The following are the students and I am currently supervising or that I have supervised in the past.
At PhD level
Yanmei Li, working on the effects of content support on L2 writing with a focus on writing processes, performance, strategies and engagement (predicted 2024).
Matthew Pattemore, working on feedback in serious games within the iRead project (predicted 2023)
Judit Serra, working on adaptive versus teacher-led sequences in serious games within the iRead project (predicted 2023).
Vera Trager, working on needs analysis and task design in the the context of the taskGen project (predicted 2025).
(co-supervised)
(with Dr. Helena Roquet) Gina Arnold, working on the impact of atuomated task design (taskGen) on teachers' choices and learners' development in a CLIL, primary school context
Previous PhD students
PhD program in Applied Linguistics at the University of Barcelona:
(with Dr. Joan Carles Mora) Ingrid Mora, working on the acquisition of phonological contrasts through task design (2023).
(with Dr. Joan Carles Mora) Valeria Galimberti, working on the impact of input enhancement and tasks on pronunciation through captioned video (2023).
Natasha Moskvina, on the effect of TV genres on the learning of formulaic sequences (2023)
Pownwall, James (2016). L2 production as mediated by differences in task complexity and working memory capacity.
Brennan, Kerry (2016). Task design, anxiety, and second language acquisition.
Vasylets, Olena. (2015). Oral and written modes and L2 task performance.
Vasylets, O., Gilabert, R., Manchón, R. (2017). The effects on mode and task complexity of second language production. Language learning, 67(2), 394-
430.
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. https://doi.org/10.1558/isla.38289
Gilabert, R., Manchón, R., & Vasylets, O. (2016). Mode in Theoretical and Empirical TBLT Research: Advancing Research Agendas. Annual Review of
Applied Linguistics, 36, 117-135. doi:10.1017/S0267190515000112
Levkina, Mayya. The effects of task sequencing on second language acquisition.
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.
Malicka, A. & Levkina, M. (2012). Measuring task complexity: does L2 proficiency matter? In A. Shehadeh & C. Coombe
(Eds.). Task-based language teaching in foreign language contexts: Research and implementation. 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.
Malicka, Aleksandra. The role of task design in interlanguage development.
Malicka, A., Gilabert, R. & Norris, J. (2017). From needs analysis to task design: insights from an English for specific purposes context. Language
Teaching Research, 23 (1), 78-106
Malicka, A. & Levkina, M. (2012). Measuring task complexity: does L2 proficiency matter? In A. Shehadeh & C. Coombe
(Eds.). Task-based language teaching in foreign language contexts: Research and implementation. Amsterdam: John Benjamins.
At M.A. level
M.A. program in Applied Linguistics and Second Language Acquisition in Multilingual Contexts (LAALCM) at the University of Barcelona:
Rojas, Laia. (2020). The impact of task complexity on cross-linguistic influence.
Israelsson, David. (2020). The development of reading skills in adaptive serious games.
Def, Katerina. (2020). The impact of complexity, accuracy and complexity (CAF) on comprehensibility and perceived fluency in the case of L2-Greek: a partial replication study.
Hurrell, Benjamin. (2019).
Michavila, Adriana. (2019).
Inés Sánchez (2018). The acquisition of formulaic language through subtitles: a study across genres.
Tara Musich (2018). Complexity, accuracy, and fluency in L2 English oral production and their correlation to communicative proficiency levels of the CEFR.
Borja Vázquez (2018). Processability Theory, Complexity and Accuracy applied to oral and written L2 Spanish .
Natalia Moskvina (2017). Noticing and intake of formulaic sequences through subtitles in fiction and non-fiction genres: an eye-tracking study
Ingrid Mora (2017). Task complexity effects on the acquisition of an L2 vowel contrast: A task-based pronunciation teaching study.
Andrej Krasnansky (2016). The effects of complexity-oriented feedback on L2 academic writing: objective measures and learner perspectives.
Geórgia Pujadas (2015). Comparing L1 and L2 Complexification in Oral Production: the Effect of L1 Syntactic Complexity and L2 Proficiency in Catalan and Italian Speakers.
Laura Parra (2015). Defining and Operationalizing Propositional Complexity into Idea Units: Effects of Mode, Discourse Type, Task Type and Task Complexity.
Xaidé Cáceres (2014).
Oksana Zholob (2014).
Watson, Matt. (2012). A Study into the mental processes behind hesitancy - covert repair and articulated self repair in L2 speech production.
Vasylets, Olena. (2012) Second Language Writing as Moderated by Cognitive Task Complexity.
Morris, Sam. (2012). The Influence of Working Memory on L2 Oral Fluency: An Exploratory Study.
Blackmore, Anna. (2011).’In mine or in yours?’ Task-based information distribution and its effect on oral interaction: an EFL classroom study.
Petrovic, Katerina. (2010). Formulaic language and L2 proficiency .
Utrilla, E. (2010). ICT and SLA: research synthesis.
Pownall, James. (2009). The effects of +/- reasoning demands on L2 oral production during a decision making task.
Brennan, Kerry. (2009). Research synthesis of ‘tasks as target’ of SLA research.
Malicka, Aleksandra. (2009. Task-based language teaching and content and language integrated learning: potential overlaps.
Levkina, Mayya. (2008). The effects of increasing cognitive task complexity along \[+/- planning Time\] and \[+/ - few Elements\] on L2 oral production.
2010-present Supervisor of 5 MA theses in the Teacher Training MA program at the University of Barcelona.
2010-present Supervisor of 5 BA theses in the English Language and Literature program at the University of Barcelona.
At PhD level
Yanmei Li, working on the effects of content support on L2 writing with a focus on writing processes, performance, strategies and engagement (predicted 2024).
Matthew Pattemore, working on feedback in serious games within the iRead project (predicted 2023)
Judit Serra, working on adaptive versus teacher-led sequences in serious games within the iRead project (predicted 2023).
Vera Trager, working on needs analysis and task design in the the context of the taskGen project (predicted 2025).
(co-supervised)
(with Dr. Helena Roquet) Gina Arnold, working on the impact of atuomated task design (taskGen) on teachers' choices and learners' development in a CLIL, primary school context
Previous PhD students
PhD program in Applied Linguistics at the University of Barcelona:
(with Dr. Joan Carles Mora) Ingrid Mora, working on the acquisition of phonological contrasts through task design (2023).
(with Dr. Joan Carles Mora) Valeria Galimberti, working on the impact of input enhancement and tasks on pronunciation through captioned video (2023).
Natasha Moskvina, on the effect of TV genres on the learning of formulaic sequences (2023)
Pownwall, James (2016). L2 production as mediated by differences in task complexity and working memory capacity.
Brennan, Kerry (2016). Task design, anxiety, and second language acquisition.
Vasylets, Olena. (2015). Oral and written modes and L2 task performance.
Vasylets, O., Gilabert, R., Manchón, R. (2017). The effects on mode and task complexity of second language production. Language learning, 67(2), 394-
430.
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. https://doi.org/10.1558/isla.38289
Gilabert, R., Manchón, R., & Vasylets, O. (2016). Mode in Theoretical and Empirical TBLT Research: Advancing Research Agendas. Annual Review of
Applied Linguistics, 36, 117-135. doi:10.1017/S0267190515000112
Levkina, Mayya. The effects of task sequencing on second language acquisition.
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.
Malicka, A. & Levkina, M. (2012). Measuring task complexity: does L2 proficiency matter? In A. Shehadeh & C. Coombe
(Eds.). Task-based language teaching in foreign language contexts: Research and implementation. 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.
Malicka, Aleksandra. The role of task design in interlanguage development.
Malicka, A., Gilabert, R. & Norris, J. (2017). From needs analysis to task design: insights from an English for specific purposes context. Language
Teaching Research, 23 (1), 78-106
Malicka, A. & Levkina, M. (2012). Measuring task complexity: does L2 proficiency matter? In A. Shehadeh & C. Coombe
(Eds.). Task-based language teaching in foreign language contexts: Research and implementation. Amsterdam: John Benjamins.
At M.A. level
M.A. program in Applied Linguistics and Second Language Acquisition in Multilingual Contexts (LAALCM) at the University of Barcelona:
Rojas, Laia. (2020). The impact of task complexity on cross-linguistic influence.
Israelsson, David. (2020). The development of reading skills in adaptive serious games.
Def, Katerina. (2020). The impact of complexity, accuracy and complexity (CAF) on comprehensibility and perceived fluency in the case of L2-Greek: a partial replication study.
Hurrell, Benjamin. (2019).
Michavila, Adriana. (2019).
Inés Sánchez (2018). The acquisition of formulaic language through subtitles: a study across genres.
Tara Musich (2018). Complexity, accuracy, and fluency in L2 English oral production and their correlation to communicative proficiency levels of the CEFR.
Borja Vázquez (2018). Processability Theory, Complexity and Accuracy applied to oral and written L2 Spanish .
Natalia Moskvina (2017). Noticing and intake of formulaic sequences through subtitles in fiction and non-fiction genres: an eye-tracking study
Ingrid Mora (2017). Task complexity effects on the acquisition of an L2 vowel contrast: A task-based pronunciation teaching study.
Andrej Krasnansky (2016). The effects of complexity-oriented feedback on L2 academic writing: objective measures and learner perspectives.
Geórgia Pujadas (2015). Comparing L1 and L2 Complexification in Oral Production: the Effect of L1 Syntactic Complexity and L2 Proficiency in Catalan and Italian Speakers.
Laura Parra (2015). Defining and Operationalizing Propositional Complexity into Idea Units: Effects of Mode, Discourse Type, Task Type and Task Complexity.
Xaidé Cáceres (2014).
Oksana Zholob (2014).
Watson, Matt. (2012). A Study into the mental processes behind hesitancy - covert repair and articulated self repair in L2 speech production.
Vasylets, Olena. (2012) Second Language Writing as Moderated by Cognitive Task Complexity.
Morris, Sam. (2012). The Influence of Working Memory on L2 Oral Fluency: An Exploratory Study.
Blackmore, Anna. (2011).’In mine or in yours?’ Task-based information distribution and its effect on oral interaction: an EFL classroom study.
Petrovic, Katerina. (2010). Formulaic language and L2 proficiency .
Utrilla, E. (2010). ICT and SLA: research synthesis.
Pownall, James. (2009). The effects of +/- reasoning demands on L2 oral production during a decision making task.
Brennan, Kerry. (2009). Research synthesis of ‘tasks as target’ of SLA research.
Malicka, Aleksandra. (2009. Task-based language teaching and content and language integrated learning: potential overlaps.
Levkina, Mayya. (2008). The effects of increasing cognitive task complexity along \[+/- planning Time\] and \[+/ - few Elements\] on L2 oral production.
2010-present Supervisor of 5 MA theses in the Teacher Training MA program at the University of Barcelona.
2010-present Supervisor of 5 BA theses in the English Language and Literature program at the University of Barcelona.