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Resultats

  • CANALS, E; MOR, Y. (2022). "Towards a signature pedagogy for technology-enhanced task-based language teaching: Defining its design principles". ReCALL. pàg. 1 - 15. ISSN: 0958-3440. DOI. 10.1017/S0958344022000118
  • GRAÑENA, G; YILMAZ, Y.. (2022). "A psycholinguistically motivated methodology for TBLT". A: AHMADIAN, M.J; LONG, M.H. The Cambridge Handbook of Task-Based Language Teaching. Cambridge: Cambridge University Press, pàg. 305 - 325. ISBN: 9781108868327.
  • YILMAZ, Y.; GRAÑENA, G. (2021). "Implicitness and explicitness in cognitive abilities and corrective feedback: A double dissociation?". Studies in Second Language Acquisition. 43 (3), pàg. 523 - 550. ISSN: 0272-2631. DOI. 10.1017/S0272263120000601
  • CANALS, E. (2021). "Multimodality and translanguaging in negotiation of meaning". Foreign Language Annals. 54 (3), pàg. 647 - 670. ISSN: 0015-718X. DOI. 10.1111/flan.12547
  • FERNANDEZ, P; CANALS, E. (2021). "Learner engagement with corrective feedback using think-aloud protocols". JALT CALL Journal. 17 (3), pàg. 203 - 232. ISSN: 1832-4215. DOI. 10.29140/jaltcall.v17n3.461
  • GONZÁLEZ, M; CANALS, E; PINEDA, J.E. (2021). "Role of technology in language teaching and learning amid the crisis generated by the covid-19 pandemic". Íkala. Revista de Lenguaje y Cultura. 26 (3), pàg. 477 - 482. ISSN: 0123-3432. DOI. 10.17533/udea.ikala.v26n3a01
  • CANALS, E; GRAÑENA, G; YILMAZ, Y.; MALICKA, A. (2021). "The relative effectiveness of immediate and delayed corrective feedback in video-based computer-mediated communication". Language Teaching Research. pàg. 1 - 27. ISSN: 1362-1688. DOI. 10.1177/13621688211052793
  • GRAÑENA, G. (2021). "Language aptitude and foreign accent in near-native L2 speakers of Spanish". A: MALOVRH, P.A; MENKE, M.R. Advancedness in Second Language Spanish: Definitions, challenges, and possibilities. John Benjamins Publishing Company, pàg. 470 - 487. ISBN: 9789027208101.
  • GRAÑENA, G; YILMAZ, Y.. (2021). "Corrective feedback and grammatical complexity: A research synthesis". A: KARTCHAVA, E; NASSAJI, H. The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching. Cambridge: Cambridge University Press, pàg. 754 - 776. ISBN: 9781108589789.
  • MALICKA, A. (2020). "The role of task sequencing in fluency, accuracy, and complexity: Investigating the SSARC model of pedagogic task sequencing". Language Teaching Research. 24 (5), pàg. 642 - 665. ISSN: 1362-1688. DOI. 10.1177/1362168818813668