PRW). Barcelona (Spain).
- Mora-Plaza, I., Ortega, M., Cerviño-Povedano, E. Bailey, P., Aliaga-Garcia, C., & Mora, J. C. (2019) Updating phono-lexical representations: An L2 vowel training study. Poster presented at the L2 Pronunciation Research Workshop (L2PRW). Barcelona (Spain).
- Mora-Plaza, I, Ortega, M., & Mora, J. C. (2019) Training an L2 vowel contrast under different high-variability training conditions: Individual differences in auditory attention control. Paper presented at the 13th International Conference on Native and Non-native Accents of English (ACCENTS 2019). Łódź (Poland).
- Mora-Plaza, I., Ortega, M., & Mora, J. C. (2019). Training L2 English vowels in noise: the role of auditory selective attention. Paper presented at the 6th International Conference on English Pronunciation: Issues and Practices (EPIP 6), 17-18 May 2019, Skopje (North Macedonia).
- Mora-Plaza, I., Ortega, M., Mora, J.C. (2019) Training an L2 vowel contrast under different high-variability training conditions:
Individual differences in auditory attention control. Paper presented at the 13th International Conference on Native and Non-native Accents of English. Lodz (Poland).
- Llanes A. & Tragant E. (2019). Multiple exposures to children’s graded readers. Does it make a difference? Paper presented at the workshop ‘Maximizing L2 exposure and interaction in the classroom and beyond’. Barcelona (Spain).
- Llanes, A., Tragant, E., Vallbona, A., Cerviño-Povedano, E., Ortega, M. (2019). Multiple exposures in extensive reading: Does it make a difference? Paper presented at the workshop "Maximizing L2 exposure and interaction in the classroom and beyond". Barcelona (Spain).
- Ortega, M. & Cerviño-Povedano, E. (2019). Learners’ attitudes towards the out-of-school use of technology to improve their English pronunciation. Paper presented at the workshop "Maximizing L2 exposure and interaction in the classroom and beyond". Barcelona (Spain).
- Ortega, M. & Cerviño-Povedano, E. (2019). Generalization effects of phonetic training on L2 English Production of /æ/-/ʌ/
Paper presented at the 9th International Symposium on the Acquisition of Second Language Speech (New Sounds). Tokyo (Japan).
- Ortega, M., Mora-Plaza, I., Mora, J.C., Aliaga-Garcia, C., Cerviño-Povedano, E. (2019). Training with words vs. training with nonwords to update learners’ phono-lexical representations. Paper presented at the 43th AEDEAN Conference. Alicante (Spain).
- Ortega, M. & Celaya, M.L. (2019). Lexical crosslinguistic influence and study abroad: Do learners use L1-based resources less? Paper presented at the 37th AESLA International Conference. Valladolid (Spain).
- Ortega, M., Mora, J. C., & Mora-Plaza, I. (2019). The role of visual monitoring in training L2 vowels. Paper presented at the 6th International Conference on English Pronunciation: Issues and Practices (EPIP 6). Skopje (North Macedonia).
- Pattemore, M. & Gilabert, R. (2019). Elaborative Feedback in L2 Reading Games: Do different types of feedback impact game behaviour and second language learning? Paper presented at the 29th Annual Conference of the European Second Language Association (EuroSLA 29). Lund (Sweden).
- Pattemore, M. & Gilabert, R. (2019). Elaborative Feedback in L2 Reading Games. Paper presented at the 3rd International Symposium on Gamification and Games for Learning (GamiLearn 2019). Barcelona (Spain).
- Pattemore, M. & Gilabert, R. (2019). Elaborative feedback in serious literacy games. Paper presented at the New Zealand Linguistic Society Conference. Christchurch (New Zealand).
- Pattemore-Plotnikova, A. & Muñoz, C. (2019). Learning L2 grammar from TV series. Poster presented at the New Zealand Linguistic Society Conference. Christchurch (New Zealand).
- Plotnikova, A. & Muñoz, C. (2019). Learning L2 constructions from multimodal input. Paper presented at the COST SAREP workshop: Input in study abroad and views from acquisition - focus on constructs, operationalisation & measurement issues. Barcelona (Spain).
- Plotnikova, A. & Muñoz, C. (2019). Learning L2 constructions from captioned video exposure. Paper presented at the 37th AESLA International Conference. Valladolid (Spain).
- Serrano, R. & Pellicer-Sánchez, A. (2019). Incidental vocabulary acquisition through massed and spaced repeated reading. . Paper presented at the 29th Annual Conference of the European Second Language Association (EuroSLA 29). Lund, Sweden.
- Serrano, R. & Pellicer-Sánchez, A. (2019). Exploring the effect of time distribution of repeated reading on vocabulary learning. . Paper presented at Vocab@Leuven. Leuven (Belgium).
- Suárez, M.M. (2019). Cómo ser un buen "booktuber". XX Congreso Internacional de la Sociedad Española de Didáctica de la Lengua y la Literatura. Bilbao, Spain.
- Suárez, M. M. & Gesa, F. (2019). Vocabulary learning through subtitled video viewing as mediated by language aptitude: The case of EFL beginner learners at Primary school. Paper to be presented at the 29th Annual Conference of the European Second Language Association (EuroSLA 29). Lund (Sweden).
- Tragant E. & Vallbona A. (2019). Making the most of graded readers. Paper presened at IATEFL. Liverpool (UK).
- Tragant E. & J. Mackay. (2019). "Make me feel English language part of my life": Using WhatsApp beyond the classroom. Paper presented at EUROCALL conference. Leuven la Neuve (Belgium).
- Wisniewska, N. & Mora, J. C. (2019). Improving L2 pronunciation through TV series exposure. Poster presented at the L2 Pronunciation Research Workshop (L2PRW). Barcelona (Spain).
- Wisniewska, N. & Mora, J. C. (2019). Can watching captioned movies improve L2 pronunciation? Paper presented at The 9th International Symposium on the Acquisition of Second Language Speech, New Sounds 2019. Tokyo (Japan).
- Wisniewska, N. & Mora, J. C. (2019) Improving L2 pronunciation through TV series exposure. Poster presented at the L2 Pronunciation Research Workshop (L2PRW). Barcelona (Spain).
2018
- Barón, J. & Levkina, M. (2018). Task-supported pragmatic instruction in an EFL classroom: the role of audiovisual support. Paper presented at the 2018 Conference of the American Association for Applied Linguistics (AAAL). Chicago (USA).
- Batlle, J. & Suárez, M. M. (2018). Secuencias didácticas gamificadas por docentes de LE en formación continua: puntos, insignias y tablas de clasificación. Paper presented at the 36th AESLA International Conference. Cádiz (Spain).
- Cebrian, J. & Mora, J. C. (2018). Measuring cross-linguistic perceptual similarity by means of online tasks. Poster presented at LabPhon16. Lisbon (Portugal).
- Celaya, M. L. (2018). The Integrated Plurilingual Approach: A case study in a multilingual English classroom. Paper presented at the 42nd International AEDEAN Conference. Córdoba (Spain).
- Esteve-Gibert, N., Lœvenbruck, H., Dohen, M. & D’Imperio, M. (2018). French pre-schoolers use head nods more than prosodic cues as a marker of information structure. Poster presented at LabPhon16. Lisbon (Portugal).
- Esteve-Gibert, N., Lœvenbruck, H., Dohen, M., Legou, T. & D’Imperio, M. (2018). Head movements highlight important information in speech: an EMA study with French speakers. Poster presented at the XIV AISV Conference. Bolzano (Italy).
- Esteve-Gibert, N. & Muñoz, C. (2018). How visual speech input in social interactions impacts on the child’s learning of L2 sounds. Poster presented at LabPhon16. Lisbon (Portugal).
- Esteve-Gibert, N. & Muñoz, C. (2018). How social communicative interactions impact on children’s learning of L2 sounds. Poster presented at the Child Language Symposium 2018. Reading (UK).
- Esteve-Gibert, N. & Muñoz, C. (2018). Quin tipus d'interacció social fa que els infants de 4-5 anys aprenguin millor els contrastos prosòdics i fonètics d'una L2? Paper presented at the Workshop sobre la Prosòdia del Català. Barcelona (Spain).
- Esteve-Gibert, N., Schafer, A., Hemforth, B., Portes, C., Pozniak, C. & D'Imperio, M. (2018). Empathy determines how intonation is used to process semantically ambiguous words. Paper presented at the Pre-AMLaP Workshop on Socially Situated Language Processing. Berlin (Germany).
- Feijoo, S., Gilabert, R., Castellví, J. & Ramis, A. (2018). Digital games and young learners’ reading skills in L1 and L2: The role of feedback. Poster presented at the 28th Annual Conference of the European Second Language Association (EuroSLA 28). Münster (Germany).
- Gesa, F. (2018). Do L1 subtitled TV series facilitate vocabulary acquisition and content comprehension in young learners? A year-long intervention at Primary school. Paper presented at the 2nd Doctoral Workshop: Emerging Issues in Applied Linguistics Research. Barcelona (Spain).
- Gesa, F. & Miralpeix, I. (2018). Does multimodal input enhance vocabulary acquisition and retention? A classroom-based longitudinal study with EFL learners. Paper presented at the 2018 Conference of the American Association for Applied Linguistics (AAAL). Chicago (USA).
- Gesa, F. & Miralpeix, I. (2018). Enhancing foreign language learning by means of multimodal input. The case of subtitled TV series and young learners. Paper presented at the 2018 Conference on Technological Innovation for Specialized Linguistic Domains (TISLID 18). Ghent (Belgium).
- Gesa, F. & Suárez, M. M. (2018). Efectos de la aptitud y la modalidad de input en el aprendizaje de vocabulario a través de series de televisión subtituladas. Paper presented at the XIX Congreso de la Sociedad Española de Didáctica de la Lengua y la Literatura. Almería (Spain).
- Gilabert, R., Vasylets, O., Moskvina, N., Barón, J., Levkina, M., Suárez, M. M. & Feijoo, S. (2018). The impact of genre on L2 vocabulary learning through captioned video. Paper presented at the 28th Annual Conference of the European Second Language Association (EuroSLA 28). Münster (Germany).
- Kogan, V. & Mora, J. C. (2018). Your /i/ is not my /i/: Individual differences in L1 perception and their effects on discrimination of unfamiliar nonnative contrasts. Paper presented at the 28th Annual Conference of the European Second Language Association (EuroSLA 28). Münster (Germany).
- Levkina, M. & Mora, J. C. (2018) A focus on phonetic form during task-based communicative interaction improves L2 vowel perception and production. Paper presented at the 2018 Conference of the American Association for Applied Linguistics (AAAL). Chicago (USA).
- Mora, J. C. & Mora-Plaza, I. (2018) Contributions of cognitive attention control to L2 speech learning. Paper presented at the Symposium on Speech and Language. Aarhus (Denmark).
- Mora-Plaza, I. & Mora, J. C. (2018) The role of cognitive attention control in L2 phonological acquisition. Paper presented at the 28th Annual Conference of the European Second Language Association (EuroSLA 28). Münster (Germany).
- Mora-Plaza, I., Wisniewska, N. & Mora, J. C. (2018) Individual differences in auditory selective attention and L2 speech perception and production. Poster presented at Bridging Attention and Prediction (BAP 2018). Barcelona (Spain).
- Muñoz, C. & Cadierno, T. (2018). The role of context- and language-related factors in early L2 learning: A comparative study of Danish and Spanish young learners of English. Paper presented at the 36th AESLA International Conference. Cádiz (Spain).
- Muñoz, C., Cadierno, T. & Casas, I. (2018). The role of linguistic distance and out-of-school exposure in early L2 learning. Paper presented at the 2018 Conference of the American Association for Applied Linguistics (AAAL). Chicago (USA).
- Muñoz, C., Miralpeix, I., Pujadas, G. & Gesa, F. (2018). L2 vocabulary learning through extensive television viewing. Evidence from school classroom learners. Paper presented at the 28th Annual Conference of the European Second Language Association (EuroSLA 28). Münster (Germany).
- Pujadas, G. & Muñoz, C. (2018). Focused and non-focused L2 learning through captioned and subtitled TV series. Paper presented at the 2018 Conference of the American Association for Applied Linguistics (AAAL). Chicago (USA).
- Pujadas, G. & Muñoz, C. (2018). Hear, read, watch. What type of words are learned better through captioned TV? Paper presented at the 36th AESLA International Conference. Cádiz (Spain).
- Pujadas, G. & Muñoz, C. (2018). What words do we learn better through TV series? The effects of age, proficiency and type of instruction. Paper presented at the 37h Second Language Research Forum (SLRF). Montreal (Canada).
- Serrano, R. & Huang, H. (2018). Effects of intensive vs. spaced practice schedules on vocabulary acquisition through repeated reading-while-listening. Paper presented at the 2018 Conference of the American Association for Applied Linguistics (AAAL). Chicago (USA).
- Vasylets, O. (2018). Investigating the role of working memory in L2 written production. Paper presented at the L2 Writing Seminar: The Language Learning Potential of L2 Writing and Written Corrective Feedback. Murcia (Spain).
- Vasylets, O., Gilabert, R. & Manchón, R. (2018). Differential effects of oral and written modes on the manifestation of linguistic and propositional complexity in L2 production. Paper presented at the 36th AESLA International Conference. Cádiz (Spain).
- Wisniewska, N. & Mora, J. C. (2018) Audio-text synchronization during bimodal input exposure through L2-captioned video. Paper presented at the 28th Annual Conference of the European Second Language Association (EuroSLA 28). Münster (Germany).
2017
- Barón, J. & Celaya, M. L. (2017). Learning how to negotiate in EFL: The effects of two types of explicit instruction. Paper presented at the 41st
International AEDEAN Conference. La Laguna (Spain).
- Barón, J., Gómez, R. & Marsol, A. (2017). The effects of task-based language teaching in pragmatic development: the case of interruptions and disagreements. Paper presented at Seventh International Conference on Task-Based Language Teaching (TBLT). Barcelona (Spain).
- Casulleras, M. & Miralpeix, I. (2017). Watching cartoons with L1 or L2 subtitles: A classroom-based study with young learners. Paper presented at Media Literacy in Foreign Language Learning: Digital and Multimodal Perspectives. Munich (Germany).
- Cebrian, J. & Mora, J. C. (2017). Crosslinguistic perceptual similarity and asymmetric lexical competition in L2 spoken-word recognition. Paper presented at AMLaP 2017 (Architectures and Mechanisms for Language Processing). Lancaster (UK).
- Esteve-Gibert, N., Lœvenbruck, H., Dohen, M. & D’Imperio, M. (2017). Audiovisual correlates of focus production in French-speaking 4 and 5 year olds. Poster presented at the International Association for the Study of Child Language (IASCL). Lyon (France).
- Esteve-Gibert, N., Lœvenbruck, H., Dohen, M. & D’Imperio, M. (2017). The development of prosodic and gesture cues to focus in French pre-schoolers. Poster presented at Phonetics and Phonology in Europe. Cologne (Germany).
- Esteve-Gibert, N., Lœvenbruck, H., Dohen, M. & D’Imperio, M. (2017). The use of prosody and gestures for the production of contrastive focus in French-speaking 4 and 5 year olds. Paper presented at the Workshop “Abstraction, Diversity and Speech Dynamics”. Munich (Germany).
- Esteve-Gibert, N., Lœvenbruck, H., Dohen, M., Legou, T. & D’Imperio, M. (2017). Adults’ and children’s use of prosody and head gestures to mark contrastive focus in French. Paper presented at the XIII AISV Conference (Associazione Italiana di Scienze della Voce). Scuola Normale Superiore di Pisa. Pisa (Italy).
- Esteve-Gibert, N., Lœvenbruck, H., Dohen, M., Legou, T. & D’Imperio, M. (2017). Adults’ and children’s use of prosody and head gestures to mark contrastive focus in French. Paper presented at iGesto'17, International Conference on Gesture and Multimodality. Porto (Portugal).
- Farah, C., Esteve-Gibert, N., Roman, S. & D’Imperio, M. (2017). Prosodic focus acquisition in French early cochlear implanted children. Paper presented at the Workshop on Speech Perception and Production across the Lifespan (SPPL 2017), London (UK).
- Feijoo, S., Amadó, A., Sidera, F. & Serrat, E. (2017). The usefulness of morphological frames for word categorization in Spanish child-directed speech: Evidence from early production. Poster presented at the International Association for the Study of Child Language (IASCL). Lyon (France).
- Galimberti, V. & Miralpeix, I. (2017). Multimodal input for Italian beginner learners of English: A study on comprehension and vocabulary learning from undubbed TV series. Paper presented at the IV DILLE Conference. Florence (Italy).
- Galimberti, V. & Miralpeix, I. (2017). Undubbed TV series with L1, L2 or no subtitles: A study on comprehension and vocabulary learning with young beginner learners of English. Paper presented at the Workshop on early literacy and (digitial) media. Paderborn (Germany).
- Gesa, F. & Miralpeix, I. (2017). Does Watching Subtitled TV Series Enhance FL Vocabulary Learning? Evidence from a Longitudinal Study at High-school. Paper presented at the BAAL Vocabulary SIG Annual Conference. Reading (UK).
- Gilabert, R., Vasylets, O. & Manchón, R. (2017). Exploring thinking-for-mode in the TBLT context: The case of linguistic and propositional complexity. Paper presented at the 18th World Congress of Applied Linguistics. Rio de Janeiro (Brazil).
- Kogan, V. & Mora, J. C. (2017). Which language sounds good to you? Individual biases in processing unfamiliar non-native vowel contrasts. Paper presented at the International Symposium on Monolingual and Bilingual Speech 2017 (ISMBS 2017). Chania (Greece).
- Meara, P. & Miralpeix, I. (2017). Assessing Lexical Originality Using V_Unique: Some Theoretical Considerations and Results from Empirical Studies. Paper presented at the BAAL Vocabulary SIG Annual Conference. Reading (UK).
- Mora, J. C. (2017). Individual differences in L2 bimodal input processing. Paper presented at the Workshop on Speech Perception and Production across the Lifespan (SPPL 2017), London (UK).
- Mora, J. C. (2017). The role of individual differences in the acquisition of L2 speech. Paper presented at the 50th Annual Meeting of the Societas Linguistica Europaea (SLE 2017). Zürich (Switzerland).
- Mora, J. C. & Cerviño-Povedano, E. (2017) Processing of grammatical words in L2 captioned video: individual differences in proficiency, speech segmentation and executive function. Poster presented at the 2017 Conference of the American Association for Applied Linguistics (AAAL). Portland (USA).
- Mora, J. C. & Levkina, M. (2017). Exploring the role of linguistic and cognitive complexity in enhancing L2 pronunciation development through focus on phonetic form in a collaborative map task. Paper presented at the Seventh International Conference on Task-Based Language Teaching (TBLT). Barcelona (Spain).
- Mora, J. C. & Levkina, M. (2017). Training the production of English L2 vowel contrasts through collaborative map tasks. Paper presented at the 9th Pronunciation in Second Language Learning and Teaching Conference (PSLLT). Salt Lake City (USA).
- Mora, I., Mora, J. C. & Gilabert, R. (2017). Task-Based Pronunciation Teaching: The acquisition of an L2 phonological contrast mediated by task complexity and LREs. Paper presented at Seventh International Conference on Task-Based Language Teaching (TBLT). Barcelona (Spain).
- Mora, I., Mora, J. C. & Gilabert, R. (2017). Focus on phonetic form and cognitive complexity in the acquisition of an L2 vowel contrast. Paper presented at the 9th Pronunciation in Second Language Learning and Teaching Conference (PSLLT). Salt Lake City (USA).
- Muñoz, C. & Pujadas, G. (2017). Captions vs non-captions. The influence of learning styles and cognitive variables. Paper presented at the 27th Annual Conference of the European Second Language Association (EuroSLA 27). Reading (UK).
- Pinyana, À., Pellicer-Sánchez, A. & Serrano, R. (2017). Exploring learners' reading behaviour in reading and reading-while-listening conditions: A study of eye-movements. Paper presented at the 27th Annual Conference of the European Second Language Association (EuroSLA 27). Reading (UK).
- Pujadas, G. & Muñoz, C. (2017). Learning through subtitles. Learners' preferences and task perception. Paper presented at Seventh International Conference on Task-Based Language Teaching (TBLT). Barcelona (Spain).
- Pujadas, G. & Muñoz, C. (2017). Incidental and intentional L2 learning through L1 and L2 subtitles. Paper presented at the 27th Annual Conference of the European Second Language Association (EuroSLA 27). Reading (UK).
- Serrano, R. & Pellicer-Sánchez, A. (2017). Incidental L2 vocabulary learning from reading and reading while listening. Paper presented at the 2017 Conference of the American Association for Applied Linguistics (AAAL). Portland (USA).
- Sidera, F., Amadó, A., Feijoo, S., Morgan, G. & Serrat, E. (2017). Linguistic-Communicative skills and emotion understanding: Insights from deafness. Poster presented at the International Association for the Study of Child Language (IASCL). Lyon (France).
- Suárez, M. M. (2017). Metaphorical perceptions about learning English through captioned images: A longitudinal study. Paper presented at the 18th World Congress of Applied Linguistics. Rio de Janeiro (Brazil).
- Suárez, M. M. & Gesa, F. (2017). Exposure, language aptitude and proficiency as mediators of vocabulary acquisition through captioned video viewing. Paper presented at the Seventh International Conference on Task-Based Language Teaching (TBLT). Barcelona (Spain).
- Suárez, M. M., Gesa, F. & Miralpeix, I. (2017). Vocabulary acquisition through captioned TV series: Are there any aptitude and proficiency effects? Paper presented at the 18th World Congress of Applied Linguistics. Rio de Janeiro (Brazil).
- Vallbona, A., Cerviño, E. & Tragant, E. (2017). The effectiveness of graded readers in a reading while listening program for young learners of English. Paper presented at the 27th Annual Conference of the European Second Language Association (EuroSLA 27). Reading (UK).
- Vasylets, O. & Gilabert, R. (2017). Coding of writing processes in think-aloud protocols. Paper presented at the 27th Annual Conference of the European Second Language Association (EuroSLA 27). Reading (UK).
- Vasylets, O., Gilabert, R. & Manchón, R. M. (2017). The impact of mode on the manifestation of linguistic and propositional complexity in L2 production. Paper presented at the 2017 Conference of the American Association for Applied Linguistics (AAAL). Portland (USA).
- Vasylets, O., Gilabert, R. & Manchón, R. M. (2017). The effects of mode on propositional complexity in L2 task-based performance. Paper presented at the Seventh International Conference on Task-Based Language Teaching (TBLT). Barcelona (Spain).
- Vasylets, O., Gilabert, R. & Manchón, R. M. (2017). Exploring thinking-for-mode in the TBLT context: The case of linguistic and propositional complexity. Paper presented at the 18th World Congress of Applied Linguistics. Rio de Janeiro (Brazil).
- Vasylets, O., Gilabert, R. & Ruiz Tada, M. (2017). Input Enhancement in Captions and Vocabulary Learning: Evidence from an Eye-Tracking Study. Paper presented at the 18th World Congress of Applied Linguistics. Rio de Janeiro (Brazil).
- Wisniewska, N. & Mora, J. C. (2017) Language dominance and inhibitory control in L3 speech production: language switching effects on cross-language phonetic interference. Paper presented at the Workshop on Multilingual Language Acquisition, Processing and Use 2017 (L3W 2017). Poznan (Poland).
- Wisniewska, N. & Mora, J. C. (2017). Pronunciation learning through L2-captioned video. Paper presented at the 9th Pronunciation in Second Language Learning and Teaching Conference (PSLLT). Salt Lake City (USA).
- Wisniewska, N. & Mora, J. C. (2017) Seguiment ocular de la percepció de la parla en L2 mitjançant vídeos subtitulats. Paper presented at II Jornades sobre l’Ensenyament de la Pronunciació del Català (PROCAT17). Barcelona (Spain).
2016
- Amadó, A., Serrat, E., Aguilar, E. & Feijoo, S. (2016). Adquisición simultánea de dos lenguas: Influencia del grado de exposición en el desarrollo léxico y gramatical. Poster presented at the 8th International Conference on Language Acquisition. Palma de Mallorca (Spain).
- Barón, J. & Muñoz, C. (2016). Pragmatic instruction through audiovisual subtitled input in children and adult EFL classrooms. Paper presented at the Symposium on Multimodal Input in Second Language Learning. Barcelona (Spain).
- Barón, J. & Ortega, M. (2016). Are e-mails written by EFL learners polite? An experimental study on pragmatic performance and age. Paper presented at EPICS VII. Sevilla (Spain).
- Castaño, E., Gilboy, E., Feijoo, S., Serrat, E., Rostan, C., Hilferty, J. & Cunillera, T. (2016). The valence-space metaphor is grounded in embodied experience. Poster presented at the 1st Beyond Language Learning Workshop. Barcelona (Spain).
- Cebrian, J. & Mora, J. C. (2016). Asymmetrical lexical access and crosslinguistics perceptual similarity: An eye-tracking study. Paper presented at New Sounds 2016, the 8th International Conference on Second Language Speech. Aarhus (Denmark).
- Celaya, M. L. & Moya, A. (2016). "Me no”: Second language acquisition and cultural identity in Spanglish. Paper presented at the 40th International AEDEAN Conference. Huesca (Spain).
- Darcy, I. & Mora, J. C. (2016). Individual differences in executive function and phonological processing: implications for L2 speech acquisition. Introduction to the Special Session on Individual Differences at New Sounds 2016, the 8th International Conference on Second Language Speech. Aarhus (Denmark).
- Esteve-Gibert, N., Portes, C., Schafer, A., Hemforth, B. & D'Imperio, M. (2016). Intonation in the processing of contrast meaning in French: an eye-tracking study. Paper presented at Speech Prosody 2016. Boston (USA).
- Esteve-Gibert, N., Portes, C., Schafer, A., Hemforth, B., & D'Imperio, M. (2016). The role of individual empathic skills on the online processing of intonational meaning. Poster presented at AMLaP 2016 (Architectures and Mechanisms for Language Processing). Bilbao (Spain).
- Everitt, C. & Mora, J. C. (2016) Foreign accent imitation as L2 articulatory training. Paper presented at the AEAL 2016. 8th International Conference on Second Language Acquisition. Palma de Mallorca (Spain).
- Feijoo, S. & Serrat, E. (2016). Frequent frames and word categorization in Spanish and Catalan child-directed speech. Paper presented at the 8th International Conference on Language Acquisition. Palma de Mallorca (Spain).
- García Mayo, P. & Gilabert, R. (2016). Learning language and content through tasks. Discussion presented at the 34th AESLA International Conference. Alicante (Spain).
- Gesa, F. & Miralpeix, I. (2016). EFL Learning and L1 subtitled videos: A longitudinal study on vocabulary acquisition and listening comprehension at Primary School. Paper presented at the 34th AESLA International Conference. Alicante (Spain).
- Gesa, F. & Miralpeix, I. (2016). Effects of watching captioned TV series on vocabulary acquisition of high-school EFL learners. Paper presented at Vocab@Tokyo. Tokyo (Japan).
- Gesa, F., Miralpeix, I., Feijoo, S., Comelles, E. & Levkina, M. (2016). The role of bimodal input in L2 word recognition and vocabulary learning. Poster presented at the 8th International Conference on Language Acquisition. Palma de Mallorca (Spain).
- Gilabert, R. (2016). Researching written task complexity in diverse contexts. Discussion presented at the American Association for Applied Linguistics Annual Conference (AAAL 2016). Orlando (USA).
- Gilabert, R., Mora, J. C., Muñoz, C. & Gesa, F. (2016). Individual differences in the learning of L2 vocabulary through captioned video. Paper presented at the 35th Second Language Research Forum (SLRF). New York, USA.
- Gilabert, R., Mora, J. C., Suárez, M. M. & Gesa, F. (2016). Aptitude, memory and attention in L2 vocabulary learning through captioned video. Paper presented at the Symposium on Multimodal Input in Second Language Learning. Barcelona (Spain).
- Herman, K. & Miralpeix, I. (2016). The Linguistic Landscape of urban Catalan and Galician streets: A study on co-official languages. Paper presented at the 7th Sociolinguistics Summer School. Lyon (France).
- Llanes, À., Tragant, E. & Serrano, R. (2016). The impact of reading modality (reading while listening vs. reading only) on reading fluency and comprehension in English as a foreign language: The case of children. Paper presented at the 35th Second Language Research Forum (SLRF). New York, USA.
- Llanes, À., Tragant, E., Pinyana, A. & Cerviño, E. (2016). The impact of reading modality on reading fluency and comprehension in English as a foreign language: the case of children. Paper presented at the Symposium on Multimodal Input in Second Language Learning. Barcelona (Spain).
- Miralpeix, I. & Gesa, F. (2016). Does watching subtitled TV series help vocabulary learning? Findings from the SUBTiLL Project. Paper presented at the Symposium on Multimodal Input in Second Language Learning. Barcelona (Spain).
- Miralpeix, I., Zaytseva, V. & Pérez-Vidal, C. (2016). Is vocabulary a winner after study abroad? An examination of oral and written data from the SALA project. Paper presented at Study Abroad Research: Insights from the Present, Directions for the Future Conference. Vilnius (Lithuania).
- Mora, J. C. & Cerviño, E. (2016). Processing of function words in L2 captioned video and individual differences in executive control. Paper presented at the Symposium on Multimodal Input in Second Language Learning. Barcelona (Spain).
- Muñoz, C. (2016). Effects of age and proficiency on subtitle reading. An eye-tracking study. Paper presented at the 26th Annual Conference of the European Second Language Association (EuroSLA 26). Jyväskylä (Finland).
- Ortega, M. (2016). Input effects on lemmatic transfer. Paper presented at the Doctoral workshop: Emerging work in Applied Linguistics. Barcelona (Spain).
- Pujadas, G. (2016). Comparing L1 and L2 complexification in oral performance: the effect of L1 syntactic complexity and L2 proficiency in Catalan speakers. Paper presented at the 26th Annual Conference of the European Second Language Association (EuroSLA 26). Jyväskylä (Finland).
- Pujadas, G. (2016). The effects of subtitling and captioning on English language learning. Paper presented at the Doctoral Workshop: Emerging Issues in Applied Linguistics. Barcelona (Spain).
- Rosado, E., Fullana, N., Perera, J. & Tolchinsky, L. (2016). La redacció acadèmica com a eina d’aprenentatge: escriure per aprendre. Poster presented at the Congrés internacional de Docència Universitària i Innovació (CIDUI) 2016. Barcelona (Spain).
- Ruiz Tada, M. & Vasylets, O. (2016). The Effects of Reading Path on Learning of Lexical Phrases in Multimodal Texts. Poster presented at the Symposium on Multimodal Input in Second Language Learning. Barcelona (Spain).
- Safronova, E. & Mora, J. C. (2016). Memory and attention in the perception of L2 vowels. Paper presented at New Sounds 2016, the 8th International Conference on Second Language Speech. Aarhus (Denmark).
- Serrano, R., Tragant, E. & Pellicer-Sánchez, A. (2016). Reading-while-listening vs. reading only in the case of primary school learners. Paper presented at the American Association for Applied Linguistics Annual Conference (AAAL 2016). Orlando (USA).
- Serrano, R., Vallbona, A., Tragant, E., Andriá, M. & Pellicer-Sánchez, A. (2016). Reading-while-listening in primary school: linguistic and non-linguistic outcomes. Paper presented at the Symposium on Multimodal Input in Second Language Learning. Barcelona (Spain).
- Seghal, S. & Serrano, R. (2016). What is the relationship between inhibitory control and L2 oral fluency development? A study on individual differences in a stay abroad context. Paper presented at New Sounds 2016, the 8th International Conference on Second Language Speech. Aarhus (Denmark).
- Suárez M. M. (2016). Learners' metaphorical perceptions about learning English through captioned images. Poster presented at the Psychology of Language Learning - PLL2. Jyväskylä (Finland).
- Suárez, M. M. (2016). Multimodal representations of foreign language learning experiences. Paper presented at the Communication and Education by Transmedia - International Congress. Girona (Spain).
- Suárez, M. M. & Gesa, F. (2016). Proficiency, language aptitude and modality of input as mediators of vocabulary learning in university students. Paper presented at the Symposium on Multimodal Input in Second Language Learning. Barcelona (Spain).
- Tolchinsky, L., Rosado, E., Fullana, N., Taulé, M., Perera, J., Pujolà, J. T., Martí, M. A. & Vilar, H. (2016). Academic writing as a learning tool: Writing to learn. Paper presented at the 2016 Conference on College Composition and Communication Convention. Houston (USA).
- Tragant, E. & Pellicer-Sánchez, A. (2016). Multimodal input and young EFL learners: an eyetracking study. Paper presented at the American Association for Applied Linguistics Annual Conference (AAAL 2016). Orlando (USA).
- Vasylets, O., Gilabert, R., Ruiz Tada, M. & Gesa, F. (2016). Is the highlighting of the target words in captions beneficial to vocabulary learning? An eye-tracking study. Paper presented at Vocab@Tokyo. Tokyo (Japan).
- Vasylets, O., Gilabert, R., Ruiz Tada, M. & Gesa, F. (2016). Attention to and learning of idiomatic expressions and content words in different types of captions: An eye-tracking study. Paper presented at the 26th Annual Conference of the European Second Language Association (EuroSLA 26). Jyväskylä (Finland).
- Vasylets, O., Gilabert, R., Ruiz Tada, M. & Gesa, F. (2016). Does exposure to enhanced multimodal input lead to better vocabulary learning? An eye-tracking study. Paper presented at the Symposium on Multimodal Input in Second Language Learning. Barcelona (Spain).
- Zaytseva, V., Miralpeix, I. & Pérez-Vidal, C. (2016). Oral and written lexical proficiency development in a study abroad context. Paper presented at the BAAL Vocabulary SIG Annual Conference. Nottingham (UK).