2022
– Avello, D. (2022).The development of L2 reading efficacy through extensive captioned-video viewing in primary school EFL learners. Talk given at the Applied Linguistics Seminar series. Applied Linguistics department, University of Warwick (UK).
– Fernández Costales, A. (Coord.), Bazo Martínez, P., Ramos García, A., & Suárez, M.M. (Speakers) (2022). La transferencia entre didáctica de las segundas y primeras lenguas y literaturas. ¿Hay influencias mutuas? Los resultados de la puesta en práctica de la metodología AICLE. Roundtable at the XXIII Congreso de la Sociedad Española de Didáctica de la Lengua y la Literatura (SEDLL). Oviedo, Spain.
– Miralpeix, I. (2022). Investigating L2 vocabulary learning from multimodal input. Department of Education, University of Oxford, UK.
– Miralpeix, I. (2022). Active methodologies in Applied Linguistics courses: The use of problem- and simulation-based learning. TELLC 8 Conference (Teaching English Language, Literature and Culture), UAB – Cerdanyola del Vallès, Spain.
– Miralpeix, I. (2022). Audiovisual input and vocabulary acquisition: Evidence from classroom research and from first exposure studies. 7th Annual Spring Research Seminar. UIC- International University of Catalonia. Barcelona, Spain.
– Miralpeix, I. (2022). L2 Vocabulary learning from multimodal input. Research Lounge, University of Nottingham at Malaysia.
– Mora-Plaza, I. (2022). Applying TBLT techniques to L2 pronunciation learning. Online talk given at Speech, Pronunciation, and Listening Interest Section (SPLIS), Online TESOL International Event.
– Incidental vocabulary learning through multiple exposures in the same versus different texts. Second Language Acquisition PhD Research Seminars, Institute of Education, University College London (UK).
– Serrano, R (2022). To space, or not to space, that is the question: Examining the effects of time distribution on foreign language learning. Cycle BCL https://bcl.cnrs.fr/article1864 (France)
– Suárez, M.M., & Planisi Gili, H. P. (2022). “Lengua y literatura: una necesidad de expresión”. Symposium coordination at the I Congreso Internacional i-DEA. Investigación Didáctica y Estudios Curriculares Avanzados para la Educación y la Ciudadanía. Online.
2021
– Celaya, M. L. & Esteve, O. (2021). Only one way? Bringing different research perspectives together. Plenary lecture. ENROPE Conference. Blanquerna-Universitat Ramon Llull, 28 June.
– Mora-Plaza, I. (2021). Learning L2 phonology through task-essential language: a task-based pronunciation teaching study. Talk given at UCL Second Language Acquisition PhD Research Seminars. Institute of Education, University College London (UK).
– Muñoz, C. (2021). Learning from audiovisual input in and out of the classroom. Keynote speaker at AILA Congress. University of Groningen (The Netherlands).
– Pattemore, A. (2021). Learning of grammar constructions from TV series: The role of the learner and audio-visual input. Talk given at UCL Second Language Acquisition PhD Research Seminars. Institute of Education, University College London (UK).
– Pattemore, A. (2021). Learning of grammar constructions from TV series: The effect of learner-related factors and input. Invited talk given at ALLAB meeting. University of Groningen (The Netherlands).
2020
– Serrano, R. (2020) Repeated reading: Every day, or just once a week? Talk given at Applied Linguistics and TESOL Research Seminar Series. Institute of Education, University College London (UK).
– Serrano, R. (2020). The role of spacing in vocabulary learning and online reading behavior. Talk given at Second Language Acquisition PhD Research Seminars. Institute of Education, University College London (UK).
2019
– Barón, J. (2019). Teaching Pragmatics to Advanced EFL Learners through Podcasts. Linguistics Friday Speaker Series in the Department of Linguistics. Georgetown University, Washington (USA).
– Miralpeix, I. (2019). Vocabulary size in SLA: Test validation and research applications. LingBaW: Linguistics Beyond and Within. KUL Catholic University of Lublin, Poland.
– Mora, J. C. (2019). Phonetic training in and beyond the lab: L2 pronunciation learning through multimodal input-based tasks. Invited plenary talk at the 5th Annual Spring Research Seminar. Institute for Multilingualism – MULTIMAT Research Group. 31 May 2019, Universitat Internacional de Catalunya, Barcelona (Spain).
– Mora, J. C. (2019). L2 Pronunciation training in and beyond the lab: assessing the benefits of enhanced HVPT and multimodal input-based tasks for pronunciation learning. Invited talk at the Phon&Phon meeting of The Department of Contemporary English Language (DoCELu), Faculty of English, Adam Mickiewicz University. 21 November, 2019.
– Muñoz, C. (2019). Foreign language learning through audiovisual input. The SUBTiLL Project. CNRS , Paris, June 2019.
- Serrano, R. (2019). Eye-movements in repeated reading under different schedules and their relation to vocabulary learning. Universitat Autònoma de Barcelona, Research Day, May 2019.
2018
– Esteve-Gibert, N. (2018). La melodía del habla y la gestualidad: herramientas para la adquisición del lenguaje. Talk given at the I Congreso internacional sobre didáctica del lenguaje infantil. Leioa (Spain).
– Esteve-Gibert, N. (2018). Do children use gesture before prosody as a cue to pragmatic meaning? A study on the acquisition of information structure in French. Talk given at the Symposium on Gesture and Meaning. Barcelona (Spain).
– Esteve-Gibert, N. (2018). The role of communicative style in preschoolers’ learning of L2 sounds. Talk given at the Symposium on Prosody and Second Language Development. Tilburg (The Netherlands).
– Gesa, F. (2018). L1/L2 subtitled videos and EFL learning: A study on vocabulary acquisition and content comprehension at different proficiency levels. Talk given at MULTIPLES – Research Centre for Multilingual Practices and Language Learning in Society. Ghent (Belgium).
– Gilabert, R. (2018). Is what we look at what we learn? Learning a foreign language through subtitles and captions. Talk given at the Escola Oficial d’Idiomes de Cornellà de Llobregat. Cornellà de Llobregat (Spain).
– Gilabert, R. (2018). Learning a foreign language through subtitled and captioned video: what do our eyes and minds do as we watch? Talk given at the Universiy of Amsterdam. Amsterdam (The Netherlands).
– Gilabert, R. (2018). Is what we look at what we learn? Learning a foreign language through subtitles and captions. Talk given at Language, Education & Society. Leuven (Belgium).
– Gilabert, R. (2018). Gamification and second language acquisition. Talk given at Institució Cultural del CIC. Barcelona (Spain).
– Gilabert, R. (2018). Eye movements and language learning of foreign languages through video subtitles and captions. Talk given at Leiden University. Leiden (The Netherlands).
– Gilabert, R. (2018). El proyecto iRead y el desarrollo de las habilidades lectoras. Talk given at the Universidad San Jorge. Zaragoza (Spain).
– Marín, J., Pérez, M. A. & Vasylets, O. (2018). Tapping into processes and processing while making use of feedback: Methodological considerations for future research agendas. Talk given at the L2 Writing Seminar: The Language Learning Potential of L2 Writing and Written Corrective Feedback. Murcia (Spain).
– Mora, J. C. (2018). Contributions of auditory attention control to L2 phonetic learning. Plenary talk given at the Workshop on Psycholinguistic, Cognitive and Neurolinguistic Modeling in Phonetics and Phonology. SimPhon.net and Stuttgart Research Focus (RSF) Language and Cognition, Stuttgart (Germany).
– Muñoz, C. (2018). Learning languages in and out of the classroom. Plenary talk given at the 4th Annual Spring Research Seminar: Multilingual Approaches to Content and Language Teaching and Communication. Barcelona (Spain).
– Tragant, E. (2018). Reading to learn and enjoy: Evidence from research. Plenary talk given at the Opening session of the Master’s Degree in Teacher Development for Foreign Language Education and Content and Language Integrated Learning (CLIL) at the Universitat Autònoma de Barcelona. Barcelona (Spain).
– Vasylets, O., Manchón, R. & Gilabert, R. (2018). Task complexity across modealities. Talk given at the L2 Writing Seminar: The Language Learning Potential of L2 Writing and Written Corrective Feedback. Murcia (Spain).
GRAL Research Group 