Publicaciones en colaboración con investigadoras/es de Curtin University (12)

2024

  1. Population genomics of post-glacial western Eurasia

    Nature, Vol. 625, Núm. 7994, pp. 301-311

  2. Publisher Correction: Populatiosn genomics of post-glacial western Eurasia (Nature, (2024), 625, 7994, (301-311), 10.1038/s41586-023-06865-0)

    Nature

2022

  1. Examining Deductive Versus Guided Instruction From an Interactionist Perspective

    Language Learning, Vol. 72, pp. 125-164

2020

  1. The effect of task repetition on the patterns of interaction of ESL children

    ITL International Journal of Applied Linguistics, Vol. 171, Núm. 1, pp. 90-112

2019

  1. Negative feedback on task repetition: ESL vs. EFL child settings

    Language Learning Journal, Vol. 47, Núm. 3, pp. 269-280

  2. Patterns of interaction and young ESL learners What is the impact of proficiency and task type?

    Language Teaching for Young Learners, Vol. 1, Núm. 1, pp. 82-102

2017

  1. DScaffolding: A tool to support learning and conducting design science research

    Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

  2. DScaffolding: Herramienta de apoyo en el aprendizaje y ejecución de investigación científica basada en diseño

    Actas de las 22nd Jornadas de Ingenier�a del Software y Bases de Datos, JISBD 2017

  3. DScaffolding: Herramienta de apoyo en el aprendizaje y ejecución de investigación científica basada en diseño

    Actas de las 22nd Jornadas de Ingenier�a del Software y Bases de Datos, JISBD 2017

  4. Review of Child Second Language Acquisition (SLA): Examining Theories and Research

    Annual Review of Applied Linguistics, Vol. 37, pp. 62-76

  5. Strategic reading in design science: Let root-cause analysis guide your readings

    Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

  6. Task repetition effects on L1 use in EFL child task-based interaction

    Language Teaching Research, Vol. 21, Núm. 4, pp. 480-495