Publicaciones (23) Publicaciones de AINARA IMAZ AGUIRRE

2024

  1. A comparison between input modalities and languages in source-based multilingual argumentative writing

    Assessing Writing, Vol. 60

2023

  1. Analyzing Secondary Education StudentsArgumentation in Natural Sciences

    Actas del VIII Congreso Internacional sobre Educación Bilingüe: Libro de Actas

2022

  1. Face-to-face and online multilingual prospective teachers: A description analysis on attitudes towards Basque, Spanish, English and multilingualism

    Gazte eleaniztunak: mintzalari eta mintzagai (Universidad del País Vasco = Euskal Herriko Unibertsitatea), pp. 171-188

2021

  1. Percepciones del profesorado universitario y de futuros docentes hacia un modelo híbrido. El caso de la facultad de humanidades y ciencias de la educación de mondragon unibertsitatea.

    Journal of Supranational Policies of Education (JOSPOE), Núm. 14, pp. 43-56

2020

  1. Berrikuntza prozesu baten mapa berria: eraldaketaren eredua : etorkizuneko irakasleen formazioan eragiten ed. lit.

    Humanitate eta Hezkuntza Zientzien Fakultatea

  2. Teachers’ Perspectives, Practices and Challenges in Multilingual Education: Studies in Honor of Pilar Sagasta ed. lit.

    Peter Lang Alemania

  3. 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

  4. 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. Digitalizazioak hezkuntza gradu berrietan proposatzen dizkigun erronkak

    Jakingarriak, Núm. 78, pp. 54-58

  2. 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. Gender and Age in Child Interaction in an EFL CLIL Context: An Exploratory Study

    Learning Foreign Languages in Primary School: Research Insights (Multilingual Matters), pp. 103-123

  3. Gender and age in child interaction in an EFL CLIL context: An exploratory study

    Learning Foreign Languages in Primary School: Research Insights (Channel View Publications), pp. 103-123

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

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

  5. 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. Negotiation of Meaning Strategies in Child EFL Mainstream and CLIL Settings

    TESOL Quarterly, Vol. 50, Núm. 4, pp. 844-870

  2. 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

  3. The processing of gender assignment in Spanish: Does canonicity have an effect on Basque speakers?

    Revista española de lingüística aplicada, Vol. 29, Vol. 2, pp. 523-543