(last updated 2018)
Serrano, R.; Huang, H. (2018). Effects of intensive vs. spaced practice schedules on vocabulary acquisition through repeated reading-while-listening. AAAL. Chicago, USA.
Pinyana, À.; Pellicer-Sánchez, A.; Serrano, R. (2017). Exploring learners' reading behaviour in reading and reading-while-listening conditions: A study of eye-movements. EUROSLA. University of Reading.
Serrano, R.; Pellicer-Sánchez, A. (2017). Incidental L2 vocabulary learning from reading and reading while listening. AAAL. Portland, OR, USA.
Pellicer-Sánchez, A.; Pinyana, A.; Serrano, R. (2016). Reading only vs. Reading-while-listening: An eye-tracking study. Multimodal input in second language learning. Barcelona.
Serrano, R.; Vallbona, A.; Tragant, E.; Andria, M.; Pellicer-Sánchez, A. (2016). Reading-while-listening in primary school: Linguistic and non-linguistic outcomes. Multimodal input in second language learning. Barcelona.
Serrano, R.; Tragant, E.; Pellicer-Sánchez, A. (2016). Reading-while-listening vs. reading only in the case of primary school learners. AAAL. Orlando, FL, USA.
Serrano, R. (2015). Does learning context have an effect on the acquisition of formulaic sequences? Comparing 'study abroad' with two 'at home' programs. EUROSLA (Marseille, France).
Tragant, E.; Serrano, R.; Llanes, À. (2015). Examining the effect of input mode (reading-while-listening vs. reading) and vocabulary knowledge on L2 reading comprehension. ELIA (Seville, Spain).
Llanes, À., Tragant, E., & Serrano, R. (2014). Vocabulary learning in English in a traditional classroom and in a CLIL classroom in Spain. I Congreso Internacional de Investigación en Educación. Universidad del Quindío (Colombia).
Llanes, À.; Serrano, R., & Tragant, E. (2014). The impact of learning context and individual differences on the L2 development of a group of adolescents. GURT. Georgetown University. Washington, DC. (USA)
Montero, L., & Serrano, R. (2014). The role of proficiency, attention control and analytical ability in the selection of language learning strategies. AESLA. Universidad Pablo de Olavide. Sevilla (Spain).
Llanes, À., Serrano, R., & Tragant, E. (2014). Do individual differences and learning context play a role on the L2 development of a group of adolescents studying abroad? Universidad Pablo de Olavide. Sevilla (Spain).
Serrano, R.; Tragant, E. (2013). Examining L2 development in two short-term intensive programs for teenagers: Intensive EFL classes and stay abroad. EUROSLA 23. University of Amsterdam (Holland).
Serrano, R.; Llanes, À. (2013). Short-term stays abroad for teenagers: Are they effective? AESLA XXX. University of La Laguna. La Laguna (Spain)
Andria, M.; Serrano, R. (2013). Exploring new 'thinking-for-speaking' patterns in Greek as a foreign language by Spanish/Catalan L1 learners: The role of proficiency and stays abroad in an oral task. AESLA XXX. University of La Laguna. La Laguna (Spain)
Serrano, R.; Llanes, À.; Tragant, E. (2013). The role of age and language learning aptitude in a short stay abrad. University of Southampton (United Kingdom).
Serrano, R.; Llanes, À. (2012). Examining L2 gains in three different learning contexts: study abroad, summer camp, and intensive English courses. AESLA XIX. University of Lleida (Spain)
Andria, M.; Serrano, R. (2012). Linguistic relativity in Greek as a foreign language by Spanish/Catalan learners: the role of proficiency. AESLA XIX. University of Lleida (Spain)
Montero, L.; Serrano, R.; Llanes, À. (2012). The role of L2 learning context and age in the use of communication strategies. AESLA XIX. University of Lleida (Spain)
Serrano, R. (2011). Can speed and automatization of lexical access be considered as measures of proficiency? EUROSLA. University of Stockholm (Sweden)
Serrano, R. (2011). The role of L1 cognates when performing a lexical access task in English as a foreign language. AESLA XXVIII. University of Salamanca (Spain).
Llanes, À; Tragant, E.; Serrano, R. (2010). A longitudinal analysis of the study abroad experience in terms of written performance. EUROSLA
University of Bologna and Reggio Emilia (Italy).
Serrano, R.; Tragant, E.; Llanes, À. (2010). The effect of "length of stay" on the development of L2 oral performance in the case of Erasmus students. EUROSLA. University of Bologna and Reggio Emilia (Italy).
Tragant, E.; Llanes, À., Serrano, R. (2010). The effect of ‘length of stay’ on the development of L2 written performance in the case of Erasmus students. CIAL. University of Barcelona Barcelona (Spain).
Serrano, R.; Miralpeix, I. (2010). Analyzing the relationship between vocabulary size and lexical access in second language learning. AESLA
University of Vigo (Spain).
Llanes, À; Serrano, R. (2010). The impact of the study abroad experience on the development of written performance. Symposium on Second Language Writing. University of Murcia (Spain).
Serrano, R. (2010). Does metalinguistic knowledge improve accuracy? Some evidence from children receiving both CLIL and English instruction. ELIA. University of Sevilla (Spain).
Llanes, À.; Serrano, R. (2009). Two or three months abroad: Does it make a difference? NYS TESOL Annual Applied Linguistics Conference 2009
Columbia University. New York (United States).
Serrano, R.; Llanes, À; Tragant, E. (2009). Context of L2 learning and L2 automatization: A comparison between the language production skills of study abroad students and 'at home' intensive learners in Europe. GURT (Georgetown University Round Table).
Serrano, R. (2008). Massed or distributed? The role of time distribution in language learning. AILA 2008. University of Essen (Germany).
Serrano, R. (2007). Time distribution and the acquisition of English as a foreign language: the case of intermediate and advanced learners. AESLA University of Murcia (Spain).
Serrano, R.; Muñoz, C. (2006). Same hours of instruction, different time distribution: any difference in English instruction? AESLA. Universidad de Educación a Distancia (UNED) Madrid (Spain).
Serrano, R. (2005). Average performance by native English speakers and native Spanish speakers in English writing in two-way immersion programs in the US. ISB5 (International Symposium on Bilingualism 5). University of Barcelona (Spain).
Serrano, R.; Muñoz, C. (2005). The effects of explicit instruction on oral production and metalinguistic tasks. AESLA XXIII. Univesity of the Ballearic Islands (Spain).
Serrano, R. (2004). Second language writing development in English and Spanish in a two-way immersion program. EuroSLA (European Second Language Association). University of the Basque Country (Spain).
White, J.; Muñoz, C.; Collins, L.; Kennedy, S.; Pahissa, I.; Serrano, R. (2004). Understanding second language performance through metalinguistic comments. 7th International Conference of the Association of Language Awareness. University of Lleida (Spain).
Serrano, R. (2003). Second language writing development in childhood: A three-year case study of a native Spanish speaker learning English in a two-way immersion program in the U.S. Eighth Annual University of Seville Conference on Applied Linguistics. University of Sevilla (Spain).
Serrano, R.; Howard, E. (2002). The impact of the societal language on writing development in the first language: The case of native Spanish speakers in two-way immersion programs in the United States. II Simposio Internacional sobre Bilingüismo. University of Vigo (Spain).
Serrano, R. (2002). Developing biliteracy: The influence of English on the Spanish writing of native Spanish speakers in two-way immersion programs. 10th Annual National Two-Way Bilingual Immersion Programs Summer Conference. Long Beach, CA (United States).
Serrano, R.; Howard, E. (2002). Maintaining Spanish proficiency in the United States: The influence of English on the Spanish writing of native Spanish speakers in two-way immersion programs. First Spanish Sociolinguistics Workshop. New York State University. Albany, NY (United States).
Serrano, R.; Manzanares, V. (2001). Quirky subjects in Spanish impersonal constructions. IV Hispanic Symposium. Indiana University. Bloomington, IN (United States).
Serrano, R.; Huang, H. (2018). Effects of intensive vs. spaced practice schedules on vocabulary acquisition through repeated reading-while-listening. AAAL. Chicago, USA.
Pinyana, À.; Pellicer-Sánchez, A.; Serrano, R. (2017). Exploring learners' reading behaviour in reading and reading-while-listening conditions: A study of eye-movements. EUROSLA. University of Reading.
Serrano, R.; Pellicer-Sánchez, A. (2017). Incidental L2 vocabulary learning from reading and reading while listening. AAAL. Portland, OR, USA.
Pellicer-Sánchez, A.; Pinyana, A.; Serrano, R. (2016). Reading only vs. Reading-while-listening: An eye-tracking study. Multimodal input in second language learning. Barcelona.
Serrano, R.; Vallbona, A.; Tragant, E.; Andria, M.; Pellicer-Sánchez, A. (2016). Reading-while-listening in primary school: Linguistic and non-linguistic outcomes. Multimodal input in second language learning. Barcelona.
Serrano, R.; Tragant, E.; Pellicer-Sánchez, A. (2016). Reading-while-listening vs. reading only in the case of primary school learners. AAAL. Orlando, FL, USA.
Serrano, R. (2015). Does learning context have an effect on the acquisition of formulaic sequences? Comparing 'study abroad' with two 'at home' programs. EUROSLA (Marseille, France).
Tragant, E.; Serrano, R.; Llanes, À. (2015). Examining the effect of input mode (reading-while-listening vs. reading) and vocabulary knowledge on L2 reading comprehension. ELIA (Seville, Spain).
Llanes, À., Tragant, E., & Serrano, R. (2014). Vocabulary learning in English in a traditional classroom and in a CLIL classroom in Spain. I Congreso Internacional de Investigación en Educación. Universidad del Quindío (Colombia).
Llanes, À.; Serrano, R., & Tragant, E. (2014). The impact of learning context and individual differences on the L2 development of a group of adolescents. GURT. Georgetown University. Washington, DC. (USA)
Montero, L., & Serrano, R. (2014). The role of proficiency, attention control and analytical ability in the selection of language learning strategies. AESLA. Universidad Pablo de Olavide. Sevilla (Spain).
Llanes, À., Serrano, R., & Tragant, E. (2014). Do individual differences and learning context play a role on the L2 development of a group of adolescents studying abroad? Universidad Pablo de Olavide. Sevilla (Spain).
Serrano, R.; Tragant, E. (2013). Examining L2 development in two short-term intensive programs for teenagers: Intensive EFL classes and stay abroad. EUROSLA 23. University of Amsterdam (Holland).
Serrano, R.; Llanes, À. (2013). Short-term stays abroad for teenagers: Are they effective? AESLA XXX. University of La Laguna. La Laguna (Spain)
Andria, M.; Serrano, R. (2013). Exploring new 'thinking-for-speaking' patterns in Greek as a foreign language by Spanish/Catalan L1 learners: The role of proficiency and stays abroad in an oral task. AESLA XXX. University of La Laguna. La Laguna (Spain)
Serrano, R.; Llanes, À.; Tragant, E. (2013). The role of age and language learning aptitude in a short stay abrad. University of Southampton (United Kingdom).
Serrano, R.; Llanes, À. (2012). Examining L2 gains in three different learning contexts: study abroad, summer camp, and intensive English courses. AESLA XIX. University of Lleida (Spain)
Andria, M.; Serrano, R. (2012). Linguistic relativity in Greek as a foreign language by Spanish/Catalan learners: the role of proficiency. AESLA XIX. University of Lleida (Spain)
Montero, L.; Serrano, R.; Llanes, À. (2012). The role of L2 learning context and age in the use of communication strategies. AESLA XIX. University of Lleida (Spain)
Serrano, R. (2011). Can speed and automatization of lexical access be considered as measures of proficiency? EUROSLA. University of Stockholm (Sweden)
Serrano, R. (2011). The role of L1 cognates when performing a lexical access task in English as a foreign language. AESLA XXVIII. University of Salamanca (Spain).
Llanes, À; Tragant, E.; Serrano, R. (2010). A longitudinal analysis of the study abroad experience in terms of written performance. EUROSLA
University of Bologna and Reggio Emilia (Italy).
Serrano, R.; Tragant, E.; Llanes, À. (2010). The effect of "length of stay" on the development of L2 oral performance in the case of Erasmus students. EUROSLA. University of Bologna and Reggio Emilia (Italy).
Tragant, E.; Llanes, À., Serrano, R. (2010). The effect of ‘length of stay’ on the development of L2 written performance in the case of Erasmus students. CIAL. University of Barcelona Barcelona (Spain).
Serrano, R.; Miralpeix, I. (2010). Analyzing the relationship between vocabulary size and lexical access in second language learning. AESLA
University of Vigo (Spain).
Llanes, À; Serrano, R. (2010). The impact of the study abroad experience on the development of written performance. Symposium on Second Language Writing. University of Murcia (Spain).
Serrano, R. (2010). Does metalinguistic knowledge improve accuracy? Some evidence from children receiving both CLIL and English instruction. ELIA. University of Sevilla (Spain).
Llanes, À.; Serrano, R. (2009). Two or three months abroad: Does it make a difference? NYS TESOL Annual Applied Linguistics Conference 2009
Columbia University. New York (United States).
Serrano, R.; Llanes, À; Tragant, E. (2009). Context of L2 learning and L2 automatization: A comparison between the language production skills of study abroad students and 'at home' intensive learners in Europe. GURT (Georgetown University Round Table).
Serrano, R. (2008). Massed or distributed? The role of time distribution in language learning. AILA 2008. University of Essen (Germany).
Serrano, R. (2007). Time distribution and the acquisition of English as a foreign language: the case of intermediate and advanced learners. AESLA University of Murcia (Spain).
Serrano, R.; Muñoz, C. (2006). Same hours of instruction, different time distribution: any difference in English instruction? AESLA. Universidad de Educación a Distancia (UNED) Madrid (Spain).
Serrano, R. (2005). Average performance by native English speakers and native Spanish speakers in English writing in two-way immersion programs in the US. ISB5 (International Symposium on Bilingualism 5). University of Barcelona (Spain).
Serrano, R.; Muñoz, C. (2005). The effects of explicit instruction on oral production and metalinguistic tasks. AESLA XXIII. Univesity of the Ballearic Islands (Spain).
Serrano, R. (2004). Second language writing development in English and Spanish in a two-way immersion program. EuroSLA (European Second Language Association). University of the Basque Country (Spain).
White, J.; Muñoz, C.; Collins, L.; Kennedy, S.; Pahissa, I.; Serrano, R. (2004). Understanding second language performance through metalinguistic comments. 7th International Conference of the Association of Language Awareness. University of Lleida (Spain).
Serrano, R. (2003). Second language writing development in childhood: A three-year case study of a native Spanish speaker learning English in a two-way immersion program in the U.S. Eighth Annual University of Seville Conference on Applied Linguistics. University of Sevilla (Spain).
Serrano, R.; Howard, E. (2002). The impact of the societal language on writing development in the first language: The case of native Spanish speakers in two-way immersion programs in the United States. II Simposio Internacional sobre Bilingüismo. University of Vigo (Spain).
Serrano, R. (2002). Developing biliteracy: The influence of English on the Spanish writing of native Spanish speakers in two-way immersion programs. 10th Annual National Two-Way Bilingual Immersion Programs Summer Conference. Long Beach, CA (United States).
Serrano, R.; Howard, E. (2002). Maintaining Spanish proficiency in the United States: The influence of English on the Spanish writing of native Spanish speakers in two-way immersion programs. First Spanish Sociolinguistics Workshop. New York State University. Albany, NY (United States).
Serrano, R.; Manzanares, V. (2001). Quirky subjects in Spanish impersonal constructions. IV Hispanic Symposium. Indiana University. Bloomington, IN (United States).