PRESENTATIONS AND PUBLICATIONS DERIVED FROM M.A. THESES
Included here are some publications and presentations based on the MA theses in our program:
Publications
Evans M. & Tragant E. (2020). Demotivation and dropout in adult EFL learners. TESL-EJ 23(4) http://www.tesl-ej.org/wordpress/issues/volume23/ej92/ej92a8/
Lago, S., Mosca, M., Stutter-García, A. (2020) The Role of Crosslinguistic Influence in Multilingual Processing: Lexicon Versus Syntax. Language Learning https://doi-org.sire.ub.edu/10.1111/lang.12412
McCarthy, L. & 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
Xuan Y. & Tragant E. (2019). The effect of written text on the comprehension of spoken English as a foreign language: A replication study. IRAL.
https://doi.org/10.1515/iral-2018-0350
Celaya, M. L., Panelli, L., & Barón, J. (2019). “I’m jealous but I am very happy”: Congratulating in an EFL context. In Gutiérrez, J., Martínez-Adrián, M. & Gallardo, F. (eds.), Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice. London, UK: Springer.
Galimberti, V.; Miralpeix, I. (2018). Multimodal input for Italian beginner learners of English: A Study on comprehension and vocabulary learning from undubbed TV series. In Coonan, M.C., Bier, A. & Ballarin; E. (Eds.). La didattica delle lingue nel nuovo millennio: Le sfide dell'internazionalizzazione (pp.615-626). Venice: Edizioni Ca'Foscari.
Mora-Plaza, I., Mora, J. C., & Gilabert, R. (2018). Focus on phonetic form and cognitive complexity in the acquisition of an L2 vowel contrast. In J. Levis (Ed.), Proceedings of the 9th Pronunciation in Second Language Learning and Teaching Conference, ISSN 2380-9566, University of Utah, September, 2017 (pp. 174-184). Ames, IA: Iowa State University.
Mora, J. C., & Safronova, E. (2018). Foreign accent in a second language: individual differences in perception. In Wright, C., Piske, T., and Young-Scholten, M. (ed.) Mind Matters in SLA. Bristol: Multilingual Matters. 137-161.
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, 52(4), pp. 971-994. https://doi.org/10.1002/tesq.445
Ludwig, A., & Mora, J. C. (2017). Processing time and comprehensibility judgments in non-native listeners’ perception of L2 speech. Journal of Second Language Pronunciation, 3(2), pp. 167-198. https://doi.org/10.1075/jslp.3.2.01lud
Montero, L., Serrano, R., & Llanes, À. (2017). Influence of learning context and age on the use of L2 communication strategies. The Language Learning Journal, 45(1), pp. 117-132. https://doi.org/10.1080/09571736.2013.853824
Cigliana, K., & Serrano, R. (2016). Individual differences in U.S. study abroad students in Barcelona: A look into their attitudes, motivations and L2 contact. Study Abroad Research in Second Language Acquisition and International Education, 1(2), pp. 154-185. https://doi.org/10.1075/sar.1.2.02cig
Cerviño-Povedano, E., & Mora, J. C. (2015). Spanish EFLs’ identification of /i:‐I/ and phonological short‐term memory. Proceedings of the 32nd International Conference of the Spanish Association of Applied Linguistics (AESLA): Language Industries and Social Change. Procedia - Social and Behavioral Sciences, 173, pp. 18-23. https://doi.org/10.1016/j.sbspro.2015.02.024
Osváth, A. K. (2015). A Comparison of Pronominal Forms of Address in the Spanish and Catalan Spoken by Students in Barcelona. Revista de Llengua i Dret, 64, pp. 127-154. https://doi.org/10.2436/20.8030.02.119
Hamilton, C., & Serrano, R. (2015). Contact, attitude, and motivation in the learning of Catalan at advanced levels. International Journal of Multilingualism, 12(3), pp. 241-258. https://doi.org/10.1080/14790718.2014.986127
Muñoz, C., Tragant, E., & Camuñas, M. (2015). Transition: Continuity or a Fresh Start? APAC Quarterly, 80, pp. 11-16.
Mora, J. C., Rochdi, Y., & Kivistö-de Souza, H. (2014). Mimicking accented speech as L2 phonological awareness. Language Awareness, 23(1-2), pp. 57-75. https://doi.org/10.1080/09658416.2013.863898
Kivistö-de Souza, H., & Mora, J. C. (2014). Effects of speech rate on the intelligibility of non-native vowels. In Proceedings of the International Symposium on the Acquisition of Second Language Speech. Concordia Working Papers in Applied Linguistics, 5, pp. 337-352. Retrieved from journal: http://doe.concordia.ca/copal/documents/24_deSouza_Mora_Vol5.pdf
Vasylets, O., & Gilabert, R. (2014). Second language writing as moderated by cognitive task complexity. Paper in the Proceedings of the 31st AESLA Applied Linguistics Conference "Communication, Cognition & Cybernetics". La Laguna, Spain.
Vasylets, O., & Gilabert, R. (2014). Computational assessment of cohesion in L2 writing: Advantages and possibilities of Coh-Metrix. Paper in the Proceedings of the 31st AESLA Applied Linguistics Conference "Communication, Cognition & Cybernetics", La Laguna, Spain.
Artieda, G., & Muñoz, C. (2013) The role of age and literacy in adult foreign language learning. In A. Berndt (Ed.) Fremdsprachen in der Perspektive lebenslangen Lernens (pp. 163-180). Frankfurt, Germany: Peter Lang.
Safronova, E., & Mora, J. C. (2013). Attention control in L2 phonological acquisition. In Llanes Baró, A., Astrid Ciro, L., Gallego Balsà, L. & Mateus Serra, R. M. (eds) Applied Linguistics in the Age of Globalization (pp. 109-114). Lleida: Edicions de la Universitat de Lleida.
Rochdi, Y., & Mora, J. C. (2013). Mimicking foreign-accented speech as evidence of category formation for L2 sounds. In Llanes Baró, A., Astrid Ciro, L., Gallego Balsà, L. & Mateus Serra, R. M. (eds) Applied Linguistics in the Age of Globalization, (pp. 96-101) Lleida: Edicions de la Universitat de Lleida.
Rosa, D., & Muñoz, C. (2013). Do attitudes and aptitude go together? A study with 5th grade primary students. Llanes Baró, A., Astrid Ciro, L., Gallego Balsà, L. & Mateus Serra, R. M. (eds) Applied Linguistics in the Age of Globalization. Lleida: Edicions de la Universitat de Lleida.
Andria, M., Miralpeix I., & Celaya, M. L. (2012). Crosslinguistic Influence in the Acquisition of Greek as a Foreign Language by Spanish speakers. In Gavriilidou, Z., Efthymiou, A., Thomadaki, E. & Kambakis-Vougiouklis, P. (eds), Selected papers of the 10th International Conference of Greek Linguistics (pp. 654-662). Komotini, Greece: Democritus University of Thrace.
Kivistö-de Souza, H., & Mora, J. C. (2012). Speech rate effects on L2 vowel production and perception. Anais do X Encontro do CELSUL (Círculo de Estudos Linguísticos do Sul UNIOESTE) (pp. 1-13). Cascavel, Brazil: Universidade Estadual do Oeste do Paraná.
Safronova, E., & Mora, J. C. (2012). Acoustic and phonological memory in L2 vowel perception. In Martín Alegre, S., Moyer, M., Pladevall, E. & Tubau, S. (Eds.). At a Time of Crisis: English and American Studies in Spain (pp. 384-390). Bellaterra: Departament de Filologia Anglesa i de Germanística, Universitat Autònoma de Barcelona/AEDEAN.
Llanes, A., & Muñoz, C. (2009). A short stay abroad: does it make a difference? System, 37(3), pp. 353-365. https://doi.org/10.1016/j.system.2009.03.001
Evans M. & Tragant E. (2020). Demotivation and dropout in adult EFL learners. TESL-EJ 23(4) http://www.tesl-ej.org/wordpress/issues/volume23/ej92/ej92a8/
Lago, S., Mosca, M., Stutter-García, A. (2020) The Role of Crosslinguistic Influence in Multilingual Processing: Lexicon Versus Syntax. Language Learning https://doi-org.sire.ub.edu/10.1111/lang.12412
McCarthy, L. & 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
Xuan Y. & Tragant E. (2019). The effect of written text on the comprehension of spoken English as a foreign language: A replication study. IRAL.
https://doi.org/10.1515/iral-2018-0350
Celaya, M. L., Panelli, L., & Barón, J. (2019). “I’m jealous but I am very happy”: Congratulating in an EFL context. In Gutiérrez, J., Martínez-Adrián, M. & Gallardo, F. (eds.), Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice. London, UK: Springer.
Galimberti, V.; Miralpeix, I. (2018). Multimodal input for Italian beginner learners of English: A Study on comprehension and vocabulary learning from undubbed TV series. In Coonan, M.C., Bier, A. & Ballarin; E. (Eds.). La didattica delle lingue nel nuovo millennio: Le sfide dell'internazionalizzazione (pp.615-626). Venice: Edizioni Ca'Foscari.
Mora-Plaza, I., Mora, J. C., & Gilabert, R. (2018). Focus on phonetic form and cognitive complexity in the acquisition of an L2 vowel contrast. In J. Levis (Ed.), Proceedings of the 9th Pronunciation in Second Language Learning and Teaching Conference, ISSN 2380-9566, University of Utah, September, 2017 (pp. 174-184). Ames, IA: Iowa State University.
Mora, J. C., & Safronova, E. (2018). Foreign accent in a second language: individual differences in perception. In Wright, C., Piske, T., and Young-Scholten, M. (ed.) Mind Matters in SLA. Bristol: Multilingual Matters. 137-161.
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, 52(4), pp. 971-994. https://doi.org/10.1002/tesq.445
Ludwig, A., & Mora, J. C. (2017). Processing time and comprehensibility judgments in non-native listeners’ perception of L2 speech. Journal of Second Language Pronunciation, 3(2), pp. 167-198. https://doi.org/10.1075/jslp.3.2.01lud
Montero, L., Serrano, R., & Llanes, À. (2017). Influence of learning context and age on the use of L2 communication strategies. The Language Learning Journal, 45(1), pp. 117-132. https://doi.org/10.1080/09571736.2013.853824
Cigliana, K., & Serrano, R. (2016). Individual differences in U.S. study abroad students in Barcelona: A look into their attitudes, motivations and L2 contact. Study Abroad Research in Second Language Acquisition and International Education, 1(2), pp. 154-185. https://doi.org/10.1075/sar.1.2.02cig
Cerviño-Povedano, E., & Mora, J. C. (2015). Spanish EFLs’ identification of /i:‐I/ and phonological short‐term memory. Proceedings of the 32nd International Conference of the Spanish Association of Applied Linguistics (AESLA): Language Industries and Social Change. Procedia - Social and Behavioral Sciences, 173, pp. 18-23. https://doi.org/10.1016/j.sbspro.2015.02.024
Osváth, A. K. (2015). A Comparison of Pronominal Forms of Address in the Spanish and Catalan Spoken by Students in Barcelona. Revista de Llengua i Dret, 64, pp. 127-154. https://doi.org/10.2436/20.8030.02.119
Hamilton, C., & Serrano, R. (2015). Contact, attitude, and motivation in the learning of Catalan at advanced levels. International Journal of Multilingualism, 12(3), pp. 241-258. https://doi.org/10.1080/14790718.2014.986127
Muñoz, C., Tragant, E., & Camuñas, M. (2015). Transition: Continuity or a Fresh Start? APAC Quarterly, 80, pp. 11-16.
Mora, J. C., Rochdi, Y., & Kivistö-de Souza, H. (2014). Mimicking accented speech as L2 phonological awareness. Language Awareness, 23(1-2), pp. 57-75. https://doi.org/10.1080/09658416.2013.863898
Kivistö-de Souza, H., & Mora, J. C. (2014). Effects of speech rate on the intelligibility of non-native vowels. In Proceedings of the International Symposium on the Acquisition of Second Language Speech. Concordia Working Papers in Applied Linguistics, 5, pp. 337-352. Retrieved from journal: http://doe.concordia.ca/copal/documents/24_deSouza_Mora_Vol5.pdf
Vasylets, O., & Gilabert, R. (2014). Second language writing as moderated by cognitive task complexity. Paper in the Proceedings of the 31st AESLA Applied Linguistics Conference "Communication, Cognition & Cybernetics". La Laguna, Spain.
Vasylets, O., & Gilabert, R. (2014). Computational assessment of cohesion in L2 writing: Advantages and possibilities of Coh-Metrix. Paper in the Proceedings of the 31st AESLA Applied Linguistics Conference "Communication, Cognition & Cybernetics", La Laguna, Spain.
Artieda, G., & Muñoz, C. (2013) The role of age and literacy in adult foreign language learning. In A. Berndt (Ed.) Fremdsprachen in der Perspektive lebenslangen Lernens (pp. 163-180). Frankfurt, Germany: Peter Lang.
Safronova, E., & Mora, J. C. (2013). Attention control in L2 phonological acquisition. In Llanes Baró, A., Astrid Ciro, L., Gallego Balsà, L. & Mateus Serra, R. M. (eds) Applied Linguistics in the Age of Globalization (pp. 109-114). Lleida: Edicions de la Universitat de Lleida.
Rochdi, Y., & Mora, J. C. (2013). Mimicking foreign-accented speech as evidence of category formation for L2 sounds. In Llanes Baró, A., Astrid Ciro, L., Gallego Balsà, L. & Mateus Serra, R. M. (eds) Applied Linguistics in the Age of Globalization, (pp. 96-101) Lleida: Edicions de la Universitat de Lleida.
Rosa, D., & Muñoz, C. (2013). Do attitudes and aptitude go together? A study with 5th grade primary students. Llanes Baró, A., Astrid Ciro, L., Gallego Balsà, L. & Mateus Serra, R. M. (eds) Applied Linguistics in the Age of Globalization. Lleida: Edicions de la Universitat de Lleida.
Andria, M., Miralpeix I., & Celaya, M. L. (2012). Crosslinguistic Influence in the Acquisition of Greek as a Foreign Language by Spanish speakers. In Gavriilidou, Z., Efthymiou, A., Thomadaki, E. & Kambakis-Vougiouklis, P. (eds), Selected papers of the 10th International Conference of Greek Linguistics (pp. 654-662). Komotini, Greece: Democritus University of Thrace.
Kivistö-de Souza, H., & Mora, J. C. (2012). Speech rate effects on L2 vowel production and perception. Anais do X Encontro do CELSUL (Círculo de Estudos Linguísticos do Sul UNIOESTE) (pp. 1-13). Cascavel, Brazil: Universidade Estadual do Oeste do Paraná.
Safronova, E., & Mora, J. C. (2012). Acoustic and phonological memory in L2 vowel perception. In Martín Alegre, S., Moyer, M., Pladevall, E. & Tubau, S. (Eds.). At a Time of Crisis: English and American Studies in Spain (pp. 384-390). Bellaterra: Departament de Filologia Anglesa i de Germanística, Universitat Autònoma de Barcelona/AEDEAN.
Llanes, A., & Muñoz, C. (2009). A short stay abroad: does it make a difference? System, 37(3), pp. 353-365. https://doi.org/10.1016/j.system.2009.03.001
Presentations
Serra, J. (2020). The development of reading skills in a second language through gamification: the role of adaptivity. Eurosla 29, Lund (Sweden).
Serra, J. & Gilabert, R. (2020). Development of L2 reading skills in digital game-based learning: Comparing teacher and automatic adaptivity. IDC Conference. London (online).
Aliaga-Garcia, C. & Bailey, P. (2019) The effects of training with visual monitoring on L2 vowel production. Paper presented at The 9th International Symposium on the Acquisition of Second Language Speech, New Sounds. August 30th - September 1st, 2019. Waseda University, Tokyo, Japan.
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.
Bailey, P. & Aliaga-Garcia, C. (2019) L2 phonetic training on production in adverse listening conditions. Paper presented at The 9th International Symposium on the Acquisition of Second Language Speech, New Sounds. August 30th - September 1st, 2019. Waseda University, Tokyo, Japan.
Gilabert, R. & Pattemore, M. (2019). Cognitive Engagement with Feedback in a Serious Literacy Game. Invited talk at the Groningen University eye-tracking workshop.
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). 6-7 June 2019. Universitat de Barcelona, Barcelona, Spain.
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. 12-14 December 2019. University of Łódź, Łódź, Poland.
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 serious literacy games. Paper presented at the New Zealand Linguistic Society Conference. Christchurch (New Zealand).
Pattemore, M., Gilabert, R. & Serra, J. (2019). Feedback in serious literacy games. Gamilear 19. 3rd International Symposium of Gamification and Games for Learning.
Flaherty, T. (2018). Doing it by the book: Exploring tensions between classroom practice & classroom agents’ beliefs towards grammar instruction. 21st Warwick International Conference in Applied Linguistics. 28th June 2018. University of Warwick, Coventry, United Kingdom.
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). 27th March 2018. Chicago, USA.
Casulleras, M. & Miralpeix, I. (2017). Watching cartoons with L1 or L2 subtitles: A classroom-based study with young learners. Media Literacy in Foreign Language Learning: Digital and Multimodal Perspectives (Ludwig Maxmilian University of Munich). Munich, Germany.
Galimberti, V & Miralpeix, I. (2017). Multimodal input for Italian beginner learners of English: A study on comprehension and vocabulary learning from undubbed TV series. IV DILLE Conference (Società Italiana di Didattica delle Lingue e Linguistica Educativa). Venice, 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. Workshop on early literacy and (digital) media, Universität-Gesamthochule. Paderborn, Germany.
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). 6-7th May 2017. Poznań, Poland.
Mora-Plaza, 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 Annual Conference Pronunciation in Second Language Learning & Teaching (PSLLT). 1st-2nd September 2017. University of Utah, Salt Lake City, Utah, USA.
Mora-Plaza, 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 the 7th International Conference on Task-Based Language Teaching (TBLT 2017). 19-21st April 2017. Universitat de Barcelona, Barcelona, Spain.
Muñoz, C., & Chandy, R. (2016). Effects of familiarity with subtitles on watching subtitled audiovisual material. Insights from eye-tracking. Simposium Multimodal Input in Second Language Learning. 10-11th November 2016. Universitat de Barcelona, Barcelona, Spain.
Everitt, C., & Mora, J. C. (2016). Foreign accent imitation as L2 articulatory training. Paper presented in J. C. Mora & P. Prieto’s (coord.) symposium Challenges in L2 pronunciation teaching and learning: experimental studies. AEAL 2016. 8th International Conference on Second Language Acquisition. 7-9th September 2016. Universitat de les Illes Balears, Palma de Mallorca, Spain.
Pujades, G. (2016). Comparing L1 and L2 complexification in oral performance: the effect of L1 syntactic complexity and L2 proficiency in Catalan speakers. EuroSLA. 24-27th August 2016. University of Jyväskylä, Finland.
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. 10-12th June 2016. Aarhus University, Aarhus, Denmark.
Huang, H., & Serrano, R. (2016). The effect of time distribution of assisted repeated reading on vocabulary. Paper presented at the British Association for Applied Linguistics Vocabulary SIG Annual Conference. 7-8th July 2016. University of Nottingham, Nottingham, United Kingdom.
Herman, K., & Miralpeix, I. (2016). The Linguistic Landscape of urban Catalan and Galician streets: A study on co-official languages. Sociolinguistics Summer School 7. 23th June 2016. Lyon, France.
Panelli, L., & Celaya, M. L. (2015). The speech act of congratulation and proficiency level in an EFL context. Paper presented at the 39th International AEDEAN Conference. 11-13th November 2015. Universidad de Deusto, Bilbao, Spain.
Casulleras, M., & Miralpeix, I. (2015). Young learners and electronic materials in the EFL classroom: A study on vocabulary learning. APAC ELT Convention. 19-21st February 2015. Universitat Pompeu Fabra, Barcelona, Spain.
Casulleras, M. (2015). Smartboards and vocabulary acquisition: Classroom research with young EFL learners. 10th International Postgraduate Conference in Linguistics and Language Teaching. 13th July 2015. Lancaster University, United Kingdom.
Everitt, C., & Mora, J. C. (2015). L2 accent imitation on the L1 as a task to improve L2 pronunciation. Paper presented at The Sixth International Conference on Task-Based Language Teaching (TBLT 2015). 16-18th September 2015. Leuven, Belgium.
Gesa, F., & Miralpeix, I. (2015). Examining productive vocabularies by means of V_Size: Some preliminary considerations. Workshop on Reliability and Validity in SLA research. 12th June 2015. Universitat de Barcelona, Barcelona, Spain.
Mora, J. C., & Ludwig, A. (2015). Non-native listeners’ speech processing benefits for accented speech. Paper presented at International Symposium on Monolingual and Bilingual Speech. 7-10th September 2015. Chania, Crete, Greece.
Gilabert, R., & Vasylets, O. (2014). Cognitive Load Measurement in Task-Based Research: Advantages and Caveats of Subjective Time Estimation and Self-ratings. Paper presented at the 24th Annual Conference of the European Second Language Association. 3-6th September 2014. University of York, United Kingdom.
Gilabert, R., & Vasylets, O. (2014). The independent measurement of task complexity in L2 oral and written production: Implications for syllabus design. Paper presented at the 32nd AESLA Applied Linguistics Conference "Language Industries and Social Change". 3-5th April 2014. Universidad Pablo de Olavide, Sevilla, Spain.
Cañas, J., & Celaya, M. L. (2014). The acquisition of the Greek indefinite past by Catalan/Spanish learners: A Dual Mechanism Account. Paper presented at the 32nd AESLA Applied Linguistics Conference. 3-5th April 2014. Universidad Pablo de Olavide, Sevilla, Spain.
Cokely, M., & Muñoz, C. (2014). Metalinguistic awareness in two multilingual children growing up in a bilingual community. Paper presented at the International Child Language Seminar. 16-17th October 2014. Euskal Herriko Unibertsitatea, Vitoria-Gasteiz, Spain.
Mora, J. C., & Ludwig, A. (2014). L2 learners’ intelligibility, comprehensibility and accentedness of native and non-native speech. Paper presented at the 24th Annual Conference of the European Second Language Association. 3-6th September 2014. University of York, United Kingdom.
Vasylets, O., & Gilabert, R. (2013). Testing the Cognition Hypothesis in L2 writing: Critical review of the accumulated findings. Poster presented at the 23rd Annual Conference of the European Second Language Association. 28-31st August 2013. University of Amsterdam, The Netherlands.
Fusté, J., & Miralpeix, I. (2013). Assessing the vocabulary knowledge of young EFL learners in instructional Settings. 37th AEDEAN Conference. Universidad de Oviedo, Oviedo, Spain.
Kivistö-de Souza, H., & Mora, J. C. (2013). Effects of speech rate on the intelligibility of non-native vowels. Paper presented at New Sounds 2013 International Symposium on the Acquisition of Second Language Speech. 17-19th May 2013. Concordia University, Montreal, Canada.
Vasylets, O., & Gilabert, R. (2013). Second language writing as moderated by cognitive task complexity. Paper presented at the 31st AESLA Applied Linguistics Conference “Communication, Cognition & Cybernetics”. 17-20th April 2013. Universidad de La Laguna, Tenerife, Spain.
Vasylets, O., & Gilabert, R. (2013). Computational assessment of cohesion in L2 writing: Advantages and possibilities of Coh-Metrix. Paper presented at the 31st AESLA Applied Linguistics Conference “Communication, Cognition & Cybernetics”, special interdisciplinary section: Technologies and Linguistic Research. 17-20th April 2013. Universidad de La Laguna, Tenerife, Spain.
Vasylets, O., & Gilabert, R. (2013). Communicative adequacy: The neglected component in L2 writing assessment. Paper presented at the conference of Urban Multilingualism & Education. 7-8th March 2013. University of Ghent, Ghent, Belgium.
Moya-Galé, G., & Mora, J. C. (2012). Enhancing L2 vowel perception: A study on vowel manipulation and neutralization learning effects. Paper presented at the 22nd Annual Conference of the European Second Language Association. 5-8th September 2012. Adam Mickiewicz University in Poznan, Poznań, Poland.
Safronova, E., & Mora, J. C. (2012). Acoustic Memory in L2 Vowel Perception. Paper presented at the 22nd Annual Conference of the European Second Language Association, 5-8th September 2012. Adam Mickiewicz University in Poznan, Poznań, Poland.
Basarich, C., & Miralpeix, I. (2012). Multilingual immigrant mothers in Barcelona: Perspectives on language attitude and use. Winter School on Multilingualism across the Lifespan. 6-8th February 2012. Fribourg, Switzerland.
Kivistö-de Souza, H., & Mora, J. C. (2012). Speech rate effects on L2 vowel production and perception. Paper presented at the 10th conference of the Círculo de Estudos Lingüísticos do Sul. 24-26th October 2012. Universidade Estadual do Oeste do Paraná, Cascavel, Brasil.
Mora, J. C., & Rochdi, Y. (2012). Mimicking L2-accented speech as L2 phonological awareness. Paper presented at the 11th International Conference of the Association for Language Awareness. 8-11th July 2012. University of Concordia, Montreal, Canada.
Montero, L., Serrano, R., & Llanes, À. (2012). The role of L2 learning context and age in the use of communication strategies. Paper presented at the 30th AESLA Applied Linguistics Conference. 19-21st April 2012. Universitat de Lleida, Lleida, Spain.
Rosa, D., & Muñoz, C. (2012). Do attitudes and aptitude go together? A study with 5th grade primary students. Paper presented at the 30th AESLA Applied Linguistics Conference. 19-21st April 2012. Universitat de Lleida, Lleida, Spain.
Safronova, E., & Mora, J. C. (2012). Attention control in L2 phonological acquisition. Paper presented at the 30th AESLA Applied Linguistics Conference. 19-21st April 2012. Universitat de Lleida, Lleida, Spain.
Kivistö-de Souza, H., & Mora, J. C. (2012). Speech rate effects on L2 vowel production. Paper presented at the 30th AESLA Applied Linguistics Conference. 19-21st April 2012. Universitat de Lleida, Lleida, Spain.
Rochdi, Y., & Mora, J. C. (2012). Mimicking foreign-accented speech as evidence of category formation for L2 sounds. Paper presented at the 30th AESLA Applied Linguistics Conference. 19-21st April 2012. Universitat de Lleida, Lleida, Spain.
McPartland, L., & Celaya M.L. (2012). A multifaceted approach to code-switching in the foreign language classroom. Paper presented at the 30th AESLA Applied Linguistics Conference. 19-21st April 2012. Universitat de Lleida, Lleida, Spain.
Safronova, E., & Mora, J. C. (2011). Acoustic and phonological memory in L2 vowel perception. Paper presented at the 35th AEDEAN Conference. 16-18th November 2011. Universitat Autònoma de Barcelona, Bellaterra, Spain.
Moya-Galé, G., & Mora, J. C. (2011). Non-native over-reliance on duration: an interference account of phonetic cue-weighting in vowel perception. Paper presented at the 21st Annual Conference of the European Second Language Association. 8th September 2011. Stockholm University, Stockholm, Sweden.
Andria, M., Miralpeix, I., & Celaya, M.L. (2011). Crosslinguistic Influence in the Acquisition of Greek as a Foreign Language by Spanish speakers. Paper presented at the 10th International Conference of Greek Linguistics. 1st-4th September 2011. Democritus University of Thrace, Komotini, Greece.
Malicka, A., & Gilabert, R. (2010). What can the role of tasks and task-based research be in bilingual program design? Presentation at 1st International Conference on Bilingual Teaching in Educational Institutions. 14-16th June 2010. Universidad Rey Juan Carlos, Madrid, Spain.
Cerviño-Povedano, E., & Mora, J. C. (2009). When over-reliance on duration does not mean perceiving duration differences. Paper presented at PTLC 2009: Phonetics Teaching and Learning Conference. 6-8th August 2009. University College London, London, United Kingdom.
Cerviño, E., & Mora, J. C. (2009). Duration as a phonetic cue in the categorization of /iù/-/I/ and /s/-/z/ by Spanish/Catalan learners of English. Poster presented at the 2nd Acoustical Society of America Special Workshop on Cross-Language Speech Perception and Variations in Linguistic Experience. 22-23th May 2009. Portland, Oregon, United States.
Llanes, À., & Muñoz, C. (2009). Task-type and oral fluency performance in a study abroad context. 27th AESLA Applied Linguistics Conference. 26-28th March 2009. Universidad de Castilla-La Mancha, Ciudad Real, Spain.
Llanes, À., & Serrano, R. (2009) Two or three months abroad: Does it make a difference? NYS TESOL Applied Linguistics Conference. New York, USA. 7th March 2009.
Llanes, À. (2008). Oral gains in a study abroad context. English Studies Postgraduate Conference. June 2008. Universitat de Barcelona, Barcelona, Spain.
Llanes, À., & Muñoz, C. (2008). Oral gains in a summer abroad context. Paper presented at the 26th AESLA Applied Linguistics Conference. 3-5th April 2008. Universidad de Almería, Almería, Spain.
Serra, J. & Gilabert, R. (2020). Development of L2 reading skills in digital game-based learning: Comparing teacher and automatic adaptivity. IDC Conference. London (online).
Aliaga-Garcia, C. & Bailey, P. (2019) The effects of training with visual monitoring on L2 vowel production. Paper presented at The 9th International Symposium on the Acquisition of Second Language Speech, New Sounds. August 30th - September 1st, 2019. Waseda University, Tokyo, Japan.
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.
Bailey, P. & Aliaga-Garcia, C. (2019) L2 phonetic training on production in adverse listening conditions. Paper presented at The 9th International Symposium on the Acquisition of Second Language Speech, New Sounds. August 30th - September 1st, 2019. Waseda University, Tokyo, Japan.
Gilabert, R. & Pattemore, M. (2019). Cognitive Engagement with Feedback in a Serious Literacy Game. Invited talk at the Groningen University eye-tracking workshop.
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). 6-7 June 2019. Universitat de Barcelona, Barcelona, Spain.
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. 12-14 December 2019. University of Łódź, Łódź, Poland.
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 serious literacy games. Paper presented at the New Zealand Linguistic Society Conference. Christchurch (New Zealand).
Pattemore, M., Gilabert, R. & Serra, J. (2019). Feedback in serious literacy games. Gamilear 19. 3rd International Symposium of Gamification and Games for Learning.
Flaherty, T. (2018). Doing it by the book: Exploring tensions between classroom practice & classroom agents’ beliefs towards grammar instruction. 21st Warwick International Conference in Applied Linguistics. 28th June 2018. University of Warwick, Coventry, United Kingdom.
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). 27th March 2018. Chicago, USA.
Casulleras, M. & Miralpeix, I. (2017). Watching cartoons with L1 or L2 subtitles: A classroom-based study with young learners. Media Literacy in Foreign Language Learning: Digital and Multimodal Perspectives (Ludwig Maxmilian University of Munich). Munich, Germany.
Galimberti, V & Miralpeix, I. (2017). Multimodal input for Italian beginner learners of English: A study on comprehension and vocabulary learning from undubbed TV series. IV DILLE Conference (Società Italiana di Didattica delle Lingue e Linguistica Educativa). Venice, 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. Workshop on early literacy and (digital) media, Universität-Gesamthochule. Paderborn, Germany.
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). 6-7th May 2017. Poznań, Poland.
Mora-Plaza, 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 Annual Conference Pronunciation in Second Language Learning & Teaching (PSLLT). 1st-2nd September 2017. University of Utah, Salt Lake City, Utah, USA.
Mora-Plaza, 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 the 7th International Conference on Task-Based Language Teaching (TBLT 2017). 19-21st April 2017. Universitat de Barcelona, Barcelona, Spain.
Muñoz, C., & Chandy, R. (2016). Effects of familiarity with subtitles on watching subtitled audiovisual material. Insights from eye-tracking. Simposium Multimodal Input in Second Language Learning. 10-11th November 2016. Universitat de Barcelona, Barcelona, Spain.
Everitt, C., & Mora, J. C. (2016). Foreign accent imitation as L2 articulatory training. Paper presented in J. C. Mora & P. Prieto’s (coord.) symposium Challenges in L2 pronunciation teaching and learning: experimental studies. AEAL 2016. 8th International Conference on Second Language Acquisition. 7-9th September 2016. Universitat de les Illes Balears, Palma de Mallorca, Spain.
Pujades, G. (2016). Comparing L1 and L2 complexification in oral performance: the effect of L1 syntactic complexity and L2 proficiency in Catalan speakers. EuroSLA. 24-27th August 2016. University of Jyväskylä, Finland.
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. 10-12th June 2016. Aarhus University, Aarhus, Denmark.
Huang, H., & Serrano, R. (2016). The effect of time distribution of assisted repeated reading on vocabulary. Paper presented at the British Association for Applied Linguistics Vocabulary SIG Annual Conference. 7-8th July 2016. University of Nottingham, Nottingham, United Kingdom.
Herman, K., & Miralpeix, I. (2016). The Linguistic Landscape of urban Catalan and Galician streets: A study on co-official languages. Sociolinguistics Summer School 7. 23th June 2016. Lyon, France.
Panelli, L., & Celaya, M. L. (2015). The speech act of congratulation and proficiency level in an EFL context. Paper presented at the 39th International AEDEAN Conference. 11-13th November 2015. Universidad de Deusto, Bilbao, Spain.
Casulleras, M., & Miralpeix, I. (2015). Young learners and electronic materials in the EFL classroom: A study on vocabulary learning. APAC ELT Convention. 19-21st February 2015. Universitat Pompeu Fabra, Barcelona, Spain.
Casulleras, M. (2015). Smartboards and vocabulary acquisition: Classroom research with young EFL learners. 10th International Postgraduate Conference in Linguistics and Language Teaching. 13th July 2015. Lancaster University, United Kingdom.
Everitt, C., & Mora, J. C. (2015). L2 accent imitation on the L1 as a task to improve L2 pronunciation. Paper presented at The Sixth International Conference on Task-Based Language Teaching (TBLT 2015). 16-18th September 2015. Leuven, Belgium.
Gesa, F., & Miralpeix, I. (2015). Examining productive vocabularies by means of V_Size: Some preliminary considerations. Workshop on Reliability and Validity in SLA research. 12th June 2015. Universitat de Barcelona, Barcelona, Spain.
Mora, J. C., & Ludwig, A. (2015). Non-native listeners’ speech processing benefits for accented speech. Paper presented at International Symposium on Monolingual and Bilingual Speech. 7-10th September 2015. Chania, Crete, Greece.
Gilabert, R., & Vasylets, O. (2014). Cognitive Load Measurement in Task-Based Research: Advantages and Caveats of Subjective Time Estimation and Self-ratings. Paper presented at the 24th Annual Conference of the European Second Language Association. 3-6th September 2014. University of York, United Kingdom.
Gilabert, R., & Vasylets, O. (2014). The independent measurement of task complexity in L2 oral and written production: Implications for syllabus design. Paper presented at the 32nd AESLA Applied Linguistics Conference "Language Industries and Social Change". 3-5th April 2014. Universidad Pablo de Olavide, Sevilla, Spain.
Cañas, J., & Celaya, M. L. (2014). The acquisition of the Greek indefinite past by Catalan/Spanish learners: A Dual Mechanism Account. Paper presented at the 32nd AESLA Applied Linguistics Conference. 3-5th April 2014. Universidad Pablo de Olavide, Sevilla, Spain.
Cokely, M., & Muñoz, C. (2014). Metalinguistic awareness in two multilingual children growing up in a bilingual community. Paper presented at the International Child Language Seminar. 16-17th October 2014. Euskal Herriko Unibertsitatea, Vitoria-Gasteiz, Spain.
Mora, J. C., & Ludwig, A. (2014). L2 learners’ intelligibility, comprehensibility and accentedness of native and non-native speech. Paper presented at the 24th Annual Conference of the European Second Language Association. 3-6th September 2014. University of York, United Kingdom.
Vasylets, O., & Gilabert, R. (2013). Testing the Cognition Hypothesis in L2 writing: Critical review of the accumulated findings. Poster presented at the 23rd Annual Conference of the European Second Language Association. 28-31st August 2013. University of Amsterdam, The Netherlands.
Fusté, J., & Miralpeix, I. (2013). Assessing the vocabulary knowledge of young EFL learners in instructional Settings. 37th AEDEAN Conference. Universidad de Oviedo, Oviedo, Spain.
Kivistö-de Souza, H., & Mora, J. C. (2013). Effects of speech rate on the intelligibility of non-native vowels. Paper presented at New Sounds 2013 International Symposium on the Acquisition of Second Language Speech. 17-19th May 2013. Concordia University, Montreal, Canada.
Vasylets, O., & Gilabert, R. (2013). Second language writing as moderated by cognitive task complexity. Paper presented at the 31st AESLA Applied Linguistics Conference “Communication, Cognition & Cybernetics”. 17-20th April 2013. Universidad de La Laguna, Tenerife, Spain.
Vasylets, O., & Gilabert, R. (2013). Computational assessment of cohesion in L2 writing: Advantages and possibilities of Coh-Metrix. Paper presented at the 31st AESLA Applied Linguistics Conference “Communication, Cognition & Cybernetics”, special interdisciplinary section: Technologies and Linguistic Research. 17-20th April 2013. Universidad de La Laguna, Tenerife, Spain.
Vasylets, O., & Gilabert, R. (2013). Communicative adequacy: The neglected component in L2 writing assessment. Paper presented at the conference of Urban Multilingualism & Education. 7-8th March 2013. University of Ghent, Ghent, Belgium.
Moya-Galé, G., & Mora, J. C. (2012). Enhancing L2 vowel perception: A study on vowel manipulation and neutralization learning effects. Paper presented at the 22nd Annual Conference of the European Second Language Association. 5-8th September 2012. Adam Mickiewicz University in Poznan, Poznań, Poland.
Safronova, E., & Mora, J. C. (2012). Acoustic Memory in L2 Vowel Perception. Paper presented at the 22nd Annual Conference of the European Second Language Association, 5-8th September 2012. Adam Mickiewicz University in Poznan, Poznań, Poland.
Basarich, C., & Miralpeix, I. (2012). Multilingual immigrant mothers in Barcelona: Perspectives on language attitude and use. Winter School on Multilingualism across the Lifespan. 6-8th February 2012. Fribourg, Switzerland.
Kivistö-de Souza, H., & Mora, J. C. (2012). Speech rate effects on L2 vowel production and perception. Paper presented at the 10th conference of the Círculo de Estudos Lingüísticos do Sul. 24-26th October 2012. Universidade Estadual do Oeste do Paraná, Cascavel, Brasil.
Mora, J. C., & Rochdi, Y. (2012). Mimicking L2-accented speech as L2 phonological awareness. Paper presented at the 11th International Conference of the Association for Language Awareness. 8-11th July 2012. University of Concordia, Montreal, Canada.
Montero, L., Serrano, R., & Llanes, À. (2012). The role of L2 learning context and age in the use of communication strategies. Paper presented at the 30th AESLA Applied Linguistics Conference. 19-21st April 2012. Universitat de Lleida, Lleida, Spain.
Rosa, D., & Muñoz, C. (2012). Do attitudes and aptitude go together? A study with 5th grade primary students. Paper presented at the 30th AESLA Applied Linguistics Conference. 19-21st April 2012. Universitat de Lleida, Lleida, Spain.
Safronova, E., & Mora, J. C. (2012). Attention control in L2 phonological acquisition. Paper presented at the 30th AESLA Applied Linguistics Conference. 19-21st April 2012. Universitat de Lleida, Lleida, Spain.
Kivistö-de Souza, H., & Mora, J. C. (2012). Speech rate effects on L2 vowel production. Paper presented at the 30th AESLA Applied Linguistics Conference. 19-21st April 2012. Universitat de Lleida, Lleida, Spain.
Rochdi, Y., & Mora, J. C. (2012). Mimicking foreign-accented speech as evidence of category formation for L2 sounds. Paper presented at the 30th AESLA Applied Linguistics Conference. 19-21st April 2012. Universitat de Lleida, Lleida, Spain.
McPartland, L., & Celaya M.L. (2012). A multifaceted approach to code-switching in the foreign language classroom. Paper presented at the 30th AESLA Applied Linguistics Conference. 19-21st April 2012. Universitat de Lleida, Lleida, Spain.
Safronova, E., & Mora, J. C. (2011). Acoustic and phonological memory in L2 vowel perception. Paper presented at the 35th AEDEAN Conference. 16-18th November 2011. Universitat Autònoma de Barcelona, Bellaterra, Spain.
Moya-Galé, G., & Mora, J. C. (2011). Non-native over-reliance on duration: an interference account of phonetic cue-weighting in vowel perception. Paper presented at the 21st Annual Conference of the European Second Language Association. 8th September 2011. Stockholm University, Stockholm, Sweden.
Andria, M., Miralpeix, I., & Celaya, M.L. (2011). Crosslinguistic Influence in the Acquisition of Greek as a Foreign Language by Spanish speakers. Paper presented at the 10th International Conference of Greek Linguistics. 1st-4th September 2011. Democritus University of Thrace, Komotini, Greece.
Malicka, A., & Gilabert, R. (2010). What can the role of tasks and task-based research be in bilingual program design? Presentation at 1st International Conference on Bilingual Teaching in Educational Institutions. 14-16th June 2010. Universidad Rey Juan Carlos, Madrid, Spain.
Cerviño-Povedano, E., & Mora, J. C. (2009). When over-reliance on duration does not mean perceiving duration differences. Paper presented at PTLC 2009: Phonetics Teaching and Learning Conference. 6-8th August 2009. University College London, London, United Kingdom.
Cerviño, E., & Mora, J. C. (2009). Duration as a phonetic cue in the categorization of /iù/-/I/ and /s/-/z/ by Spanish/Catalan learners of English. Poster presented at the 2nd Acoustical Society of America Special Workshop on Cross-Language Speech Perception and Variations in Linguistic Experience. 22-23th May 2009. Portland, Oregon, United States.
Llanes, À., & Muñoz, C. (2009). Task-type and oral fluency performance in a study abroad context. 27th AESLA Applied Linguistics Conference. 26-28th March 2009. Universidad de Castilla-La Mancha, Ciudad Real, Spain.
Llanes, À., & Serrano, R. (2009) Two or three months abroad: Does it make a difference? NYS TESOL Applied Linguistics Conference. New York, USA. 7th March 2009.
Llanes, À. (2008). Oral gains in a study abroad context. English Studies Postgraduate Conference. June 2008. Universitat de Barcelona, Barcelona, Spain.
Llanes, À., & Muñoz, C. (2008). Oral gains in a summer abroad context. Paper presented at the 26th AESLA Applied Linguistics Conference. 3-5th April 2008. Universidad de Almería, Almería, Spain.