https://orcid.org/0000-0002-1741-7596
Citations (22)
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Read on this site (5)
Anastasia Pattemore & Carmen Muñoz. (2023) The effects of binge-watching and spacing on learning L2 multi-word units from captioned TV series. The Language Learning Journal 51:4, pages 401-415.
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Siowai Lo. (2023) Viewing dual-subtitled videos under different learning conditions: effects on learners’ behavioural, emotional, and cognitive engagement. Computer Assisted Language Learning 0:0, pages 1-31.
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Akbar Bahari. (2023) CANDA: computer-assisted nonlinear dynamic approach for the L2 teaching in blended and distance learning. Interactive Learning Environments 31:2, pages 752-778.
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Isabeau Fievez, Maribel Montero Perez, Frederik Cornillie & Piet Desmet. (2023) Promoting incidental vocabulary learning through watching a French Netflix series with glossed captions. Computer Assisted Language Learning 36:1-2, pages 26-51.
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Carmen Muñoz, Anastasia Pattemore & Daniela Avello. (2022) Exploring repeated captioning viewing as a way to promote vocabulary learning: time lag between repetitions and learner factors. Computer Assisted Language Learning 0:0, pages 1-27.
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Articles from other publishers (17)
Maria Pannatier & Mireille Béntrancourt. (2024) Learning from academic video with subtitles: When foreign language proficiency matters. Learning and Instruction 90, pages 101863.
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Ferran Gesa & Imma Miralpeix. (2023) Extensive viewing as additional input for foreign language vocabulary learning: A longitudinal study in secondary school. Language Teaching Research, pages 136216882311694.
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Maria-del-Mar Suárez & Charles W. Stansfield. (2023) Young learners’ bilingual status and cognitive development in foreign language aptitude testing. ITL - International Journal of Applied Linguistics.
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Imma Miralpeix, Ferran Gesa & Maria-del-Mar Suárez. 2023. Vocabulary Learning in the Wild. Vocabulary Learning in the Wild
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Barry Lee Reynolds, Yanwen Cui, Chian-Wen Kao & Nathan Thomas. (2022) Vocabulary Acquisition through Viewing Captioned and Subtitled Video: A Scoping Review and Meta-Analysis. Systems 10:5, pages 133.
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Carmen Muñoz. (2022) Audiovisual input in L2 learning. Language, Interaction and Acquisition 13:1, pages 125-143.
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Maribel Montero Perez. (2022) Second or foreign language learning through watching audio-visual input and the role of on-screen text. Language Teaching 55:2, pages 163-192.
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Mark Feng Teng. (2022) Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors. System 105, pages 102736.
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Júlia Barón & M. Luz Celaya. (2022) ‘May I do something for you?’: The effects of audio-visual material (captioned and non-captioned) on EFL pragmatic learning. Language Teaching Research 26:2, pages 238-255.
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Maria del Mar Suárez & Ferran Gesa. 2022. English Language Teaching. English Language Teaching
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Maria del Mar Suárez, Roger Gilabert & Natalia Moskvina. (2021) The mediating role of vocabulary size, working memory, attention and inhibition in early vocabulary learning under different TV genres: An exploratory study. TESOL Journal 12:4.
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Bianca González Ortega & Iban Mañas Navarrete. (2020) Efectos de los subtítulos intralingüísticos y los subtítulos bilingües aumentados sobre el aprendizaje incidental de vocabulario en español como lengua extranjera. RILEX. Revista sobre investigaciones léxicas 3:2, pages 125-163.
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Anastasia Pattemore, Maria del Mar Suárez & Carmen Muñoz. 2020. CALL for widening participation: short papers from EUROCALL 2020. CALL for widening participation: short papers from EUROCALL 2020
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Anastasia Pattemore & Carmen Muñoz. (2020) Learning L2 constructions from captioned audio-visual exposure: The effect of learner-related factors. System 93, pages 102303.
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. (2020) INTRODUCTION TO THE SPECIAL ISSUE. Studies in Second Language Acquisition 42:3, pages 489-497.
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Maribel Montero Perez. (2020) MULTIMODAL INPUT IN SLA RESEARCH. Studies in Second Language Acquisition 42:3, pages 653-663.
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Emily Fen Kam, Yeu-Ting Liu & Wen-Ta Tseng. (2020) Effects of modality preference and working memory capacity on captioned videos in enhancing L2 listening outcomes. ReCALL 32:2, pages 213-230.
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