Analyzing the effect of context of second language learning: Domestic intensive and semi-intensive courses vs. study abroad in Europe R Serrano, À Llanes, E Tragant System 39 (2), 133-143, 2011 | 210 | 2011 |
A longitudinal analysis of the effects of one year abroad R Serrano, E Tragant, À Llanes Canadian modern language review 68 (2), 138-163, 2012 | 174 | 2012 |
La motivación y su relación con la edad en un contexto escolar de aprendizaje de una lengua extranjera E Tragant, C Muñoz Segundas lenguas. Barcelona: Ariel Lingüística, 2000 | 135 | 2000 |
Language learning motivation and age E Tragant Age and the rate of foreign language learning 19, 237-266, 2006 | 114 | 2006 |
The role of individual differences in a study abroad experience: The case of Erasmus students À Llanes, E Tragant, R Serrano International Journal of Multilingualism 9 (3), 318-342, 2012 | 91 | 2012 |
Extending language learning beyond the EFL classroom through WhatsApp E Tragant, À Pinyana, J Mackay, M Andria Computer Assisted Language Learning 35 (8), 1946-1974, 2022 | 85 | 2022 |
Examining L2 development in two short-term intensive programs for teenagers: Study abroad vs.“at home” R Serrano, À Llanes, E Tragant System 57, 43-54, 2016 | 77 | 2016 |
Learner strategies: A cross-sectional and longitudinal study of primary and high-school EFL learners M Victori, E Tragant Age and the acquisition of English as a foreign language 4, 182, 2003 | 76 | 2003 |
YOUNG LEARNERS’PROCESSING OF MULTIMODAL INPUT AND ITS IMPACT ON READING COMPREHENSION: AN EYE-TRACKING STUDY A Pellicer-Sánchez, E Tragant, K Conklin, M Rodgers, R Serrano, ... Studies in Second Language Acquisition 42 (3), 577-598, 2020 | 74 | 2020 |
Reading while listening to learn: Young EFL learners’ perceptions E Tragant, A Vallbona ELT journal 72 (4), 395-404, 2018 | 71 | 2018 |
Demotivation and Dropout in Adult EFL Learners. M Evans, E Tragant TESL-EJ 23 (4), n4, 2020 | 69 | 2020 |
Constructing and validating the foreign language attitudes and goals survey (FLAGS) E Cid, G Grañena, E Tragant System 37 (3), 496-513, 2009 | 65 | 2009 |
Vocabulary learning at primary school: A comparison of EFL and CLIL E Tragant, A Marsol, R Serrano, À Llanes International Journal of Bilingual Education and Bilingualism 19 (5), 579-591, 2016 | 64 | 2016 |
Language learning strategies, course grades, and age in EFL secondary school learners E Tragant, M Victori Language Awareness 21 (3), 293-308, 2012 | 61 | 2012 |
Reported strategy use and age E Tragant, M Victori Age and the rate of foreign language learning 19, 208-236, 2006 | 61 | 2006 |
Young EFL learners' processing of multimodal input: Examining learners’ eye movements ET Mestres, A Pellicer-Sánchez System 80, 212-223, 2019 | 54 | 2019 |
Linguistic and non-linguistic outcomes of a reading-while-listening program for young learners of English E Tragant Mestres, À Llanes Baró, À Pinyana Garriga Reading and writing 32, 819-838, 2019 | 49 | 2019 |
Maximizing young learners’ input: An intervention program E Tragant, C Muñoz, N Spada Canadian Modern Language Review 72 (2), 234-257, 2016 | 49 | 2016 |
Understanding foreign language learning strategies: A validation study E Tragant, MS Thompson, M Victori System 41 (1), 95-108, 2013 | 46 | 2013 |
Motivation and attitudes towards L2: Some effects of age and instruction C Muñoz, E Tragant Eurosla Yearbook 1 (1), 211-224, 2001 | 46 | 2001 |