Papers & Poster Presentations

2023

– Feijoo, S., Anglada, M., Esteve-Gibert, N. (2023). The benefits of multimodal communication in the foreign language classroom: The use of hand gesture to teach morphology and word structure. Poster presented at the 1st International Multimodal Communication Symposium. Barcelona, Spain.

– Marín, J., Palacio, I., &Vasylets, O. (2023). Assessment of reading and its difficulties in Spanish university students. Symposium of the Spanish Linguistics Society. January 23-26, University of Murcia, Spain.

– Olender, P. & Miralpeix, I. (2022). L2 vocabulary learning at first exposure to a new language: Two studies with multimodal input. 6th International Conference on Linguistics and Literature (CILL6). University of Cantabria. Spain.

– Vasylets, O., & Marín, J. (2023). The effects of need of cognition, implicit theories of intelligence and feedback beliefs in L2 writing. International Symposium of the Spanish Linguistics Society. January 23-26, University of Murcia, Spain.

2022

– Amadó, A., Aguilar-Mediavilla, E., Feijoo, S., Intxaustegi, A., Puigseslloses, A., Serrat-Sellabona, E. (2022).  How do differences in bilingual input affect vocabulary development? The relationship between type of bilingual exposure and early vocabulary acquisition. Poster presented at the 10th International Conference on Language Acquisition. Girona, Spain.

– Avello, D., & Muñoz, C. (2022). Primary school learners’ perceptions of the use of captioned-animated cartoons in the EFL classroom. Paper presented at the BiUNED conference. November, Madrid (Spain),

– Avello, D., & Muñoz, C. (2022). How suitable are captioned-animated cartoons for primary school learners? Poster presented at the ATFLY conference 2022: Advances to teaching foreign languages to young learners. September (online).

– Avello, D., & Muñoz, C. (2022). The use of captioned-video viewing to support the development of L2 reading skills in input-limited contexts: the role of treatment and language-related factors. Paper presented at the BAAL conference. Belfast (UK), September 2022.

– Avello, D., & Muñoz, C. (2022). The influence of cognitive, L1 and L2-related factors on primary school learners’ L2 reading skills development through captioned-video viewing. Paper presented at the 31st EuroSLA conference. Fribourg (Switzerland), August 2022.

– Avello, D., & Muñoz, C. (2022). Vocabulary learning through captioned-video viewing: The role of treatment and word-related factors. Paper presented at the BAAL Vocabulary Special Interest Group’s conference. Exeter (UK), July 2022.

– Avello, D., & Muñoz, C. (2022). Can EFL primary school learners benefit from captioned-video viewing? Paper presented at the RiPL (Research in Primary Languages) early career researcher seminar. UK, June 2022. Online.

– Avello, D., & Muñoz, C. (2022). The use of captioned-video viewing to foster vocabulary learning in primary school students. Paper presented at the AESLA conference. Las Palmas de Gran Canaria (Spain), April 2022.

– Avello, D., & Muñoz, C. (2022). The use of captioned-video viewing to support L1 and L2 reading skills development. Paper presented at the ELTRIA conference: ELT in action. University of Barcelona (Spain), April 2022. Online conference.

– Barón, J., Martínez-Flor, A. & Celaya , M.L. (accepted, Sept 2022). Multimodal input and L2 pragmatics: An eye-tracking study. Pragmatics and Language Learning Conference. University of Hawai’i.

– Celaya, M. L., Barón, J. & Martínez-Flor, A. (2022). L2 pragmatics in audiovisual input: An exploratory study with EFL senior learners. 10th International Symposium on Intercultural, Cognitive and Social Pragmatics (EPICSx). Universidad Pablo Olavide (Sevilla).

– Esteve-Gibert, N., Suárez, M. M., Feijoo, S., Vasylets, O., Serrano, R. (2022). The contribution of audio, visual, and tactile cues in preschoolers’ acquisition of non-native phonemes. Paper presented at the 10th International Conference on Language Acquisition. Girona, Spain.

– Feijoo, S., Aguilar-Mediavilla, E., Amadó, A., Sidera, F., Serrat, E. (2022).  Language acquisition in a pandemic context: The impact of mask use and interlocutor variability on early language development. Poster presented at the 10th International Conference on Language Acquisition. Girona, Spain.

– Frigolé, N., Gesa, F., & Suárez, M.M. (2022). Using MALL and memes to consolidate grammar knowledge. A gamified experience in the English as a foreign language classroom. TISLID 22. Technological Innovations for Advanced Linguistics. Positive Impacts of Language Technology. Online.

– Frigolé, N., Gesa, F., & Suárez, M.M. (2022). XXIII Congreso de la Sociedad Española de Didáctica de la Lengua y la Literatura (SEDLL). Oviedo, Spain.

–  Frigolé, N., Suárez, M. M., & Gesa, F. (2022). Gramática inglesa y memes: percepciones de una experiencia gamificada en el aula de lengua extranjera. Paper presented at the XXIII Congreso de la Sociedad Española de Didáctica de la Lengua y la Literatura. 23-25 November 2022. Oviedo, Spain.

– Gesa, F., Suárez, M.M., & Frigolé, N. (2022). Online EFL grammar learning applying the Just-in-Time Teaching strategy. Technology for Second Language Learning.  Iowa State University (online).

– Gesa, F., Suárez, M.M., & Frigolé, N. (2022). Consolidating foreign language grammar through memes: An innovative practice in the university classroom. 39 Congreso Internacional de la Asociación Española de Lingüística Aplicada (AESLA). Universidad de Las Palmas de Gran Canaria, Spain.

– Gilabert, R., Israelsson, D., Serra, J., Pattemore, M. Feijoo, S., Castellví, J. & Ramis, A. (2021). Developing Reading Skills in EFL Through Adaptive Game-based Learning. Paper presented at the 30th Annual Conference of the European Second Language Associatin EuroSLA 30. Universitat de Barcelona (Spain).

-Miralpeix, I., Gesa, F., & Suárez, M.M. (2022). L2 vocabulary learning during first exposure to multimodal input in a novel language. 39 Congreso Internacional de la Asociación Española de Lingüística Aplicada (AESLA). Universidad de Las Palmas de Gran Canaria, Spain.

– Mora-Plaza, I. (2022). Assessing the effects of cognitive complexity on L2 phonological acquisition in communicative tasks: the role of auditory selective attention and working memory. Accepted for oral presentation at the 10th International Symposium on the Acquisition of Second Language Speech (NEW SOUNDS 2022), 20-22 April 2022, Universitat de Barcelona, Barcelona, Spain.

– Mora-Plaza, I. & Mora, J.C. (2022). Task-based pronunciation teaching helps improve the production of L2 English vowels: generalization effects. Accepted for oral presentation at the 7th International Conference on English Pronunciation: Issues & Practices (EPIP 7), 18-20 May 2022, Université Grenoble Alpes, Grenoble, France.

– Ortega, M., Mora, J. C., Aliaga-García, C., & Mora-Plaza, I. (2022) How do L2 learners perceive their own speech. Investigating perceptions of speaking task performance. In Gallardo-del-Puerto, F., Camus-Camus, M., & González-López, J. A. (Eds.) Moving beyond the pandemic: English and American studies in Spain, (pp. 92-99). Santander (Spain): Editorial de la Universidad de Cantabria. ISBN 978-84-19024-15-2. https://doi.org/10.22429/Euc2022.034   

– Ortega, M., Mora, J. C., & Mora-Plaza, I. (2022). L2 learners’ self-assessment of comprehensibility and accentedness: Over/under-estimation, effects of rating peers, and attention to speech features. In J. Levis & A. Guskaroska (Eds.), Proceedings of the 12th Pronunciation in Second Language Learning and Teaching Conference, Iowa State University. https://doi.org/10.31274/psllt.13354 

– ​Pattemore, A. & Muñoz, C. (2022). To binge-watch or not: The effects of various viewing time distributions on language gains. Paper presented at EuroSLA 31, 24–27 August 2022, Fribourg/Freiburg (Switzerland).

​- Pattemore, A. (2022). The Role of Time Distribution of Captioned TV Series on Learning L2 Multiword Expressions. Paper presented at CALICO 2022, 30 May-4 June 2022, Seattle (USA).

– Pattemore, A. & Montero Perez, M. (2022). Learning of Spanish subjunctive through original version audio-visual input. Paper presented at AESLA 39, 27–29 April 2022, Las Palmas de Gran Canaria (Spain).

– Montero Perez, M. & Pattemore, A. (2022). Effects of captioned video on L2 speech perception in intermediate L2 learners of Spanish. Paper presented at New Sounds 2022, 20-22 April 2022, Barcelona (Spain).

– Sosa-López, G. (2022). L2 Speaking Anxiety and L2 Speaking Fluency. Paper presemted at Accents. 8th-10th December, Lodz, Poland.

– Suárez, M.M. (2022). The identification of learner profiles and the role of sound-symbol correspondence. 3rd International Conference on Education and Linguistics. Westminster International University in Tashkent (Online).

– Suárez, M.M. (2022). Cuando la metáfora no es tal: representaciones metafóricas sobre el aprendizaje del inglés lengua extranjera a través de imágenes.  I Congreso Internacional i-DEA. Investigación Didáctica y Estudios Curriculares Avanzados para la Educación y la Ciudadanía. Palma de Mallorca (Online).

– Suárez, M.M. (2022). The identification of learner profiles and the role of sound-symbol correspondence. 3rd International Conference on Education and Linguistics. Westminster International University in Tashkent (Online).

– Suárez, M.M. (2022). Multimodality in e-portfolios: a longitudinal study in two language subjects.  I Congreso Internacional i-DEA. Investigación Didáctica y Estudios Curriculares Avanzados para la Educación y la Ciudadanía. Palma de Mallorca (Online).

– Suárez, M.M., & Gesa, F. (2022). Learning vocabulary through extensive video viewing: A research experience with out-of-classroom implications. 2nd International Symposium on Educational Research (ERL2022). Riyadh, Saudi Arabia (online).   

– Suárez, M.M., & Gesa, F. (2022). Visionado de series de televisión para el aprendizaje de vocabulario en inglés como lengua extranjera: una experiencia de integración de la investigación en el aula. XXIII Congreso de la Sociedad Española de Didáctica de la Lengua y la Literatura (SEDLL). Oviedo, Spain.

– Suárez, M.M., Gesa, F., & Frigolé, N. (2022). Gamification and memes for grammar learning purposes: A cross-curricular experience. JALTCALL 2022. Japan (online).

– Suárez, M.M., & Stansfield, C. W. (2022). Young learners’ profiles with the MLAT-EC. 8th International Hybrid Conference on Second Language Studies – ICSLS-2022. Istanbul (online).

– Vasylets, O., & Mellado, M.D. (2022). The role writing motivation, anxiety and self-efficacy in digital versus pen-and-paper writing. Paper presented at the American Association for Applied Linguistics Conference in Pittsburgh, Pennsylvania. March 19-22.

– Vasylets, O., & Marín, J. (2022). The predictive role of explicit knowledge, implicit knowledge and working memory in L2 written performance. Paper presented at the 31st EuroSLA conference, University of Fribourg, Switzeland, August 24-27.

2021

– Alcaraz Andreu, C., González-Argüello, M.V., & Suárez, M.M. (2021). Uso de dispositivos móviles para la activación y promoción de la lectura. CIDUI 2020+1. Hospitalet de Llobregat, Spain.

– Alcaraz Andreu, C., & Suárez, M.M. (2021). Activación y promoción de la lectura en el Grado de Educación Infantil a través del uso de dispositivos móviles. II Jornada de Pesquisa Tema-RealTIC – Aprender em um mundo digital. Online.

– Barón, J. & M.L. Celaya. (2021). Extensive TV viewing: A pedagogical implementation in real language classes. Watching pragmatics. Workshop presented at Computer-assisted Language Instruction Consortium (CALICO). (Online).

– Barón, J., Celaya, M.L., Sánchez, A. (2021) ‘Is this pragmatically appropriate?’. Assessing pragmatics in EFL learners’ oral performance. Paper presented at the 30th Conference of the European Second Language Association (EuroSLA 30), 30 June- 3 July 2021, Universitat de Barcelona, Barcelona, Spain.

– Barón, J. & Cutillas, A. (2021). “Water!!!!”: Teaching requests in primary education. ITAP Session 1: Pragmatics in Primary Education. (Online)

– Barón, J., Ortega, M., & Celaya, M. L. (2021). ‘Is this polite or not?’ Raising pragmatic awareness through task-supported language teaching. AILA Congress. University of Groningen (The Netherlands).

– Celaya, M. L. (coord.). M. L. Celaya & J. Barón; M. Amengual & P. Salazar; M. Martínez-Adrián & M. T. Barberán-Recalde; I. Palacios & P. Núñez-Pertejo. (2021). La materia Adquisición y enseñanza del inglés como segunda lengua en la universidad: actividades de aprendizaje y evaluación y su adaptación a un entorno no presencial. Workshop presented at the 44 AEDEAN International Conference. Universidad de Cantabria (Online).

– Celaya, M. L. & J. Barón. (2021). ‘Se me pasó la edad’: Senior learners and EFL 44 AEDEAN International Conference. Universidad de Cantabria (Online).

– Esteve-Gibert, N., Suárez, M.M., Vasylets, O., Feijoo, S., Serrano, R. (2021). The children’s use of tactile and visual information (vs. acoustic information) when learning non-native phonological contrasts. Satellite workshop “First and second language acquisition of phonology and its interfaces”, 13th Old World Conference on Phonology. Eivissa, January 27-29.

– Esteve-Gibert, N., Suárez, M.M., Vasylets, O., & Serrano, R. (2021). Visual, audiovisual and audiovisual-tactile modes in the perception and production of non-native sounds by children. 19th World Congress of Applied Linguistics (AILA). Groningen, The Netherlands.

– Feijoo, S., Esteve-Gibert, N., Riera, C., Anglada, M. (2021). Hand gestures increase children’s development of morphological awareness. Paper presented at the 15th International Congress for the Study of Child Language. (Online).

– Galimberti, V., Mora, J. C., & Gilabert, R. Using Synchronized Textual Enhancement in Captioned Videos to Direct L1 Spanish Learners’ Attention to English Pronunciation. Paper presented atEye-tracking in SLA Research: A Global Engagement Seminar. University College of London, June 11, 2021.

– Galimberti, V., Mora, J. C., & Gilabert, R. Phono-lexical form update with TV series: Promoting a focus on form through synchronized textual enhancement and audiovisual activities. Poster presented atEuroSLA 30. University of Barcelona, 30 June – 3 July 2021.

–  Gilabert, R., Israelsson, D., Serra, J., Pattemore, M. Feijoo, S., Castellví, J. & Ramis, A. (2021). Developing Reading Skills in EFL Through Adaptive Game-based Learning. Paper presented at the 30th Annual Conference of the European Second Language Associatin EuroSLA 30. Universitat de Barcelona (Spain).

– Gesa, F., & Miralpeix, I. (2021). The potential of subtitled FL television for vocabulary learning and retention: evidence from a year-long intervention at two proficiency levels. Paper to be presented at the 30th Annual Conference of the European Second Language Association (EuroSLA 30). 30 June – 3 July 2021. Online conference.

​- Gesa, F., & Miralpeix, I. (2021). Subtitled TV series and vocabulary learning: longitudinal evidence from beginner and intermediate EFL learners. Paper presented at the 2021 American Association for Applied Linguistics (AAAL) Virtual Conference. 20-23 March 2021. Online conference.

– ​Mannarelli, P., Serrano, R. (2021)  Let the music play! Analyzing vocabulary learning through songs in an EFL class. Paper presented at the 30th Conference of the European Second Language Association (EuroSLA 30), 30 June- 3 July 2021, Universitat de Barcelona, Barcelona, Spain.

– Mannarelli, P., Serrano, R. (2021). More than words: How can songs promote vocabulary learning in an EFL class? Paper presented at BAAL Vocab SIG 2021, UK. 

– Miralpeix, I., & Muñoz, C. (2021). Are all learners affected by out-of-school exposure in the same way? Age-proficiency differences. The AAAL Annual Conference (American Association for Applied Linguistics). USA.

– Mora-Plaza, I., Mora, J. C. & Gilabert, R (2021). Manipulating task design and cognitive complexity for L2 phonological acquisition: A task-based pronunciation teaching study. Paper presented at the 30th Conference of the European Second Language Association (EuroSLA 30), 30 June- 3 July 2021, Universitat de Barcelona, Barcelona, Spain.

​- Mora-Plaza, I., Ortega, M., & Mora, J. C. (2021) Individual differences in high-variability phonetic training: the role of attention control and proficiency. Paper presented at the 4th Phonetics and Phonology in Europe Conference (PaPE 2021), 21-23 June, 2021, Universitat Pompeu Fabra, Barcelona, Spain.

– Mora-Plaza, I., Mora, J. C. & Gilabert, R. (2021). Task-essentialness for L2 phonological acquisition: A TBPT study. Featured speakers at the 12th Annual Pronunciation in Second Language Learning and Teaching Conference (PSLLT 2021), 18-19 June 2021, Brock University, Canada

– Murphy, B.; Mackay J. and Tragant E. 2021. Instant messaging and the timing of written corrective feedback. L2 Writing Research Seminar. Universidad de Murcia 20-22 May. 
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– Pattemore, A. & Muñoz, C. (2021). Captions and learnability factors in learning grammar from TV series. Poster presented at the AESLA 38 online conference.
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​- Pattemore, A. & Muñoz, C. (2021). Captions and learnability factors in learning grammar constructions from audio-visual input. Paper presented at the AAAL 2021 online conference.
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– Pattemore, A., Suárez, M.M., Muñoz, C. (2021). Learning L2 grammar constructions through audio-visual input: The role of aptitude. Paper presented at the 30th Conference of the European Second Language Association (EuroSLA 30), 30 June- 3 July 2021, Universitat de Barcelona, Barcelona, Spain.

– Pattemore, A. & Muñoz, C. (2021). 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).

​- Pattemore, A. & Muñoz, C. (2021). The role of time distribution of captioned TV series on learning L2 constructions. Paper to be presented at the EuroCALL 2021 conference. Paris, France. 

– Pattemore, A., Gesa, F., Miralpeix, I., Suárez, M.M., Barón, J., Celaya, M.L.,  Avello,​ D., & Muñoz, C. (2021). ​ Extensive TV viewing: A pedagogical implementation in real language classes. Integrating longitudinal audio-visual research into a regular course. CALICO Winter Workshop. Online.

– Pellicer-Sánchez, A., Serrano, R. The effect of spacing on vocabulary learning and reading fluency. Paper presented at the AAAL 2021 online conference.

– Serrano, R., Pellicer-Sánchez, A. Examining the effects of working memory and aptitude on vocabulary learning through spaced vs. massed repeated reading. Paper presented at the 30th Conference of the European Second Language Association (EuroSLA 30), 30 June- 3 July 2021, Universitat de Barcelona, Barcelona, Spain.

– Sosa-López, G. (2021) The Role of Speaking Anxiety on L2 English Speaking Fluency, Pronunciation Accuracy and Comprehensibility. Poster presented at the 4th  Phonetics and Phonology in Europe Conference – PaPE 2021, 21-23 June, 2021, Universitat Pompeu Fabra, Barcelona, Spain.

– Sosa-López, G. (2021) The Role of Speaking Anxiety on L2 English Speaking Fluency, Accuracy and Complexity. Poster presented at the 12th  Pronunciation in Second Language Learning and Teaching – PSLLT, 18-19 June, 2021, Brock University, Ontario, Canada (online).

​- Suárez, M.M., Frigolé, N., & Gesa, F. (2021). Trabajar la gramática del inglés con memes: una experiencia de innovación docente con futuros maestros de Educación Infantil. II Jornada de Pesquisa Tema-RealTIC – Aprender em um mundo digital. Online.

– Suárez, M.M., Frigolé, N., & Gesa, F. (2021). Meming while learning: An innovation practice experience with pre-service teachers. 6th International Conference of Asia-Pacific LSP & Professional Communciation Association – LSPPC6. Online Conference.
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​- Suárez, M. M. & Gesa, F. (2021). 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.

– Suárez, M.M., Gesa, F., & Frigolé, N. (2021). Gamificación y memes: cómo practicar gramática inglesa en entornos virtuales. V Workshop Internacional d’Innovació en Ensenyament Superior i TIC- INNOVAESTIC 2021. Online.

– Suárez, M.M., Gilabert, R., & Moskvina, N. (2021). Vocabulary size, working memory and attention in early vocabulary learning under different TV genres. AAAL 2021 Virtual Conference. March 19-23, 2021.

– Tran, L., & Miralpeix, I. (2021). Out-of-school exposure and new media literacies: A study on teenage EFL learners. Youth Media Life Conference. University of Vienna, Austria.

– Vasylets, O., & Marín, J. (2021). Individual differences in second language task performance: The effects of working memory. Paper presented at the 30th EuroSLA conference, University of Barcelona, June 30-July 3.

– Vasylets, O., Mellado, M.D., & Plonsky, L. (2021). The role of cognitive individual differences in digital versus pen-and-paper writing. Paper presented at the research seminar Advancing Research on L2 Writing and Written Corrective Feedback Appropriation in Pen and Paper and Digital Environments: Controlled and Classroom-based Studies, University of Murcia, May 20-22.

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.

– Suárez, M.M. (2020). Gamificación superficial y evaluación entre pares en una experiencia de aprendizaje por proyectos. IV Workshop Internacional d’Innovació en Ensenyament Superior i TIC- INNOVAESTIC 2020. Alacant, Spain.

– Suárez, M.M., & Alcaraz Andreu, C. (2020). Experiencias “booktuber”: Más allá del libro y de la pantalla. IV Workshop Internacional d’Innovació en Ensenyament Superior i TIC- INNOVAESTIC 2020. Alacant, Spain.

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).  
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– 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).

– Meara, P.M. & Miralpeix, I. (2019). Bayesian vocabulary tests. Vocab@Leuven Conference. Katholieke Universiteit Leuven, Belgium.

– 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).

– Miralpeix, I. (2018). Receptive vocabulary size and speed of lexical access in bilingual learners of English. Exploring the lexicon of bilingual and multilingual learners. University of La Rioja, Spain.

– 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).

– Zaytseva, V., Miralpeix, I. & Pérez Vidal, C. (2018). In search of native-like selections in L3 English: The role of learning context. BAAL Vocabulary SIG Conference. UCL London, UK.

– Zaytseva, V., Miralpeix, I., & Pérez Vidal, C. (2018). EFL oral and written lexical development across contexts and tasks. The oral-written connection in the learning of second/foreign languages. UPV/EHU – University of the Basque Country, Vitoria-Gasteiz, Spain.