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Melissa Baralt
Melissa Baralt
Associate Professor of Spanish and Applied Psycholinguistics
Verified email at fiu.edu - Homepage
Title
Cited by
Cited by
Year
Engagement with the language: How examining learners’ affective and social engagement explains successful learner-generated attention to form
M Baralt, L Gurzynski-Weiss, YJ Kim
Peer Interaction and Second Language Learning, 209-239, 2016
201*2016
The impact of cognitive complexity on feedback efficacy during online versus face-to-face interactive tasks
M Baralt
Studies in Second Language Acquisition 35 (4), 689-725, 2013
1962013
Comparing learners’ state anxiety during task-based interaction in computer-mediated and face-to-face communication
M Baralt, L Gurzynski-Weiss
Language Teaching Research 15 (2), 201-229, 2011
1832011
Coding Qualitative Data
M Baralt
Research methods in second language acquisition, 222, 2012
1702012
A systematic review of language-focused interventions for young children from culturally and linguistically diverse backgrounds
AL Larson, LM Cycyk, JJ Carta, CS Hammer, M Baralt, Y Uchikoshi, ...
Early Childhood Research Quarterly 50, 157-178, 2020
1232020
Exploring learner perception and use of task-based interactional feedback in FTF and CMC modes
L Gurzynski-Weiss, M Baralt
Studies in Second Language Acquisition 36 (1), 1-37, 2014
1142014
Task-based language teaching online: A guide for teachers
M Baralt, J Morcillo Gomez
University of Hawaii National Foreign Language Resource Center, 2017
1082017
Using wordles to teach foreign language writing
M Baralt, S Pennestri, M Selvandin
University of Hawaii National Foreign Language Resource Center, 2011
952011
Task sequencing and instructed second language learning
M Baralt, R Gilabert, P Robinson
A&C Black, 2014
932014
Task complexity, the Cognition Hypothesis, and interaction in CMC and FTF environments
ML Baralt
Georgetown University, 2010
782010
Does type of modified output correspond to learner noticing of feedback? A closer look in face-to-face and computer-mediated task-based interaction
L Gurzynski-Weiss, M Baralt
Applied Psycholinguistics 36 (6), 1393-1420, 2015
682015
Task complexity and task sequencing in traditional versus online language classes
M Baralt
Task sequencing and instructed second language learning, 95-122, 2014
53*2014
Does the medium really matter in L2 development? The validity of CALL research designs
L Cerezo, M Baralt, BR Suh, RP Leow
Computer Assisted Language Learning 27 (4), 294-310, 2014
512014
An introduction to theory and research in task sequencing and instructed second language learning
M Baralt, R Gilabert, P Robinson
Task sequencing and instructed second language learning, 1-34, 2014
422014
The effects of task complexity and classroom environment on learners’ engagement with the language
M Baralt, L Gurzynski-Weiss, Y Kim
Peer interaction and second language learning: Pedagogical potential and …, 2016
352016
Háblame Bebé: A phone application intervention to support Hispanic children’s early language environments and bilingualism
M Baralt, A Darcy Mahoney, N Brito
Child Language Teaching and Therapy 36 (1), 33-57, 2020
212020
Bilingualism as a potential strategy to improve executive function in preterm infants: a review
LM Head, M Baralt, AED Mahoney
Journal of Pediatric Health Care 29 (2), 126-136, 2015
202015
A psycholinguistic approach to technology and language learning
R Leow, L Cerezo, M Baralt
Walter de Gruyter GmbH & Co KG, 2015
162015
Working memory capacity, cognitive complexity and L2 recasts in online language teaching
M Baralt
Working memory in second language acquisition and processing, 248-269, 2015
152015
The use of social networking sites for language practice and learning
M Baralt
Ilha do Desterro A Journal of English Language, Literatures in English and …, 2011
142011
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Articles 1–20