Publicacions en què col·labora amb María del Pilar García Mayo (11)

2020

  1. The Impact of Agency in Pair Formation on the Degree of Participation in Young Learners’ Collaborative Dialogue

    Using Tasks in Second Language Teaching: Practice in Diverse Contexts (Channel View Publications), pp. 306-323

  2. The impact of agency in pair formation on the degree of participation in young learners’ collaborative dialogue

    Using Tasks in Second Language Teaching.Practice (Multilingual Matters), pp. 307-324

2019

  1. Task modality and pair formation method: Their impact on patterns of interaction and LREs among EFL primary school children

    System, Vol. 80, pp. 165-175

2018

  1. Proficiency and transfer effects in the acquisition of gender agreement by L2 and L3 English learners

    Studies in Bilingualism (John Benjamins Publishing Company), pp. 203-227

  2. Task Repetition Effects on CAF in EFL Child Task-Based Oral Interaction

    Recent Perspectives on Task-Based Language Learning and Teaching (Mounton de Gruyter), pp. 11-28

2017

  1. Child EFL interaction: Age, instructional setting and development

    Early Language Learning: Complexity and Mixed Methods (Channel View Publications), pp. 249-268

  2. Task Repetition Effects on CAF in EFL Child Task-Based Oral Interaction

    Recent Perspectives on Task-Based Language Learning and Teaching, pp. 11-28

  3. Transfer effects in the acquisition of double object constructions in English as an L3

    L3 Syntactic Transfer: Models, new developments and implications (John Benjamins), pp. 143-171

2016

  1. Task repetition and its impact on EFL children’s negotiation of meaning strategies and pair dynamics: an exploratory study

    Language Learning Journal, Vol. 44, Núm. 4, pp. 451-466

2014

  1. Double object constructions in L3 English: an exploratory study of morphological and semantic constraints

    IJES: international journal of English studies, Vol. 14, Núm. 2, pp. 1-20

2013

  1. Gender agreement in l3 english by basque/spanish bilinguals

    Linguistic Approaches to Bilingualism, Vol. 3, Núm. 4, pp. 415-447