Amparo Lázaro Ibarrola
Biographic Data
| ID | 1692268 |
|---|---|
| NAME | Amparo Lázaro Ibarrola |
| GIVEN NAMES | Amparo Lázaro |
| FAMILY NAME | Ibarrola |
| SIGNATURE | IBARROLA A L |
| AFFILIATIONS | Universidad Pública de Navarra (UPNA) |
| ORCID | 0000-0002-3016-5901 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 21 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
The reading rainbow of young multilingual learners
Reading comprehension is crucial in education, serving as the foundation for acquiring knowledge. In multilingual settings, children must develop these skills in multiple languages. However, there is limited understanding of comprehension levels across languages and of the role of influencing factors such as language exposure, non-verbal intelligence (NVI), socioeconomic status (SES), and extramural reading (ER). This study explores how these var…
Intensity Matters Inside and Outside Primary School
Research involving secondary school EFL learners has demonstrated that greater intensity of exposure, via CLIL lessons, yields notable benefits. However, studies in primary school are scarce and less optimistic. Furthermore, little is known about the effects of different degrees of CLIL intensity and of learners' exposure to Extramural English (EE) through formal or informal out‐of‐school activities. To address these gaps, this study examines the…
Intensity of CLIL exposure and L2 motivation in primary school
Preliminary studies suggest a positive effect of Content and Language Integrated Learning (CLIL) on young learners’ (YLs) L2 motivation. However, much more research with larger samples is necessary to gain a more detailed understanding of the interaction between CLIL exposure and L2 motivation. This study specifically explores the effect of different levels of CLIL exposure on YLs’ L2 motivation. To do so, five measures of motivation were analyse…
Model texts in collaborative and individual writing among EFL children
When written corrective feedback is provided via model texts, language learners notice and incorporate features from the models into their subsequent writings. However, little is known about the accuracy of these incorporations or about the impact of model texts on draft quality. Also, model texts have often been implemented with children working in pairs but, to date, studies including individual and collaborative conditions are extremely scarce…
Models in collaborative writing among CLIL learners of English in primary school
Model texts in the context of collaborative writing with young learners (YLs) have been shown to promote noticing and incorporation of features in students' subsequent drafts. However, few studies have analysed the quality of the drafts and even fewer have considered task motivation, despite its great impact on task completion. To fill in these gaps, our study measured draft quality and task motivation (with thermometers gathering students' ratin…
Are EFL Writers Motivated or Demotivated by Model Texts and Task Repetition? Evidence from Young Collaborative Writers
Studies on multi-stage writing tasks with adults and children have shown that model texts and task repetition aid language acquisition, especially when learners work in collaboration. However, these studies have not included measures of task motivation, which is vital in young learners (YLs) and could help develop a more comprehensive understanding of task effectiveness. The present study analyses task motivation in 24 EFL YLs writing in pairs du…
Procedural repetition in task-based interaction among young EFL learners
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 used in schools. In this study we explore the effects of procedural repetition on the oral interactions of ten pairs of English learners (age 11) who had to …
Do children negotiate for meaning in task-based interaction? Evidence from CLIL and EFL settings
Investigating negotiation of meaning in EFL children with very low levels of proficiency
Numerous studies hold that interaction has beneficial effects on second language acquisition among adults and children in second language contexts. However, data from children learning English as a foreign language are still unavailable. In order to fill this research niche, this study examines the conversational interactions of 8 pairs of young (ages 7-8) learners of English as a foreign language while playing a game in the classroom. The object…
Agreement in the English Interlanguage of Basque/Spanish Bilinguals
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 of exposure). The pronoun he, systematicaily adjoined to the verb at Time 1 in sentences that already feature a DP subject, is interpreted as a place …
Placeholders in the English Interlanguage of Bilingual (Basque/Spanish) Children
In this article we provide an explanation for 2 syntactic phenomena whose systematic production has been observed in the English nonnative grammar of 3 different age groups of 58 bilingual (Basque/Spanish) children after 4 years of exposure to English in a formal setting: (a) insertion of is before a lexical verb and (b) insertion of a subject personal pronoun before a lexical verb. We argue that the presence of these phenomena could be explained…
Do children negotiate for meaning in task-based interaction? Evidence from CLIL and EFL settings
Models in collaborative writing among CLIL learners of English in primary school
Model texts in the context of collaborative writing with young learners (YLs) have been shown to promote noticing and incorporation of features in students' subsequent drafts. However, few studies have analysed the quality of the drafts and even fewer have considered task motivation, despite its great impact on task completion. To fill in these gaps, our study measured draft quality and task motivation (with thermometers gathering students' ratin…
Investigating negotiation of meaning in EFL children with very low levels of proficiency
Numerous studies hold that interaction has beneficial effects on second language acquisition among adults and children in second language contexts. However, data from children learning English as a foreign language are still unavailable. In order to fill this research niche, this study examines the conversational interactions of 8 pairs of young (ages 7-8) learners of English as a foreign language while playing a game in the classroom. The object…
Intensity Matters Inside and Outside Primary School
Research involving secondary school EFL learners has demonstrated that greater intensity of exposure, via CLIL lessons, yields notable benefits. However, studies in primary school are scarce and less optimistic. Furthermore, little is known about the effects of different degrees of CLIL intensity and of learners' exposure to Extramural English (EE) through formal or informal out‐of‐school activities. To address these gaps, this study examines the…
Placeholders in the English Interlanguage of Bilingual (Basque/Spanish) Children
In this article we provide an explanation for 2 syntactic phenomena whose systematic production has been observed in the English nonnative grammar of 3 different age groups of 58 bilingual (Basque/Spanish) children after 4 years of exposure to English in a formal setting: (a) insertion of is before a lexical verb and (b) insertion of a subject personal pronoun before a lexical verb. We argue that the presence of these phenomena could be explained…
Placeholders in the English Interlanguage of Bilingual (Basque/Spanish) Children
In this article we provide an explanation for 2 syntactic phenomena whose systematic production has been observed in the English nonnative grammar of 3 different age groups of 58 bilingual (Basque/Spanish) children after 4 years of exposure to English in a formal setting: (a) insertion of is before a lexical verb and (b) insertion of a subject personal pronoun before a lexical verb. We argue that the presence of these phenomena could be explained…
Agreement in the English Interlanguage of Basque/Spanish Bilinguals
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 of exposure). The pronoun he, systematicaily adjoined to the verb at Time 1 in sentences that already feature a DP subject, is interpreted as a place …
Do children negotiate for meaning in task-based interaction? Evidence from CLIL and EFL settings
Investigating negotiation of meaning in EFL children with very low levels of proficiency
Numerous studies hold that interaction has beneficial effects on second language acquisition among adults and children in second language contexts. However, data from children learning English as a foreign language are still unavailable. In order to fill this research niche, this study examines the conversational interactions of 8 pairs of young (ages 7-8) learners of English as a foreign language while playing a game in the classroom. The object…
Procedural repetition in task-based interaction among young EFL learners
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 used in schools. In this study we explore the effects of procedural repetition on the oral interactions of ten pairs of English learners (age 11) who had to …
Are EFL Writers Motivated or Demotivated by Model Texts and Task Repetition? Evidence from Young Collaborative Writers
Studies on multi-stage writing tasks with adults and children have shown that model texts and task repetition aid language acquisition, especially when learners work in collaboration. However, these studies have not included measures of task motivation, which is vital in young learners (YLs) and could help develop a more comprehensive understanding of task effectiveness. The present study analyses task motivation in 24 EFL YLs writing in pairs du…
Models in collaborative writing among CLIL learners of English in primary school
Model texts in the context of collaborative writing with young learners (YLs) have been shown to promote noticing and incorporation of features in students' subsequent drafts. However, few studies have analysed the quality of the drafts and even fewer have considered task motivation, despite its great impact on task completion. To fill in these gaps, our study measured draft quality and task motivation (with thermometers gathering students' ratin…
Model texts in collaborative and individual writing among EFL children
When written corrective feedback is provided via model texts, language learners notice and incorporate features from the models into their subsequent writings. However, little is known about the accuracy of these incorporations or about the impact of model texts on draft quality. Also, model texts have often been implemented with children working in pairs but, to date, studies including individual and collaborative conditions are extremely scarce…
The reading rainbow of young multilingual learners
Reading comprehension is crucial in education, serving as the foundation for acquiring knowledge. In multilingual settings, children must develop these skills in multiple languages. However, there is limited understanding of comprehension levels across languages and of the role of influencing factors such as language exposure, non-verbal intelligence (NVI), socioeconomic status (SES), and extramural reading (ER). This study explores how these var…
Intensity Matters Inside and Outside Primary School
Research involving secondary school EFL learners has demonstrated that greater intensity of exposure, via CLIL lessons, yields notable benefits. However, studies in primary school are scarce and less optimistic. Furthermore, little is known about the effects of different degrees of CLIL intensity and of learners' exposure to Extramural English (EE) through formal or informal out‐of‐school activities. To address these gaps, this study examines the…
Intensity of CLIL exposure and L2 motivation in primary school
Preliminary studies suggest a positive effect of Content and Language Integrated Learning (CLIL) on young learners’ (YLs) L2 motivation. However, much more research with larger samples is necessary to gain a more detailed understanding of the interaction between CLIL exposure and L2 motivation. This study specifically explores the effect of different levels of CLIL exposure on YLs’ L2 motivation. To do so, five measures of motivation were analyse…
EFL/ESL Teaching and Learning (10 works) · Psychology (10 works) · Linguistics (8 works) · Second Language Learning and Teaching (8 works) · Mathematics education (6 works) · Computer Science (5 works) · Second Language Acquisition and Learning (5 works) · Pedagogy (4 works) · Foreign language (3 works) · Multilingual Education and Policy (3 works)