Recent publications
Gilabert, R. (2023). Where SLA and Language Education Meet: The Transfer from Task-Based Needs Analysis to Task Design. Educ. Sci. 2023, 13, 1015. https://doi.org/10.3390/educsci13101015
Keller, S.; Gilabert, R. (2023). Bienvenidos A Bordo: From Task-Based Needs Analysis to Design: Spanish-Destination Flight Attendants. Canadian Journal of Applied Linguistic, 2023, 26(2), 81-108. ISSN: 1920-1818
Gilabert, R., Pattemore, M., Serra, J. (2023). Developing L2 Reading Skills: The Advantages of Teacher-Algorithm Collaboration in Digital Learning Games. In: Suárez, MdM., El-Henawy, W.M. (eds) Optimizing Online English Language Learning and Teaching . English Language Education, vol 31. Springer, Cham. https://doi.org/10.1007/978-3-031-27825-9_15
Berkling, K, Gilabert Guerrero, R. & Schaeffer-Lacroix, E. (2022) « An Overview to Games and Gaming for Native and Foreign Language Learning », Alsic [En ligne], Vol. 25, n° 1 | 2022, mis en ligne le 13 juillet 2022, consulté le 17 novembre 2022. URL : http://journals.openedition.org/alsic/6160 ; DOI : https://doi.org/10.4000/alsic.6160
Suárez, M. D. M., Gilabert, R., & Moskvina, N. (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) https://doi.org/10.1002/tesj.637
Révész, A., Bunting, L., Florea, A., Gilabert, R., Hård af Segerstad, Y., Mihu, I.P.; Parry, C.. Benton, L., Vasalou, A. (2021). The Effects of Multiple-Exposure Textual Enhancement on Child L2 Learners' Development in Derivational Morphology: A Multi-Site Study. TESOL Journal, 55(3), 901-930.
Serra, J. & Gilabert, R. (2021). Algorithmic versus teacher-led sequencing in a digital serious game and the development of second language reading fluency and accuracy. British Journal of Educational Technology, 52(5), 1898-1916.
Vasylets, O., Gilabert, R., Manchón, R. M. (2019). Differential contribution of oral and written modes to lexical, syntactic and propositional complexity in L2 performance in instructed contexts. Instructed Second Language Acquisition, 3(2), 206-227.
Gilabert, R., & Castellví, J. (2019). Task and Syllabus Design for Morphologically Complex Languages. In J. Schwieter & A. Benati (Eds.), The Cambridge Handbook of Language Learning (Cambridge Handbooks in Language and Linguistics, pp. 527-549). Cambridge: Cambridge University Press.
Malicka, A., Gilabert, R., Norris, J. (2019). From needs analysis to task design: insights from an English for specific purposes context. Language Teaching Research, 23(1), 78-106.
Gilabert, R. & Barón, J. (2018). Independently measuring cognitive complexity in task design for interlanguage pragmatics development. In N. Taguchi, & J. Kim (Eds.) Task-Based Approaches to Teaching and Assessing Pragmatics. Amsterdam: John Benjamins.
Elliott, N , Vila, F.X. & Gilabert, R. (2018). The presentation of Catalan universities’ linguistic reality to a transnational audience. In T. Saarinen & U. Lanvers (Eds.). Special Issue on Englishization of Education in Europe: policies, discourses and attitudes. European Journal of Language Policy, 10(1), 121-146.
Gilabert, R., Muñoz, C. & Artieda, G. (under review). The role of input, linguistic knowledge, and cognitive abilities on L2 performance’. Applied Psycholinguistics.
Michel, M., Gilabert, R. & Révész, A. (under review). Eye-tracking and stimulated recall as means of investigating cognitive load and processes during L2 tasks. Language Learning.
Vasylets, L., Gilabert, R. & Manchón, R. (2017). The Effects of Mode and Task Complexity on Second Language Production. Langage Learning. DOI: 10.1111/lang.12228
Gilabert, R., Manchón, R. & Vasylets, L. (2016). Mode in theoretical and empirical TBLT research: Advancing research agendas. In a special issue edited by A. Mackey. Annual Review of Applied Linguistics (ARAL).
Révesz, A., Michel, M. & Gilabert, R. (2015). Measuring cognitive task demands using dual task methodology, subjective self-ratings, and expert judgments: A validation study. Studies in Second Language Acquisition.1-35.
Tragant, R., Serrano, R., Miralpeix, I., Navés, I., Pahissa, I., Gilabert, R., et al. (2014). Cómo se enseña inglés en un grupo de institutos donde se obtienen resultados destacables en la prueba de lengua inglesa en las PAU. Revista De Educación, Ministerio de Educación.
Levkina, M. & Gilabert, R. (2014) Task Sequencing in the L2 Development of Spatial Expressions. In Baralt, M., Gilabert, R. & Robinson, P. Task sequencing and instructed second language learning. New York: Bloomsbury.
Gilabert, R., & Barón, J. (2013). The impact of increasing task complexity on L2 pragmatic moves. In A. Mackey & K. McDonough (Eds.), Second language interaction in diverse educational settings (pp. 45-69). Amsterdam: John Benjamins.
Muñoz, C. & Gilabert, R. (2012) El análisis de las necesidades lingüísticas de la universidad española: dos ilustraciones. In E. Alcón & F. Michavila (Eds.), La universidad multilingüe. Madrid: Tecnos.
Levkina, M., & Gilabert, R. (2012). The effects of cognitive task complexity on L2 oral production. In A. Housen, I. Vedder & F. Kiuken (Eds.), Dimensions of L2 performance and proficiency investigating complexity, accuracy, and fluency in SLA (pp. 171–198). Amsterdam: John Benjamins.
Gilabert, R., Barón, J., & Levkina, M. (2011). Manipulating task complexity across task types and modes. In P. Robinson (Ed.), Second language task complexity: Researching the cognition hypothesis of language learning and performance (pp. 105-140). Amsterdam: John Benjamins.
Muñoz, C., & Gilabert, R. (2011). More evidence concerning the Aspect Hypothesis: The acquisition of English progressive aspect by Catalan-Spanish instructed learners. International Review of Applied Linguistics in Language Teaching, 49(3), 241-263.
Kiuken, F., Vedder, I., & Gilabert, R. (2010). Communicative adequacy and linguistic complexity in L2 writing. EUROSLA Monographs,1, 81-100. Reggio-Emilia: Eurosla.
Gilabert, R. & Muñoz, C. (2010). Differences in attainment and performance in a foreign language: The role of working memory capacity. International Journal of English Studies, 10(1), 19-41.
Gilabert, R., Barón, J., & Llanes, À. (2009). Manipulating cognitive complexity across task types and its impact on learners' interaction during oral performance. International Review of Applied Linguistics in Language Teaching, 47(3-4), 367-395.
Gilabert, R. (2023). Where SLA and Language Education Meet: The Transfer from Task-Based Needs Analysis to Task Design. Educ. Sci. 2023, 13, 1015. https://doi.org/10.3390/educsci13101015
Keller, S.; Gilabert, R. (2023). Bienvenidos A Bordo: From Task-Based Needs Analysis to Design: Spanish-Destination Flight Attendants. Canadian Journal of Applied Linguistic, 2023, 26(2), 81-108. ISSN: 1920-1818
Gilabert, R., Pattemore, M., Serra, J. (2023). Developing L2 Reading Skills: The Advantages of Teacher-Algorithm Collaboration in Digital Learning Games. In: Suárez, MdM., El-Henawy, W.M. (eds) Optimizing Online English Language Learning and Teaching . English Language Education, vol 31. Springer, Cham. https://doi.org/10.1007/978-3-031-27825-9_15
Berkling, K, Gilabert Guerrero, R. & Schaeffer-Lacroix, E. (2022) « An Overview to Games and Gaming for Native and Foreign Language Learning », Alsic [En ligne], Vol. 25, n° 1 | 2022, mis en ligne le 13 juillet 2022, consulté le 17 novembre 2022. URL : http://journals.openedition.org/alsic/6160 ; DOI : https://doi.org/10.4000/alsic.6160
Suárez, M. D. M., Gilabert, R., & Moskvina, N. (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) https://doi.org/10.1002/tesj.637
Révész, A., Bunting, L., Florea, A., Gilabert, R., Hård af Segerstad, Y., Mihu, I.P.; Parry, C.. Benton, L., Vasalou, A. (2021). The Effects of Multiple-Exposure Textual Enhancement on Child L2 Learners' Development in Derivational Morphology: A Multi-Site Study. TESOL Journal, 55(3), 901-930.
Serra, J. & Gilabert, R. (2021). Algorithmic versus teacher-led sequencing in a digital serious game and the development of second language reading fluency and accuracy. British Journal of Educational Technology, 52(5), 1898-1916.
Vasylets, O., Gilabert, R., Manchón, R. M. (2019). Differential contribution of oral and written modes to lexical, syntactic and propositional complexity in L2 performance in instructed contexts. Instructed Second Language Acquisition, 3(2), 206-227.
Gilabert, R., & Castellví, J. (2019). Task and Syllabus Design for Morphologically Complex Languages. In J. Schwieter & A. Benati (Eds.), The Cambridge Handbook of Language Learning (Cambridge Handbooks in Language and Linguistics, pp. 527-549). Cambridge: Cambridge University Press.
Malicka, A., Gilabert, R., Norris, J. (2019). From needs analysis to task design: insights from an English for specific purposes context. Language Teaching Research, 23(1), 78-106.
Gilabert, R. & Barón, J. (2018). Independently measuring cognitive complexity in task design for interlanguage pragmatics development. In N. Taguchi, & J. Kim (Eds.) Task-Based Approaches to Teaching and Assessing Pragmatics. Amsterdam: John Benjamins.
Elliott, N , Vila, F.X. & Gilabert, R. (2018). The presentation of Catalan universities’ linguistic reality to a transnational audience. In T. Saarinen & U. Lanvers (Eds.). Special Issue on Englishization of Education in Europe: policies, discourses and attitudes. European Journal of Language Policy, 10(1), 121-146.
Gilabert, R., Muñoz, C. & Artieda, G. (under review). The role of input, linguistic knowledge, and cognitive abilities on L2 performance’. Applied Psycholinguistics.
Michel, M., Gilabert, R. & Révész, A. (under review). Eye-tracking and stimulated recall as means of investigating cognitive load and processes during L2 tasks. Language Learning.
Vasylets, L., Gilabert, R. & Manchón, R. (2017). The Effects of Mode and Task Complexity on Second Language Production. Langage Learning. DOI: 10.1111/lang.12228
Gilabert, R., Manchón, R. & Vasylets, L. (2016). Mode in theoretical and empirical TBLT research: Advancing research agendas. In a special issue edited by A. Mackey. Annual Review of Applied Linguistics (ARAL).
Révesz, A., Michel, M. & Gilabert, R. (2015). Measuring cognitive task demands using dual task methodology, subjective self-ratings, and expert judgments: A validation study. Studies in Second Language Acquisition.1-35.
Tragant, R., Serrano, R., Miralpeix, I., Navés, I., Pahissa, I., Gilabert, R., et al. (2014). Cómo se enseña inglés en un grupo de institutos donde se obtienen resultados destacables en la prueba de lengua inglesa en las PAU. Revista De Educación, Ministerio de Educación.
Levkina, M. & Gilabert, R. (2014) Task Sequencing in the L2 Development of Spatial Expressions. In Baralt, M., Gilabert, R. & Robinson, P. Task sequencing and instructed second language learning. New York: Bloomsbury.
Gilabert, R., & Barón, J. (2013). The impact of increasing task complexity on L2 pragmatic moves. In A. Mackey & K. McDonough (Eds.), Second language interaction in diverse educational settings (pp. 45-69). Amsterdam: John Benjamins.
Muñoz, C. & Gilabert, R. (2012) El análisis de las necesidades lingüísticas de la universidad española: dos ilustraciones. In E. Alcón & F. Michavila (Eds.), La universidad multilingüe. Madrid: Tecnos.
Levkina, M., & Gilabert, R. (2012). The effects of cognitive task complexity on L2 oral production. In A. Housen, I. Vedder & F. Kiuken (Eds.), Dimensions of L2 performance and proficiency investigating complexity, accuracy, and fluency in SLA (pp. 171–198). Amsterdam: John Benjamins.
Gilabert, R., Barón, J., & Levkina, M. (2011). Manipulating task complexity across task types and modes. In P. Robinson (Ed.), Second language task complexity: Researching the cognition hypothesis of language learning and performance (pp. 105-140). Amsterdam: John Benjamins.
Muñoz, C., & Gilabert, R. (2011). More evidence concerning the Aspect Hypothesis: The acquisition of English progressive aspect by Catalan-Spanish instructed learners. International Review of Applied Linguistics in Language Teaching, 49(3), 241-263.
Kiuken, F., Vedder, I., & Gilabert, R. (2010). Communicative adequacy and linguistic complexity in L2 writing. EUROSLA Monographs,1, 81-100. Reggio-Emilia: Eurosla.
Gilabert, R. & Muñoz, C. (2010). Differences in attainment and performance in a foreign language: The role of working memory capacity. International Journal of English Studies, 10(1), 19-41.
Gilabert, R., Barón, J., & Llanes, À. (2009). Manipulating cognitive complexity across task types and its impact on learners' interaction during oral performance. International Review of Applied Linguistics in Language Teaching, 47(3-4), 367-395.