2024
2023
– Avello, D. & Muñoz, C. (2023). The development of receptive language skills from captioned-video viewing in primary school EFL learners. Education Sciences 13, 479. https://doi.org/10.3390/educsci13050479.
– Barón, J., Munoz, C. (2023). Exploring the effects of audiovisual material and age in pragmatic learning. RESLA. https://doi.org/10.1075/resla.20063.bar
– Celaya, M. L. & S. López-Flores. (2023). ‘I feel like a snake changing its skins’: A plurilingual project. English Language Teaching Journal (ELTJ) 97(1): 33-41.
– Gesa, F., & Miralpeix, I. (2023). Extensive viewing and L2 vocabulary learning: Two studies in EFL classes with children and adolescents. ITL – International Journal of Applied Linguistics. https://doi.org/10.1075/itl.22013.ges
– Gesa, F., & Miralpeix, I. (2023). Extensive viewing as additional input for foreign language vocabulary learning: A longitudinal study in Secondary School. Language Teaching Research. https://doi.org/10.1177/13621688231169451
– Gilabert, R. (2023). Where SLA and Language Education Meet: The Transfer from Task-Based Needs Analysis to Task Design. Educ. Sci., 13(10), 1015. https://doi.org/10.3390/educsci13101015
– Granfeldt, J., Gullberg, M. & Muñoz, C. (2023). Input in study abroad and views from acquisition: Focus on constructs, operationalization and measurement issues: Introduction to the special issue. Second Language Research, 39(1), 3-12.
– Kalogeros, B., Serrano, R. & Tragant E. Children’s L2 vocabulary acquisition through extensive reading. Sintagma, 35, 71-87. DOI 10.21001/sintagma.2023.35.05
– Mora, J. C. & Darcy, I. (2023) Individual diffferences in attention control and the processing of phonological contrasts in a second language. Phonetica, Advanced Online Publication.
– Mora, J. C., Mora-Plaza, I. & Bermejo Miranda, G. (2023). Speaking Anxiety and Task Complexity Effects on Second Language Speech. International Journal of Applied Linguistics, Advanced Online Publication. https://doi.org/10.1111/ijal.12494
– Mora, J. C., & Mora-Plaza, I. (2023). From Research in the Lab to Pedagogical Practices in the EFL Classroom: the Case of Task-Based Pronunciation Teaching. Education Sciences, 13 (10), 1042. https://doi.org/10.3390/educsci13101042
– Murphy, Mackay & Tragant (2023) ‘Ok I think I was totally wrong:) new try!’: language learning in WhatsApp through the provision of delayed corrective feedback provided during and after task performance, The Language Learning Journal, 51:4, 491-508, DOI: 10.1080/09571736.2023.2223217
– Ortega, M., J. Barón, & M.L. Celaya. (2023). ‘Is this polite or not?’ Raising pragmatic awareness through task-supported language teaching. AILA (special issue edited by L. Takeda).
– Pattemore, M., & Gilabert, R. (2023). Using eye-tracking to measure cognitive engagement with feedback in a digital literacy game. Language Learning Journal, 1–19. https://doi.org/10.1080/09571736.2023.2207582
– Pattemore & Muñoz (2023) The effects of binge-watching and spacing on learning L2 multi-word units from captioned TV series, The Language Learning Journal, DOI: 10.1080/09571736.2023.2211614
– Pujadas, G., & Muñoz, C. (2023). Measuring the visual in audio-visual input. ITL – International Journal of Applied Linguistics. https://doi.org/10.1075/itl.22019.puj
– Serfaty & Serrano: Practice Makes Perfect, but How Much Is Necessary? The Role of Relearning in Second Language Grammar Acquisition. Language Learning. https://doi.org/10.1111/lang.12585
– Serrano, R. (2023). Extensive Reading and Science Vocabulary Learning in L2: Comparing Reading-Only and Reading-While-Listening. Education Sciences, 13(5), 493. MDPI AG. Retrieved from http://dx.doi.org/10.3390/educsci13050493
– Suárez, M. M., & Stansfield, C. W. (2023). Young learners’ bilingual status and cognitive development in foreign language aptitude testing. ITL – International Journal of Applied Linguistics. https://doi.org/10.1075/itl.22017.sua
2022
– Barón, J., Celaya, M.L. (2022). ‘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 26 (2): 238-255.
– 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.
– Meara, P.M., & Miralpeix, I. (2022). Vocabulary networks workshop 2: Activating words in a network. Vocabulary Learning and Instruction, 11(1), 35–52. https://castledown.online/reference/vli-11-1-v03/
– Meara, P.M., & Miralpeix, I. (2022). Vocabulary networks workshop 1: Introduction. Vocabulary Learning and Instruction, 11(1), 17–34. https://castledown.online/reference/vli-11-1-v02/
– Miralpeix, I. (2022). Vocabulary learning at first exposure: Replication of Gullberg, Roberts & Dimroth (2012) and Shoemaker & Rast (2013). Language Teaching (first view). https://doi.org/10.1017/S0261444822000337
– Mora, J. C., Ortega, M., Mora-Plaza, I., & Aliaga-García, C. (2022) Training the pronunciation of L2 vowels under different conditions: the use of non-lexical materials and masking noise. Phonetica.
– 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.
– Pattemore, A., & Muñoz, C. (2022). Captions and learnability factors in learning grammar from audio-visual input. JALT CALL, 18(1), 83–109.
– 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.
– Serrano, R. . (2022). A state-of-the-art review of distribution-of-practice effects on L2 learning. Studies in Second Language Learning and Teaching, 12(3), 355–379. https://doi.org/10.14746/ssllt.2022.12.3.2
– Sosa-López, G. & Mora, J. C. (2022) Different tasks, different levels of anxiety. A pilot study. Speak Out! 66, pp. 37-49. https://pronsig.iatefl.org/journal/
– Suárez, M.M. (2022). A need for an aptitude test for young learners in Catalan: The case of the Modern Language Aptitude Test – Elementary in Catalan. Language Teaching Research Quarterly, 31, 101-118. https://doi.org/10.32038/ltrq.2022.31.08
– Vasylets, O., & Marin, J. (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. doi 10.3390/languages7030195
– Vasylets, O., Mellado, M.D., & Plonsky, L. (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.
– Zaytseva, V., Miralpeix, I., & Pérez, C. (2022). ESL written development at home and abroad: taking a closer look at vocabulary. International Journal of Bilingual Education and Bilingualism, 25(1), 210–225. https://doi.org/10.1080/13670050.2019.1664392
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.
– Meara, P.M., & Miralpeix, I. (2021). Bayesian vocabulary tests. VIAL – Vigo International Journal of Applied Linguistics 18, 177–204. https://doi.org/10.35869/vial.v0i18.3370
– 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. https://doi.org/10.1177/13621688211036609
– 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
– Zaytseva, V., Miralpeix, I., & Pérez, C. (2021). Because words matter: Investigating vocabulary development across contexts and modalities. Language Teaching Research, 25(2), 162–184. https://journals.sagepub.com/doi/10.1177/1362168819852976
– Zaytseva, V., Miralpeix, I., & Pérez, C. (2021). The effects of contexts on the acquisition of oral lexical ability in English as a foreign language. The Language Learning Journal, 49(5), 597–613. https://www.tandfonline.com/doi/full/10.1080/09571736.2019.1656766
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.
– Martín-Chazeaud, A. & M. L. Celaya. 2020. The role of language for succeeding in tests: An experimental study in secondary schools of rural Senegal. Journal of Popular Education in Africa, 4, 202-221.
– McCarthy, A., & Miralpeix, I. (2020). Organizational and formational structures of networks in the mental lexicon: A State-Of-The-Art through systematic review. Languages 5(1). https://doi.org/10.3390/languages5010001
– Miralpeix, I., & Muñoz, C. (2018). Receptive vocabulary size and its relationship to EFL language skills. IRAL – International Review of Applied Linguistics in Language Teaching, 56(1), 1–24. https://doi.org/10.1515/iral-2017-0016
– 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.
– Celaya, M. L. (2019). The Emergence and Development of Syntactic Patterns in EFL Writing in a School Context: A Longitudinal Study. Languages 4.
– 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.
GRAL Research Group 