| Analyzing the effect of context of second language learning: Domestic intensive and semi-intensive courses vs. study abroad in Europe R Serrano, À Llanes, E Tragant System 39 (2), 133-143, 2011 | 122 | 2011 |
| A longitudinal analysis of the effects of one year abroad R Serrano, E Tragant, À Llanes Canadian modern language review 68 (2), 138-163, 2012 | 106 | 2012 |
| Same hours, different time distribution: Any difference in EFL? R Serrano, C Muñoz System 35 (3), 305-321, 2007 | 101 | 2007 |
| The time factor in EFL classroom practice R Serrano Language Learning 61 (1), 117-145, 2011 | 78 | 2011 |
| The role of individual differences in a study abroad experience: The case of Erasmus students À Llanes, E Tragant, R Serrano International Journal of Multilingualism 9 (3), 318-342, 2012 | 61 | 2012 |
| Examining L2 development in two short-term intensive programs for teenagers: Study abroad vs.“at home” R Serrano, À Llanes, E Tragant System 57, 43-54, 2016 | 41 | 2016 |
| Acquisition of formulaic sequences in intensive and regular EFL programmes R Serrano, H Stengers, A Housen Language Teaching Research 19 (1), 89-106, 2015 | 40 | 2015 |
| Second language writing development in English and in Spanish in a two-way immersion programme R Serrano, E Howard International Journal of Bilingual Education and Bilingualism 10 (2), 152-170, 2007 | 34 | 2007 |
| From metalinguistic instruction to metalinguistic knowledge, and from metalinguistic knowledge to performance in error correction and oral production tasks R Serrano Language awareness 20 (1), 1-16, 2011 | 33 | 2011 |
| Learning vocabulary through assisted repeated reading: How much time should there be between repetitions of the same text? R Serrano, HY Huang TESOL Quarterly 52 (4), 971-994, 2018 | 27 | 2018 |
| 1. Is Intensive Learning Effective? Reflecting on the Results from Cognitive Psychology and the Second Language Acquisition Literature R Serrano Intensive exposure experiences in second language learning, 3-22, 2012 | 24 | 2012 |
| Vocabulary learning at primary school: A comparison of EFL and CLIL E Tragant, A Marsol, R Serrano, À Llanes International Journal of Bilingual Education and Bilingualism 19 (5), 579-591, 2016 | 22 | 2016 |
| Time distribution and the acquisition of English as a foreign language R Serrano Serrano Universitat de Barcelona, 2007 | 21 | 2007 |
| Length of stay and study abroad: Language gains in two versus three months abroad À Llanes, R Serrano Serrano Revista Española de Lingüística Aplicada, 2011, núm. 24, p. 95-110, 2011 | 18 | 2011 |
| LENGTH OF STAY AND STUDY ABROAD: LANGUAGE GAINS IN TWO VERSUS THREE MONTHS ABROAD. AL Baro, RS Serrano Revista Española de Lingüística Aplicada (RESLA (Revista Espanola de …, 2011 | 18 | 2011 |
| The effectiveness of classroom instruction ‘at home’versus study abroad for learners of English as a foreign language attending primary school, secondary school and university À Llanes, R Serrano The Language Learning Journal 45 (4), 434-446, 2017 | 17 | 2017 |
| Maintaining Spanish proficiency in the United States: The influence of English on the Spanish writing of native Spanish speakers in two-way immersion programs R Serrano, ER Howard Selected proceedings of the first workshop on Spanish sociolinguistics, 77-88, 2003 | 14 | 2003 |
| The influence of learning context and age on the use of L2 communication strategies L Montero, R Serrano, À Llanes The Language Learning Journal 45 (1), 117-132, 2017 | 13 | 2017 |
| Summer English courses abroad versus ‘at home’ R Serrano, E Tragant, À Llanes Elt Journal 68 (4), 397-409, 2014 | 13 | 2014 |
| Cómo se enseña inglés en un grupo de institutos donde se obtienen resultados destacables en la prueba de lengua inglesa en las PAU E Tragant, I Miralpeix, R Serrano, I Pahissa, T Navés, R Gilabert, N Serra Ministerio de Educación, 2014 | 12 | 2014 |
