Publications in collaboration with researchers from Universidad del País Vasco/Euskal Herriko Unibertsitatea (85)

2024

  1. A longitudinal study of the effects of model texts on EFL children's written production

    System, Vol. 120

  2. L1 use in pre-task planning by child EFL learners: A preliminary study on attention to form

    Instructed Second Language Acquisition, Vol. 8, Núm. 1, pp. 64-88

2023

  1. Comprehension of English articles by Korean learners of L2 English and L3 Spanish

    IRAL - International Review of Applied Linguistics in Language Teaching

  2. Corrective feedback in CLIC

    The Routledge Handbook of Content and Language Integrated Learning (Taylor and Francis), pp. 341-354

  3. Does repeated pre-task planning have an impact on form-focused LREs? Evidence from EFL children

    Language Teaching for Young Learners, Vol. 5, Núm. 2, pp. 149-169

  4. Telicity judgments in L2 English by L1 Slovak speakers The role of proficiency and exposure in telicity interpretations

    Linguistic Approaches to Bilingualism

  5. The acquisition of relative clauses by Spanish-Basque learners of L3 English: Does dominance play a role?

    IRAL - International Review of Applied Linguistics in Language Teaching, Vol. 61, Núm. 3, pp. 1051-1081

  6. The impact of textual enhancement on the acquisition of third person possessive pronouns by child EFL learners

    IRAL - International Review of Applied Linguistics in Language Teaching

2022

  1. Learning foreign languages: pedagogical tools, emotional understanding and parents’ discourse

    Language Teaching Research

  2. Lexical Crosslinguistic Influence in L3 Spanish by Tagalog–English Bilinguals

    Languages, Vol. 7, Núm. 3

  3. The impact of models and reformulations on EFL primary school children's noticing and written output

    Instructed Second Language Acquisition, Vol. 6, Núm. 1, pp. 29-56

2021

  1. 'Are you coming back? It was fun': Turning ethical and methodological challenges into opportunities in task-based research with children

    Ethical and Methodological Issues in Researching Young Language Learners in School Contexts (Channel View Publications), pp. 68-85

  2. Child learners’ reflections about EFL grammar in a collaborative writing task: when form is not at odds with communication

    Language Awareness, Vol. 30, Núm. 1, pp. 1-16

  3. Editorial Research on EFL learning by young children in Spain

    Language Teaching for Young Learners, Vol. 3, Núm. 2, pp. 181-188

  4. Effects of proficiency and collaborative work on child EFL individual dictogloss writing

    Language Teaching for Young Learners, Vol. 3, Núm. 2, pp. 246-274

  5. Exploring the use of models as a written corrective feedback technique among EFL children

    System, Vol. 98

  6. Policy and politics in global primary English, JanetEnever, Oxford: Oxford University Press ‐ 2018, pp. 196, ISBN: 978‐0‐19‐420054‐7

    International Journal of Applied Linguistics, Vol. 32, Núm. 1, pp. 207-210

  7. Teachers’ and learners’ beliefs about corrective feedback compared with teachers’ practices in CLIL and EFL

    The Psychological Experience of Integrating Content and Language (Channel View Publications), pp. 112-132

  8. Teachers’ oral corrective feedback and learners’ uptake in high school CLIL and EFL classrooms

    VIAL, Vigo international journal of applied linguistics, Núm. 18, pp. 149-176

  9. The influence of task repetition type on young EFL learners’ attention to form

    Language Teaching Research, Vol. 25, Núm. 4, pp. 565-586