Studies on L2 writing tasks with child learners have broken through several barriers in the past few years. Although long considered a solitary task, writing is now regularly done in collaborative pairs and groups as well. New and more comprehensive writing and feedback strategies have been… read more
Research on proficiency levels among instructed learners is abundant but still has significant gaps. There is little research with young learners, barely any research comparing different degrees of CLIL intensity, and very few studies considering exposure to extramural English (EE), that is,… read more
Collaborative writing (CW) and task repetition have been claimed to aid language acquisition. Students produce better texts when writing with a peer and their drafts improve if they write the same composition twice (same task repetition, STR). However, little is known about young learners, about… read more
Interactive tasks are valuable tools for L2 learners and have long made their way into language lessons. Among the different task conditions, only few studies have dealt with procedural repetition, which consists of repeating the same task type with different contents and which is frequently… read more
This study investigates the status of subject pronouns in the English interlanguage of Basque-Spanish bilinguals from a minimalist perspective. The oral production of 20 participants was analyzed at two different points in their acquisition of English (Time 1:396 hours of exposure; Time 2:564 hours… read more
