https://ferrangesa.gralbcn.com/exploring-viewing-comprehension-of-l2-subtitled-videos-a-longitudinal-study/2025-09-09T08:21:02+00:00https://ferrangesa.gralbcn.com/percepciones-acerca-de-una-experiencia-gamificada-para-consolidar-la-gramatica-inglesa-a-partir-de-memes/2025-09-09T07:01:16+00:00https://ferrangesa.gralbcn.com/efl-grammar-teaching-applying-the-just-in-time-teaching-methodology-an-exploratory-study/2025-09-09T07:00:46+00:00https://ferrangesa.gralbcn.com/extensive-viewing-and-l2-vocabulary-learning-two-studies-in-efl-classes-with-children-and-adolescents/2025-09-09T06:59:03+00:00https://ferrangesa.gralbcn.com/extensive-viewing-as-additional-input-for-foreign-language-vocabulary-learning-a-longitudinal-study-in-secondary-school/2025-09-09T07:02:28+00:00https://ferrangesa.gralbcn.com/efectos-de-la-aptitud-y-la-modalidad-de-input-en-el-aprendizaje-de-vocabulario-a-traves-de-series-de-television-subtituladas/2025-09-09T06:56:47+00:00https://ferrangesa.gralbcn.com/learning-vocabulary-with-the-support-of-sustained-exposure-to-captioned-video-do-proficiency-and-aptitude-make-a-difference/2025-09-09T06:54:48+00:00https://ferrangesa.gralbcn.com/introduction/2025-09-09T06:45:58+00:00https://ferrangesa.gralbcn.com/pronunciation-development-in-the-efl-classroom-the-case-of-flowchase/2025-09-09T06:42:53+00:00https://ferrangesa.gralbcn.com/vocabulary-learning-from-audiovisual-input-at-first-exposure-in-young-adult-novice-learners/2025-09-09T06:49:28+00:00https://ferrangesa.gralbcn.com/mall-and-memes-to-consolidate-grammar-knowledge-students-perceptions-in-the-efl-university-classroom/2025-09-09T06:40:05+00:00https://ferrangesa.gralbcn.com/como-integrar-la-investigacion-en-adquisicion-de-vocabulario-en-el-aula-de-ingles-como-lengua-extranjera/2025-09-09T06:38:19+00:00https://ferrangesa.gralbcn.com/vocabulary-learning-from-subtitled-input-after-minimal-exposure/2025-09-09T06:19:10+00:00https://ferrangesa.gralbcn.com/effects-of-watching-subtitled-tv-series-on-foreign-language-vocabulary-learning-does-learners-proficiency-level-matter/2025-09-09T06:35:27+00:00https://ferrangesa.gralbcn.com/individual-differences-and-young-learners-l2-vocabulary-development-the-case-of-language-aptitude-and-exposure-to-subtitled-tv-series/2025-09-09T06:33:50+00:00https://ferrangesa.gralbcn.com/integrating-foreign-language-vocabulary-research-in-the-curriculum-extensive-video-viewing-in-the-university-classroom/2025-09-09T06:29:35+00:00https://ferrangesa.gralbcn.com/gamificacion-de-la-practica-de-la-gramatica-inglesa-con-memes-en-tiempos-de-covid-19/2025-09-09T06:27:59+00:00https://ferrangesa.gralbcn.com/how-many-words-do-you-know-measuring-the-l2-productive-vocabulary-size-of-efl-learners/2025-09-09T06:25:15+00:00https://ferrangesa.gralbcn.com/mas-alla-del-aula-percepciones-del-estudiantado-sobre-el-uso-de-whatsapp-para-mejorar-la-gramatica-inglesa/2025-09-09T08:20:34+00:00https://ferrangesa.gralbcn.com/aprendizaje-de-gramatica-en-lengua-extranjera-mediante-whatsapp-efectos-del-tipo-de-retroalimentacion-casi-inmediata/2025-09-09T08:20:12+00:00https://ferrangesa.gralbcn.com/whatsapp-com-a-eina-per-a-la-provisio-de-feedback-en-laprenentatge-de-langles-com-a-llengua-estrangera/2025-09-09T08:19:46+00:00https://ferrangesa.gralbcn.com/feedback-provision-through-whatsapp-the-effects-of-feedback-type-on-efl-grammar-learning/2025-09-09T08:22:12+00:00https://ferrangesa.gralbcn.com/feedback-provision-through-whatsapp-for-l2-grammar-learning-participants-views/2025-09-09T08:18:12+00:00https://ferrangesa.gralbcn.com/english-grammar-learning-through-whatsapp-and-feedback-type-learners-perceptions/2025-09-09T08:17:49+00:00https://ferrangesa.gralbcn.com/how-does-productive-vocabulary-size-change-across-cefr-levels-a-descriptive-study/2025-09-09T08:16:23+00:00https://ferrangesa.gralbcn.com/english-pronunciation-development-through-the-flowchase-app-an-exploratory-study/2025-09-09T08:15:46+00:00https://ferrangesa.gralbcn.com/efl-learners-receptive-and-productive-vocabulary-sizes-and-the-cefr-an-exploratory-study/2025-09-09T08:15:17+00:00https://ferrangesa.gralbcn.com/vocabulary-learning-in-a-novel-language-after-minimal-exposure-to-multimodal-input/2025-09-09T08:13:26+00:00https://ferrangesa.gralbcn.com/original-version-television-and-language-learning-latest-research-and-future-challenges/2025-09-09T08:12:52+00:00https://ferrangesa.gralbcn.com/gramatica-inglesa-y-memes-percepciones-de-una-experiencia-gamificada-en-el-aula-de-lengua-extranjera/2025-09-09T08:23:14+00:00https://ferrangesa.gralbcn.com/visionado-de-series-de-television-para-el-aprendizaje-de-vocabulario-en-ingles-como-lengua-extranjera-una-experiencia-de-integracion-de-la-investigacion-en-el-aula/2025-09-09T08:23:35+00:00https://ferrangesa.gralbcn.com/online-efl-grammar-learning-applying-the-just-in-time-teaching-strategy/2025-09-09T08:11:28+00:00https://ferrangesa.gralbcn.com/learning-vocabulary-through-extensive-video-viewing-a-research-experience-with-out-of-classroom-implications/2025-09-09T08:11:03+00:00https://ferrangesa.gralbcn.com/using-mall-and-memes-to-consolidate-grammar-knowledge-a-gamified-experience-in-the-english-as-a-foreign-language-classroom/2025-09-09T08:10:24+00:00https://ferrangesa.gralbcn.com/consolidating-foreign-language-grammar-through-memes-an-innovative-practice-in-the-university-classroom/2025-09-09T08:09:53+00:00https://ferrangesa.gralbcn.com/l2-vocabulary-learning-during-first-exposure-to-multimodal-input-in-a-novel-language/2025-09-09T08:09:25+00:00https://ferrangesa.gralbcn.com/gamification-and-memes-for-grammar-learning-purposes-a-cross-curricular-experience/2025-09-09T08:08:58+00:00https://ferrangesa.gralbcn.com/the-role-of-individual-differences-in-l2-vocabulary-learning-through-subtitled-tv-series-evidence-from-young-learners/2025-09-09T08:24:59+00:00https://ferrangesa.gralbcn.com/the-potential-of-subtitled-fl-television-for-vocabulary-learning-and-retention-evidence-from-a-year-long-intervention-at-two-proficiency-levels/2025-09-09T08:24:22+00:00https://ferrangesa.gralbcn.com/gamificacion-y-memes-como-practicar-gramatica-inglesa-en-entornos-virtuales/2025-09-09T08:05:15+00:00https://ferrangesa.gralbcn.com/meming-while-learning-an-innovation-practice-experience-with-pre-service-teachers/2025-09-09T08:04:51+00:00https://ferrangesa.gralbcn.com/subtitled-tv-series-and-vocabulary-learning-longitudinal-evidence-from-beginner-and-intermediate-efl-learners/2025-09-09T08:25:33+00:00https://ferrangesa.gralbcn.com/extensive-tv-viewing-a-pedagogical-implementation-in-real-language-classes-integrating-longitudinal-audio-visual-research-into-a-regular-course/2025-09-09T08:03:45+00:00https://ferrangesa.gralbcn.com/examining-the-efficacy-of-captioned-video-viewing-for-vocabulary-learning-and-content-comprehension-evidence-from-university-and-high-school-learners/2025-09-09T08:03:17+00:00https://ferrangesa.gralbcn.com/vocabulary-learning-through-subtitled-video-viewing-as-mediated-by-language-aptitude-the-case-of-efl-beginner-learners-at-primary-school/2025-09-09T08:02:56+00:00https://ferrangesa.gralbcn.com/exploring-the-links-between-vocabulary-learning-language-aptitude-and-captioned-tv-series-a-longitudinal-study-in-high-school-and-university/2025-09-09T08:01:00+00:00https://ferrangesa.gralbcn.com/do-l1-subtitled-tv-series-facilitate-vocabulary-acquisition-and-content-comprehension-in-young-learners-a-year-long-intervention-at-primary-school/2025-09-09T08:00:23+00:00https://ferrangesa.gralbcn.com/efectos-de-la-aptitud-y-la-modalidad-de-input-en-el-aprendizaje-de-vocabulario-a-traves-de-series-de-television-subtituladas-2/2025-09-09T07:59:57+00:00https://ferrangesa.gralbcn.com/l2-vocabulary-learning-through-extensive-television-viewing-evidence-from-school-classroom-learners/2025-09-09T07:58:40+00:00https://ferrangesa.gralbcn.com/enhancing-foreign-language-learning-by-means-of-multimodal-input-the-case-of-subtitled-tv-series-and-young-learners/2025-09-09T08:02:07+00:00https://ferrangesa.gralbcn.com/does-multimodal-input-enhance-vocabulary-acquisition-and-retention-a-classroom-based-longitudinal-study-with-efl-learners/2025-09-09T07:57:48+00:00https://ferrangesa.gralbcn.com/surviving-a-phd-defence/2025-09-09T07:57:25+00:00https://ferrangesa.gralbcn.com/vocabulary-acquisition-through-captioned-tv-series-are-there-any-aptitude-and-proficiency-effects/2025-09-09T07:52:05+00:00https://ferrangesa.gralbcn.com/does-watching-subtitled-tv-series-enhance-fl-vocabulary-learning-evidence-from-a-longitudinal-study-at-high-school/2025-09-09T07:57:01+00:00https://ferrangesa.gralbcn.com/exposure-language-aptitude-and-proficiency-as-mediators-of-vocabulary-acquisition-through-captioned-video-viewing/2025-09-09T07:56:38+00:00https://ferrangesa.gralbcn.com/aptitude-memory-and-attention-in-l2-vocabulary-learning-through-captioned-video/2025-09-09T07:54:20+00:00https://ferrangesa.gralbcn.com/does-watching-subtitled-tv-series-help-vocabulary-learning-findings-from-the-subtill-project/2025-09-09T07:51:24+00:00https://ferrangesa.gralbcn.com/proficiency-language-aptitude-and-modality-of-input-as-mediators-of-vocabulary-learning-in-university-students/2025-09-09T07:51:08+00:00https://ferrangesa.gralbcn.com/does-exposure-to-enhanced-multimodal-input-lead-to-better-vocabulary-learning-an-eye-tracking-study/2025-09-09T07:48:37+00:00https://ferrangesa.gralbcn.com/individual-differences-in-the-learning-of-l2-vocabulary-through-captioned-video/2025-09-09T07:48:04+00:00https://ferrangesa.gralbcn.com/effects-of-watching-captioned-tv-series-on-vocabulary-acquisition-in-high-school-efl-learners/2025-09-09T07:47:37+00:00https://ferrangesa.gralbcn.com/is-the-highlighting-of-the-target-words-in-captions-beneficial-to-vocabulary-learning-an-eye-tracking-study/2025-09-09T07:46:57+00:00https://ferrangesa.gralbcn.com/the-role-of-bimodal-input-in-l2-word-recognition-and-vocabulary-learning/2025-09-09T07:46:36+00:00https://ferrangesa.gralbcn.com/attention-to-and-learning-of-idiomatic-expressions-and-content-words-in-different-types-of-captions-an-eye-tracking-study/2025-09-09T07:46:14+00:00https://ferrangesa.gralbcn.com/efl-learning-and-l1-subtitled-videos-a-longitudinal-study-on-vocabulary-acquisition-and-listening-comprehension-at-primary-school/2025-09-09T07:45:43+00:00https://ferrangesa.gralbcn.com/captioned-tv-series-and-vocabulary-learning-a-study-at-secondary-school/2025-09-09T07:45:18+00:00https://ferrangesa.gralbcn.com/examining-productive-vocabularies-by-means-of-v_size-some-preliminary-considerations/2025-09-09T07:44:46+00:00https://ferrangesa.gralbcn.com/foreign-language-learning-from-audiovisual-input-the-role-of-original-version-television/2025-09-09T08:37:58+00:00https://ferrangesa.gralbcn.com/extensive-viewing-in-young-english-as-a-foreign-language-learners-do-aptitude-and-vocabulary-size-influence-vocabulary-learning/2026-01-26T12:13:55+00:00