Invited talks
Gilabert, R. (2023). Task-based design: a history of resilience and a space for innovation. Bi-annual TBLT conference in Khon Kaen (Thailand).
Gilabert, R. (2022). Task design and research methods. Invited colloquium at the 9th TBLT Conference in Innsbruck (Austria).
Gilabert, R. (2022). Task-based design, task complexity and L2 production. Invited talk by the doctoral seminar of the School of Languages, Literatures & Cultures, University of Maryland (USA).
Gilabert, R. (2021). From needs analysis to second language task design. Featured talk at te the Association Internationale de Linguistique ApPliquée (AILA) conference in Groningen (The Netherlands).
Serra, J. & Gilabert, R. (2020). Development of L2 reading skills in digital game-based learning: Comparing teacher and automatic adaptivity IDC Conference: London (online).
Gilabert, R. & Pattemore, M. (2019). Cognitive Engagement with Feedback in a Serious Literacy Game. Invited talk at the Groningen University eye-tracking workshop.
Gilabert, R., Serra, J. & Pattemore, M. The role of adaptivity in the development of L1 and L2 reading skills through gamification. Poster presented at the EuroSLA Conference in Lundt (Sweeden). August 2020.
Gilabert, R. (2018). El proyecto iRead y el desarrollo de las habilidades lectoras. Invited talk at Universidad San Jorge, Nov 6th 2018. Zaragoza: Spain.
Gilabert, R. Suárez, M.M., Moskvina, N., Levkina, M. Barón, J., Vasylets, L., & Feijoo, S. (2018). The impact of genre on L2 vocabulary learning through captioned video. Paper given at the Multimodal input colloquium. EuroSLA Conference 28, Sept. 5-8. Münster, Germany.
Gilabert, R. (2018) Is what we look at what we learn? Learning a foreign language through subtitles and captions. Invited talk at EOI Cornellà, June 6th. Barcelona, Spain.
Gilabert, R. (2018) Learning a foreign language through subtitled and captioned video: what do our eyes and minds do as we watch?. Invited talk at Universiteit van Amsterdam, May 25th. Amsterdam, The Netherlands.
Gilabert, R. (2018). Is what we look at what we learn? Learning a foreign language through subtitles and captions. Invited talk at the University of Leuven, May 15th. Leuven, Belgium.
Gilabert, R. (2018). Eye movements and language learning of foreign languages through video subtitles and captions. Invited talk at the University of Leiden. April, 23rd. Leiden, The Netherlands.
Gilabert, R. (2016). Syllabus design for the 21st century. Seminar given at the University of Birzeit, Ramallah, Palestine.
Gilabert, R., Mora, J.C., Muñoz, C. & Gesa, F. (2016). Individual differences in the learning of L2 vocabulary through captioned video. Paper given at the Second Language Research forum (SLRF).
Gilabert, R. & Vasylets, O. (2015). Learning pragmatics through input enhancement in subtitling: an eye-tracking study. University of Lancaster (June 30th, 2015).
Gilabert, R. (2015) . Input enhancement and the learning of pragmatics in subtitling: an eye-tracking study. Reading University (May 30th, 2015).
Gilabert, R. (2015) An eye-tracking study on the learning pragmatics through input enhancement in subtitling: Invited talk given at the Institute of Education, University College London (May 11th 2015).
Baralt, M., Gilabert, R. & Robinson, P. (2014) Featured symposium on Psycholinguistic rationales for task sequences in instructional design at AILA 2014 (Brisbane, Australia). http://www.aila2014.com/featured_symposia.html
Gilabert, R. (2014). Advances, agreements and stances in the theory and measurement of linguistic complexity. Talk given as discussant within the REN (research netword) on Linguistics Complexity and Second Language Learning at AILA (Brisbaine, Australia).
Gilabert, R. & Révész, A. (2013) Invited colloquium co-organized with Dr. Andrea Révész on the cognitive processes of task-based language teaching at the TBLT Conference a Banff, Canada, 2013. http://www.educ.ualberta.ca/tblt2013/
Gilabert, R. (2012). Drawing on the explicit and flowing into the implicit: self-repairs as mediated by task type, task conditions, and individual differences. I Simposio Internacional CF-ELT12: Cognitive Factors and ELT: explicit and implicit teaching. University of Murcia, Spain.
Mora, J. C. & Gilabert, R. (2012). Individual factors in utterance and perceived fluency: some empirical issues. Workshop Fluent Speech: Combining cognitive and educational approaches. University of Utrecht, The Netherlands.
Gilabert, R. (2012). Task complexity and second language performance. Talk given within the Master in Language Acquisition in Multilingual Settings (LAMS). University of the Basque Country, Vitoria, Spain.
Gilabert, R. (2011). Working memory capacity and L2 oral performance. University of Stockholm, Sweden.
Gilabert R. (2011). Task design and L2 performance: theoretical issues and empirical findings. University of Cork, Ireland.
Muñoz, C. & Gilabert, (2010). Phonological short-term memory and working memory capacity in foreign language acquisition. Second Language Research Forum, University of Maryland, USA.
Gilabert, R. (2009). ICT in classroom practice and task design. Jaume I University, Castelló, Spain.
Gilabert, R. (2009). Task design, task complexity, and task sequencing: effects on production and development. Universität zu Köln.
Gilabert, R. (2008). Attention to form during L2 performance: the mediating role of task complexity. ACLC, Universiteit van Amsterdam.
Gilabert, R. (2008). The impact of increasing task cognitive complexity on L2 production and acquisition. DBV, Universiteit van Amsterdam.
Gilabert, R. (2008). Manipulating task complexity: implication for task and syllabus design, production, and acquisition. Plenary at ANELA, Leiden, The Netherlands.
Gilabert, R. (2007). Information technology and the four skills. Jaume I University, Castelló, Spain.
Gilabert, R. (2006). Task complexity: current trends and findings. Universitat Pompeu Fabra, Barcelona, Spain.
Gilabert, R. (2005). Small changes that make a world of a difference: the manipulation of cognitive and interactive factors of tasks and its effect on second language oral production. Jaume I University, Castelló, Spain.
Conference presentations
Pattemore, M., Gilabert, R. & Serra, J. (2019). Feedback in serious literacy games. Gamilear 19. 3rd International Symposium of Gamification and Games for Learning.
Pattemore, M. & Gilabert, R. (2019). Elaborative feedback in serious literacy games. Paper presented at the New Zealand Linguistic Society Conference. Christchurch (New Zealand).
Pattemore, M. & Gilabert, R. (2019). Elaborative Feedback in L2 Reading Games: Do different types of feedback impact game behaviour and second language learning? Paper presented at the 29th Annual Conference of the European Second Language Association (EuroSLA 29). Lund (Sweden).
Serra, J. (2019). The development of reading skills in a second language through gamification: the role of adaptivity. Eurosla 29, Lundt (Sweden).
Gilabert, R. (2015). Learning pragmatics through input enhancement in subtitling: an eye-tracking study. FLAME Conference, University of Manchester.
Gilabert, R. & Vasylets, O. (2014). Cognitive Load Measurement in Task-Based Research: Advantages and Caveats of Subjective Time Estimation and Self-Ratings. Eurosla Conference , York, United Kingdom.
Gilabert, R. & Levkina, M. (2014). Task sequencing and L2 email writing: a longitudinal study. Within the featured symposium on Psycholinguistics rationales for task sequences in instructional design at AILA Conerence , Brisbane, Australia.
Gilabert, R. & Vasylets, O. (2014) The independent measurement of task complexity in L2 oral and written task performance: implications for syllabus design. AESLA Sevilla, Spain.
Michel, M., Révész, A. & Gilabert, R. (2013) Cognitive processes during task-based L2 performance: What do we learn from eye tracking and stimulated recall data? Within the invited colloquium co-organized with Dr. Andrea Révész on the cognitive processes of task-based language teaching at the TBLT Conference a Banff, Canada, 2013. http://www.educ.ualberta.ca/tblt2013/
Vasylets, O. & Gilabert, R. (2013) Zooming in on the mental processes of L2 writers: The effects of task complexity. Within the invited colloquium co-organized with Dr. Andrea Révész on the cognitive processes of task-based language teaching at the TBLT Conference a Banff, Canada, 2013. http://www.educ.ualberta.ca/tblt2013/
Gilabert,R. (2013). The role of working memory in L2 performance and development in monolinguals and bilinguals. Doctoral workshop on individual differences organized by the GRAL group at the University of Barcelona. May 23-24 2013.
Révész, A. & Gilabert, R. (2013). Methodological advances in TBLT research: measurement of task demands and processes. Conference of the American Association of Applied Linguistics, Dallas, USA. (as organizers of the symposium).
Révész, A., Michel, M. & Gilabert, R. (2013). Measuring cognitive task demands using
dual task methodology, subjective self-ratings, time estimation and stimulated recall. Conference of the American Association of Applied Linguistics, Dallas, USA.
Révész. A., Michel, M. & Gilabert, R. (2012). Measuring cognitive task demands: A step forward in task complexity research. European Association of Second Language Acquisition (EUROSLA). Poznan, Poland.
Sánchez, L. 6 Gilabert, R. (2012). Do WM and Proficiency compel Grammatical Development? An exploratory study on L2 English instructed acquisition by adult learners. European Association of Second Language Acquisition (EUROSLA). Poznan, Poland.
Gilabert, R. & Pownall, J. (2011). Investigating trade-offs in task-based L2 production. Task-based language Teaching Conference. Auckland: New Zealand.
Levkina, M. & Gilabert, R. (2011). Task sequencing in the L2 acquisition of spatial expressions. Task-based language Teaching Conference. Auckland: New Zealand.
Gilabert, R. (2011). The mediating role of working memory in the development of L2 complexity, accuracy, and fluency. The 16th World Conference of the Association Internationale De Linguistique Apliquée (AILA), Beijing, China.
Kiuken, F., Vedder, I., & Gilabert, R. (2011). Rating writing performance: What do writers do and why. The 16th World Conference of the Association Internationale De Linguistique Appliquée (AILA), Beijing, China.
Gilabert, R., & Barón, J. (2011). The impact of increasing task complexity on L2 pragmatic moves. 21st Annual Meeting of the European Second Language Association (EUROSLA), Stockholm, Sweden.
Kiuken, F., Vedder, I., & Gilabert, R. (2010). The relationship between communicative adequacy and linguistic complexity in the written output of native and non-native speakers. European Association of Second Language Acquisition (EUROSLA), Reggio-Emilia, Italy.
Malicka, A., & Gilabert, R. (2010). What can the role of tasks and task-based research be in bilingual program design? I Congreso Internacional De Enseñanza Bilingüe En Centros Educativos, Madrid, Spain.
Gilabert, R. (2009). The role of tasks in CLIL program development. I International round table on CLIL programs. Universitat Autónoma De Barcelona, Bellaterra, Spain.
Gilabert, R. (2009). Differences in attainment in a foreign language: The role of working memory capacity. European Association of Second Language (EUROSLA), Cork, Ireland.
Gilabert, R., Kiuken, F., & Vedder, I. (2009). Communicative adequacy and linguistic complexity in written L2 performance. EUROSLA 19. European Association of Second Language Acquisition, Cork, Ireland.
Gilabert, R., & Levkina, M. (2009). Manipulating task complexity: Its impact on L2 production. III Task-Based Language Teaching Conference (TBLT) . International Consortium of Task-Based Language Teaching, Lancaster, Reino Unido.
Gilabert, R. (2008). The impact of increasing task complexity on learner-learner interaction. Conference of the Association Néerlandaise De Linguistique Apliquée (ANELA), Leiden, The Netherlands.
Gilabert, R. (2008). Does increasing the cognitive complexity of tasks generate more complex language? Conference of the Association Néerlandaise De Linguistique Appliquée (ANELA), Leiden, The Netherlands.
Gilabert, R. (2008). Task performance under different levels of complexity, across task types, and in different modes. Conference of the Association Internationale De Linguistique Appliquée (AILA), Essen, Germany.
Gilabert, R., Kiuken, F., & Vedder, I. (2008). Communicative adequacy and linguistic complexity in L2 writing XVIII European Association of Second Language Acquisition conference (EUROSLA), Aix-En Provence, Francia.
Muñoz, C., & Gilabert, R. (2008). More evidence for the aspect hypothesis: The case of Catalan/Spanish speaking learners of english. XVIII European Association of Second Language Acquisition conference (EUROSLA), Aix-En Provence, France.
Gilabert, R. (2007). Effects of manipulating task cognitive complexity on interactional modifications
. European Association of Second Language Acquisition conference (EUROSLA), Newcastle, United Kingdom.
Gilabert, R. (2007). Efects of manipulating task complexity on self-repairs during L2 oral production. American Asoiciation of Applied Linguistics(AAAL), Costa Mesa, California, USA.
Gilabert, R. (2006). Increasing the cognitive complexity of tasks and its effects on L2 narrative oral production. Language Learning, Language use, and Cognitive Modelling: Applied Perspectives Across Disciplines. XXIV Congreso De La Asociación Española De Lingüística Aplicada, Madrid, Spain.
Gilabert, R. (2006). Manipulating complexity across task type: Effects on oral production. American Association of Applied Linguistics (AAAL)/ Canadian Association of Applied Linguistics (CAAL), Montreal, Canadá.
Gilabert, R. (2006). Effects of increasing task complexity on L2 learners' fluency, accuracy, and complexity. European Association of Second Language Acquisition conference (EUROSLA), Antalaya, Turkey.
Gilabert, R. (2005). Affective perception in oral narratives. XXIII Congreso Internacional De La Asociación Española De Lingüística Aplicada, Mallorca, Spain. pp. 291-304.
Gilabert, R. (2005). Task complexity and L2 narrative oral production. I Task-Based Language Teaching Conference: From Theory to Practice. International Consortuim of Task-Based Language Teaching (TBLT), Louvain, Belgium.
Gilabert, R. (2004). Manipulating task complexity and interactive conditions: Effects on self-repairs. XIV EUROSLA Conference, San Sebastián, Spain.
Gilabert, R. (2004). The effects of manipulating cognitive complexity and interactive conditions on self-repairs. XII Congreso Internacional De La Asociación De Lingüística Aplicada, Valencia, Spain.
Appel, C., & Gilabert, R. (2003). Finding common ground in LSP: A computer-mediated communication project. VI Congreso Internacional De Lenguas Para Fines Específicos (CLIFE), Vilanova i la Geltrú, Spain.
Appel, C., & Gilabert, R. (2002). Interactive factors and task performance: A computer-mediated communication project. Collaborative Work and Learning in Virtual Environments. Eurocall, TACEV, Jyvaskyla, Findland.
Gilabert, R., & Appel, C. (2001). Motivation and task performance n a task-based, web-based tandem project. European Association of Computer-Assisted Language Learning (EUROCALL), Nejmegen, The Netherlands.
Gilabert, R., Barkham, S., & Otey, C. (2001). The use of multiple sources and methods in needs analysis: A case study of journalists in the autonomous community of Catalonia. XIX Congreso De La Asociación Española De Lingüística Aplicada, León, Spain.
Gilabert, R. (2000). The use of class-generated corpora in task-based learning. IV International Conference on Languages for Specific Purposes (CLIFE), Canet de Mar, Spain.
Castellví, J., & Gilabert, R. (1999). Some reflections on syllabus design: How specific should ESP be in the context of the spanish university system? III International Conference on Languages for Specific Purposes, Canet de Mar, Spain.
nguages for Specific Purposes, Canet de Mar, Spain.
Gilabert, R. (2023). Task-based design: a history of resilience and a space for innovation. Bi-annual TBLT conference in Khon Kaen (Thailand).
Gilabert, R. (2022). Task design and research methods. Invited colloquium at the 9th TBLT Conference in Innsbruck (Austria).
Gilabert, R. (2022). Task-based design, task complexity and L2 production. Invited talk by the doctoral seminar of the School of Languages, Literatures & Cultures, University of Maryland (USA).
Gilabert, R. (2021). From needs analysis to second language task design. Featured talk at te the Association Internationale de Linguistique ApPliquée (AILA) conference in Groningen (The Netherlands).
Serra, J. & Gilabert, R. (2020). Development of L2 reading skills in digital game-based learning: Comparing teacher and automatic adaptivity IDC Conference: London (online).
Gilabert, R. & Pattemore, M. (2019). Cognitive Engagement with Feedback in a Serious Literacy Game. Invited talk at the Groningen University eye-tracking workshop.
Gilabert, R., Serra, J. & Pattemore, M. The role of adaptivity in the development of L1 and L2 reading skills through gamification. Poster presented at the EuroSLA Conference in Lundt (Sweeden). August 2020.
Gilabert, R. (2018). El proyecto iRead y el desarrollo de las habilidades lectoras. Invited talk at Universidad San Jorge, Nov 6th 2018. Zaragoza: Spain.
Gilabert, R. Suárez, M.M., Moskvina, N., Levkina, M. Barón, J., Vasylets, L., & Feijoo, S. (2018). The impact of genre on L2 vocabulary learning through captioned video. Paper given at the Multimodal input colloquium. EuroSLA Conference 28, Sept. 5-8. Münster, Germany.
Gilabert, R. (2018) Is what we look at what we learn? Learning a foreign language through subtitles and captions. Invited talk at EOI Cornellà, June 6th. Barcelona, Spain.
Gilabert, R. (2018) Learning a foreign language through subtitled and captioned video: what do our eyes and minds do as we watch?. Invited talk at Universiteit van Amsterdam, May 25th. Amsterdam, The Netherlands.
Gilabert, R. (2018). Is what we look at what we learn? Learning a foreign language through subtitles and captions. Invited talk at the University of Leuven, May 15th. Leuven, Belgium.
Gilabert, R. (2018). Eye movements and language learning of foreign languages through video subtitles and captions. Invited talk at the University of Leiden. April, 23rd. Leiden, The Netherlands.
Gilabert, R. (2016). Syllabus design for the 21st century. Seminar given at the University of Birzeit, Ramallah, Palestine.
Gilabert, R., Mora, J.C., Muñoz, C. & Gesa, F. (2016). Individual differences in the learning of L2 vocabulary through captioned video. Paper given at the Second Language Research forum (SLRF).
Gilabert, R. & Vasylets, O. (2015). Learning pragmatics through input enhancement in subtitling: an eye-tracking study. University of Lancaster (June 30th, 2015).
Gilabert, R. (2015) . Input enhancement and the learning of pragmatics in subtitling: an eye-tracking study. Reading University (May 30th, 2015).
Gilabert, R. (2015) An eye-tracking study on the learning pragmatics through input enhancement in subtitling: Invited talk given at the Institute of Education, University College London (May 11th 2015).
Baralt, M., Gilabert, R. & Robinson, P. (2014) Featured symposium on Psycholinguistic rationales for task sequences in instructional design at AILA 2014 (Brisbane, Australia). http://www.aila2014.com/featured_symposia.html
Gilabert, R. (2014). Advances, agreements and stances in the theory and measurement of linguistic complexity. Talk given as discussant within the REN (research netword) on Linguistics Complexity and Second Language Learning at AILA (Brisbaine, Australia).
Gilabert, R. & Révész, A. (2013) Invited colloquium co-organized with Dr. Andrea Révész on the cognitive processes of task-based language teaching at the TBLT Conference a Banff, Canada, 2013. http://www.educ.ualberta.ca/tblt2013/
Gilabert, R. (2012). Drawing on the explicit and flowing into the implicit: self-repairs as mediated by task type, task conditions, and individual differences. I Simposio Internacional CF-ELT12: Cognitive Factors and ELT: explicit and implicit teaching. University of Murcia, Spain.
Mora, J. C. & Gilabert, R. (2012). Individual factors in utterance and perceived fluency: some empirical issues. Workshop Fluent Speech: Combining cognitive and educational approaches. University of Utrecht, The Netherlands.
Gilabert, R. (2012). Task complexity and second language performance. Talk given within the Master in Language Acquisition in Multilingual Settings (LAMS). University of the Basque Country, Vitoria, Spain.
Gilabert, R. (2011). Working memory capacity and L2 oral performance. University of Stockholm, Sweden.
Gilabert R. (2011). Task design and L2 performance: theoretical issues and empirical findings. University of Cork, Ireland.
Muñoz, C. & Gilabert, (2010). Phonological short-term memory and working memory capacity in foreign language acquisition. Second Language Research Forum, University of Maryland, USA.
Gilabert, R. (2009). ICT in classroom practice and task design. Jaume I University, Castelló, Spain.
Gilabert, R. (2009). Task design, task complexity, and task sequencing: effects on production and development. Universität zu Köln.
Gilabert, R. (2008). Attention to form during L2 performance: the mediating role of task complexity. ACLC, Universiteit van Amsterdam.
Gilabert, R. (2008). The impact of increasing task cognitive complexity on L2 production and acquisition. DBV, Universiteit van Amsterdam.
Gilabert, R. (2008). Manipulating task complexity: implication for task and syllabus design, production, and acquisition. Plenary at ANELA, Leiden, The Netherlands.
Gilabert, R. (2007). Information technology and the four skills. Jaume I University, Castelló, Spain.
Gilabert, R. (2006). Task complexity: current trends and findings. Universitat Pompeu Fabra, Barcelona, Spain.
Gilabert, R. (2005). Small changes that make a world of a difference: the manipulation of cognitive and interactive factors of tasks and its effect on second language oral production. Jaume I University, Castelló, Spain.
Conference presentations
Pattemore, M., Gilabert, R. & Serra, J. (2019). Feedback in serious literacy games. Gamilear 19. 3rd International Symposium of Gamification and Games for Learning.
Pattemore, M. & Gilabert, R. (2019). Elaborative feedback in serious literacy games. Paper presented at the New Zealand Linguistic Society Conference. Christchurch (New Zealand).
Pattemore, M. & Gilabert, R. (2019). Elaborative Feedback in L2 Reading Games: Do different types of feedback impact game behaviour and second language learning? Paper presented at the 29th Annual Conference of the European Second Language Association (EuroSLA 29). Lund (Sweden).
Serra, J. (2019). The development of reading skills in a second language through gamification: the role of adaptivity. Eurosla 29, Lundt (Sweden).
Gilabert, R. (2015). Learning pragmatics through input enhancement in subtitling: an eye-tracking study. FLAME Conference, University of Manchester.
Gilabert, R. & Vasylets, O. (2014). Cognitive Load Measurement in Task-Based Research: Advantages and Caveats of Subjective Time Estimation and Self-Ratings. Eurosla Conference , York, United Kingdom.
Gilabert, R. & Levkina, M. (2014). Task sequencing and L2 email writing: a longitudinal study. Within the featured symposium on Psycholinguistics rationales for task sequences in instructional design at AILA Conerence , Brisbane, Australia.
Gilabert, R. & Vasylets, O. (2014) The independent measurement of task complexity in L2 oral and written task performance: implications for syllabus design. AESLA Sevilla, Spain.
Michel, M., Révész, A. & Gilabert, R. (2013) Cognitive processes during task-based L2 performance: What do we learn from eye tracking and stimulated recall data? Within the invited colloquium co-organized with Dr. Andrea Révész on the cognitive processes of task-based language teaching at the TBLT Conference a Banff, Canada, 2013. http://www.educ.ualberta.ca/tblt2013/
Vasylets, O. & Gilabert, R. (2013) Zooming in on the mental processes of L2 writers: The effects of task complexity. Within the invited colloquium co-organized with Dr. Andrea Révész on the cognitive processes of task-based language teaching at the TBLT Conference a Banff, Canada, 2013. http://www.educ.ualberta.ca/tblt2013/
Gilabert,R. (2013). The role of working memory in L2 performance and development in monolinguals and bilinguals. Doctoral workshop on individual differences organized by the GRAL group at the University of Barcelona. May 23-24 2013.
Révész, A. & Gilabert, R. (2013). Methodological advances in TBLT research: measurement of task demands and processes. Conference of the American Association of Applied Linguistics, Dallas, USA. (as organizers of the symposium).
Révész, A., Michel, M. & Gilabert, R. (2013). Measuring cognitive task demands using
dual task methodology, subjective self-ratings, time estimation and stimulated recall. Conference of the American Association of Applied Linguistics, Dallas, USA.
Révész. A., Michel, M. & Gilabert, R. (2012). Measuring cognitive task demands: A step forward in task complexity research. European Association of Second Language Acquisition (EUROSLA). Poznan, Poland.
Sánchez, L. 6 Gilabert, R. (2012). Do WM and Proficiency compel Grammatical Development? An exploratory study on L2 English instructed acquisition by adult learners. European Association of Second Language Acquisition (EUROSLA). Poznan, Poland.
Gilabert, R. & Pownall, J. (2011). Investigating trade-offs in task-based L2 production. Task-based language Teaching Conference. Auckland: New Zealand.
Levkina, M. & Gilabert, R. (2011). Task sequencing in the L2 acquisition of spatial expressions. Task-based language Teaching Conference. Auckland: New Zealand.
Gilabert, R. (2011). The mediating role of working memory in the development of L2 complexity, accuracy, and fluency. The 16th World Conference of the Association Internationale De Linguistique Apliquée (AILA), Beijing, China.
Kiuken, F., Vedder, I., & Gilabert, R. (2011). Rating writing performance: What do writers do and why. The 16th World Conference of the Association Internationale De Linguistique Appliquée (AILA), Beijing, China.
Gilabert, R., & Barón, J. (2011). The impact of increasing task complexity on L2 pragmatic moves. 21st Annual Meeting of the European Second Language Association (EUROSLA), Stockholm, Sweden.
Kiuken, F., Vedder, I., & Gilabert, R. (2010). The relationship between communicative adequacy and linguistic complexity in the written output of native and non-native speakers. European Association of Second Language Acquisition (EUROSLA), Reggio-Emilia, Italy.
Malicka, A., & Gilabert, R. (2010). What can the role of tasks and task-based research be in bilingual program design? I Congreso Internacional De Enseñanza Bilingüe En Centros Educativos, Madrid, Spain.
Gilabert, R. (2009). The role of tasks in CLIL program development. I International round table on CLIL programs. Universitat Autónoma De Barcelona, Bellaterra, Spain.
Gilabert, R. (2009). Differences in attainment in a foreign language: The role of working memory capacity. European Association of Second Language (EUROSLA), Cork, Ireland.
Gilabert, R., Kiuken, F., & Vedder, I. (2009). Communicative adequacy and linguistic complexity in written L2 performance. EUROSLA 19. European Association of Second Language Acquisition, Cork, Ireland.
Gilabert, R., & Levkina, M. (2009). Manipulating task complexity: Its impact on L2 production. III Task-Based Language Teaching Conference (TBLT) . International Consortium of Task-Based Language Teaching, Lancaster, Reino Unido.
Gilabert, R. (2008). The impact of increasing task complexity on learner-learner interaction. Conference of the Association Néerlandaise De Linguistique Apliquée (ANELA), Leiden, The Netherlands.
Gilabert, R. (2008). Does increasing the cognitive complexity of tasks generate more complex language? Conference of the Association Néerlandaise De Linguistique Appliquée (ANELA), Leiden, The Netherlands.
Gilabert, R. (2008). Task performance under different levels of complexity, across task types, and in different modes. Conference of the Association Internationale De Linguistique Appliquée (AILA), Essen, Germany.
Gilabert, R., Kiuken, F., & Vedder, I. (2008). Communicative adequacy and linguistic complexity in L2 writing XVIII European Association of Second Language Acquisition conference (EUROSLA), Aix-En Provence, Francia.
Muñoz, C., & Gilabert, R. (2008). More evidence for the aspect hypothesis: The case of Catalan/Spanish speaking learners of english. XVIII European Association of Second Language Acquisition conference (EUROSLA), Aix-En Provence, France.
Gilabert, R. (2007). Effects of manipulating task cognitive complexity on interactional modifications
. European Association of Second Language Acquisition conference (EUROSLA), Newcastle, United Kingdom.
Gilabert, R. (2007). Efects of manipulating task complexity on self-repairs during L2 oral production. American Asoiciation of Applied Linguistics(AAAL), Costa Mesa, California, USA.
Gilabert, R. (2006). Increasing the cognitive complexity of tasks and its effects on L2 narrative oral production. Language Learning, Language use, and Cognitive Modelling: Applied Perspectives Across Disciplines. XXIV Congreso De La Asociación Española De Lingüística Aplicada, Madrid, Spain.
Gilabert, R. (2006). Manipulating complexity across task type: Effects on oral production. American Association of Applied Linguistics (AAAL)/ Canadian Association of Applied Linguistics (CAAL), Montreal, Canadá.
Gilabert, R. (2006). Effects of increasing task complexity on L2 learners' fluency, accuracy, and complexity. European Association of Second Language Acquisition conference (EUROSLA), Antalaya, Turkey.
Gilabert, R. (2005). Affective perception in oral narratives. XXIII Congreso Internacional De La Asociación Española De Lingüística Aplicada, Mallorca, Spain. pp. 291-304.
Gilabert, R. (2005). Task complexity and L2 narrative oral production. I Task-Based Language Teaching Conference: From Theory to Practice. International Consortuim of Task-Based Language Teaching (TBLT), Louvain, Belgium.
Gilabert, R. (2004). Manipulating task complexity and interactive conditions: Effects on self-repairs. XIV EUROSLA Conference, San Sebastián, Spain.
Gilabert, R. (2004). The effects of manipulating cognitive complexity and interactive conditions on self-repairs. XII Congreso Internacional De La Asociación De Lingüística Aplicada, Valencia, Spain.
Appel, C., & Gilabert, R. (2003). Finding common ground in LSP: A computer-mediated communication project. VI Congreso Internacional De Lenguas Para Fines Específicos (CLIFE), Vilanova i la Geltrú, Spain.
Appel, C., & Gilabert, R. (2002). Interactive factors and task performance: A computer-mediated communication project. Collaborative Work and Learning in Virtual Environments. Eurocall, TACEV, Jyvaskyla, Findland.
Gilabert, R., & Appel, C. (2001). Motivation and task performance n a task-based, web-based tandem project. European Association of Computer-Assisted Language Learning (EUROCALL), Nejmegen, The Netherlands.
Gilabert, R., Barkham, S., & Otey, C. (2001). The use of multiple sources and methods in needs analysis: A case study of journalists in the autonomous community of Catalonia. XIX Congreso De La Asociación Española De Lingüística Aplicada, León, Spain.
Gilabert, R. (2000). The use of class-generated corpora in task-based learning. IV International Conference on Languages for Specific Purposes (CLIFE), Canet de Mar, Spain.
Castellví, J., & Gilabert, R. (1999). Some reflections on syllabus design: How specific should ESP be in the context of the spanish university system? III International Conference on Languages for Specific Purposes, Canet de Mar, Spain.
nguages for Specific Purposes, Canet de Mar, Spain.