Raquel Serrano
Raquel Serrano
Universitat de Barcelona
Keine bestätigte E-Mail-Adresse
Titel
Zitiert von
Zitiert von
Jahr
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
1222011
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
1062012
Same hours, different time distribution: Any difference in EFL?
R Serrano, C Muñoz
System 35 (3), 305-321, 2007
1012007
The time factor in EFL classroom practice
R Serrano
Language Learning 61 (1), 117-145, 2011
782011
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
612012
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
412016
Acquisition of formulaic sequences in intensive and regular EFL programmes
R Serrano, H Stengers, A Housen
Language Teaching Research 19 (1), 89-106, 2015
402015
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
342007
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
332011
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
272018
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
242012
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
222016
Time distribution and the acquisition of English as a foreign language
R Serrano Serrano
Universitat de Barcelona, 2007
212007
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
182011
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
182011
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
172017
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
142003
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
132017
Summer English courses abroad versus ‘at home’
R Serrano, E Tragant, À Llanes
Elt Journal 68 (4), 397-409, 2014
132014
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
122014
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