Publikationen in Zusammenarbeit mit Forschern von Universitat de Barcelona (9)

2023

  1. Comparing individual vs. collaborative writing in Spanish EFL secondary education: Insights from CAF measures, propositional complexity, and communicative adequacy

    New Approaches to the Investigation of Language Teaching and Literature (IGI Global), pp. 154-170

  2. Working memory, L2 proficiency, and task complexity: Independent and interactive effects on L2 written performance

    Studies in Second Language Acquisition, Vol. 45, Núm. 3, pp. 737-764

2020

  1. Task modality, communicative adequacy and CAF measures: The moderating role of task complexity

    Language Learning and Language Teaching (John Benjamins Publishing Company), pp. 183-205

  2. The effects of task repetition across modalities and proficiency levels

    Language Learning and Language Teaching (John Benjamins Publishing Company), pp. 121-143

  3. The impact of age and exposure on EFL achievement in two learning contexts: formal instruction and formal instruction + content and language integrated learning (CLIL)

    International Journal of Bilingual Education and Bilingualism, Vol. 23, Núm. 4, pp. 449-472

2019

  1. Differential contribution of oral and written modes to lexical, syntactic and propositional complexity in L2 performance in instructed contexts

    Instructed Second Language Acquisition, Vol. 3, Núm. 2, pp. 206-227

  2. Language learning through writing: Theoretical perspectives and empirical evidence

    The Cambridge Handbook of Language Learning (Cambridge University Press), pp. 341-362

2017

  1. The Effects of Mode and Task Complexity on Second Language Production

    Language Learning, Vol. 67, Núm. 2, pp. 394-430

2016

  1. Mode in Theoretical and Empirical TBLT Research: Advancing Research Agendas

    Annual Review of Applied Linguistics, Vol. 36, pp. 117-135