Maribel Montero Pérez
Biographic Data
| ID | 4895655 |
|---|---|
| NAME | Maribel Montero Pérez |
| GIVEN NAMES | Maribel Montero |
| FAMILY NAME | Pérez |
| SIGNATURE | PÉREZ M M |
| AFFILIATIONS | Ghent University |
| ORCID | 0000-0002-0868-588X |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 42 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
The role of teacher gaze in speaking turns during interactive book reading: A multiple case mobile-eye-tracking study
Gaze is foregrounded as a central interactional resource positioning individuals as speakers or bystanders. In early childhood education (ECE), where direct involvement in interactions with the teacher is central to language development and where unequal participation may lay the groundwork for far-reaching processes of educational inequality, research into gaze remains scarce. This study, including six teachers and thirty children, examines vari…
Can we professionally develop teachers’ visual attention? Video-based professional development of early childhood teachers’ in-action noticing during language-stimulating interactions: A mobile eye-tr…
What children get overlooked? The distribution of teachers’ attention in early childhood education: A Mobile Eye-Tracking Study
Technology and Language: Quantitative Methods
As technology‐assisted (or computer‐assisted) language learning research (CALL) is often considered to be part of second language acquisition (SLA), we first present the arguments for continuing to increase the methodological rigor of SLA research, and by extension, the same applies to CALL. The chapter focuses specifically on advancing statistical rigor. We outline important aspects to consider when reporting common statistical tests and then dr…
A teacher’s distribution of attention and interaction opportunities in early childhood education: A mixed-methods single case study
Given the importance of one-on-one interactions between teachers and children for preschoolers’ language development, understanding teachers’ distribution of attention during interactions is essential. This mixed-methods single case study investigates how one teacher distributes her attention and interaction opportunities among four children. A data triangulation approach combining quantitative mobile eye-tracking data and qualitative data was us…
Early childhood education teachers' professional vision of language-stimulating interactions: A mixed-method mobile eye-tracking study
L2 vocabulary learning through interactive book reading and factors that affect learning in emergent bilingual elementary school children
Interactive book reading (IBR) fosters children's vocabulary growth through story-based interaction before, during, and after reading aloud. However, emergent bilinguals often begin with lower L2 vocabulary knowledge and gain less from IBR than L1 children. This study examines three IBR approaches, differing in L1 use, and explores how learner-related (prior L1/L2 vocabulary) and word-related factors (age of acquisition, story-relevant general ve…
The effects of typographic enhancement on L2 collocation processing and learning from reading: An eye-tracking study
Collocations have been of considerable interest to applied linguistics and SLA researchers, due to their pervasiveness in language. In corpus research, collocations are broadly defined as pairs of content words like nouns and adjectives that appear more frequently in language than the occurrence frequency of the individual words would predict (Biber et al. 1999). Typical examples in English are heavy rain and strong wind. As conventional forms of…
Vocabulary of reading materials in English and French L2 textbooks: A cross-lingual corpus study
Building Vocabulary Bridges: Exploring Pre-Service Primary School Teachers’ Dispositions on L2 Vocabulary Instruction for Emergent Bilinguals through Interactive Book Reading
A strong vocabulary is crucial for language acquisition and can profoundly influence academic and societal success. Interactive book reading (IBR) offers an effective approach for vocabulary instruction as it provides a dynamic and engaging word-learning context. However, as children progress from preschool to primary grades, the emphasis on IBR declines, despite the persistent need for comprehensive literacy education, particularly for emergent …
Second or foreign language learning through watching audio-visual input and the role of on-screen text
This article discusses research into the role of audio-visual input for second language (L2) or foreign language learning. It also addresses questions related to the effectiveness of audio-visual input with different types of on-screen text such as subtitles (i.e., in learners’ first language) and captions (i.e., subtitles in the same language as the L2 audio) for L2 learning. The review discusses the following themes: (a) the characteristics of …
Combining Explicit and Sensitive Indices for Measuring L2 Vocabulary Learning Through Contextualized Input and Word-Focused Instruction
This study combines explicit (pen-and-paper) and sensitive (time-pressured) measures to gauge the impact of three instructional interventions (contextualized input with meaning-focused activities, contextualized input with word-focused activities, and decontextualized input with word-focused exercises) on the learning of 20 L2 French target verbs. Participants ( N = 313, L1 = Dutch) completed a combination of explicit (form recognition, meaning r…
Incidental lexical mining in task repetition: The role of input, input repetition and individual differences
Promoting L2 acquisition of multiword units through textually enhanced audiovisual input: An eye-tracking study
This study examines the effect of textual enhancement on learners’ attention to and learning of multiword units from captioned audiovisual input. We adopted a within-participants design in which 28 learners of English as a foreign language (EFL) watched a captioned video containing enhanced (underlined) and unenhanced multiword units. Using eye-tracking, we measured learners’ online processing of the multiword units as they appeared in the captio…
Multimodal Input in Sla Research
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Incidental Vocabulary Learning Through Viewing Video: The Role of Vocabulary Knowledge and Working Memory
There is growing evidence that L2 learners pick up new words while viewing video but little is known about the role of individual differences. This study explores incidental learning after viewing a French documentary containing 15 pseudowords and investigates whether learning is moderated by participants’ prior vocabulary knowledge and working memory. Sixty-three higher-intermediate learners of French participated in this study. Prior vocabulary…
Captioned video for L2 listening and vocabulary learning: A meta-analysis
Captioned video for L2 listening and vocabulary learning: A meta-analysis
Promoting L2 acquisition of multiword units through textually enhanced audiovisual input: An eye-tracking study
This study examines the effect of textual enhancement on learners’ attention to and learning of multiword units from captioned audiovisual input. We adopted a within-participants design in which 28 learners of English as a foreign language (EFL) watched a captioned video containing enhanced (underlined) and unenhanced multiword units. Using eye-tracking, we measured learners’ online processing of the multiword units as they appeared in the captio…
Second or foreign language learning through watching audio-visual input and the role of on-screen text
This article discusses research into the role of audio-visual input for second language (L2) or foreign language learning. It also addresses questions related to the effectiveness of audio-visual input with different types of on-screen text such as subtitles (i.e., in learners’ first language) and captions (i.e., subtitles in the same language as the L2 audio) for L2 learning. The review discusses the following themes: (a) the characteristics of …
Early childhood education teachers' professional vision of language-stimulating interactions: A mixed-method mobile eye-tracking study
Vocabulary of reading materials in English and French L2 textbooks: A cross-lingual corpus study
Incidental lexical mining in task repetition: The role of input, input repetition and individual differences
Captioned video for L2 listening and vocabulary learning: A meta-analysis
Multimodal Input in Sla Research
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Incidental Vocabulary Learning Through Viewing Video: The Role of Vocabulary Knowledge and Working Memory
There is growing evidence that L2 learners pick up new words while viewing video but little is known about the role of individual differences. This study explores incidental learning after viewing a French documentary containing 15 pseudowords and investigates whether learning is moderated by participants’ prior vocabulary knowledge and working memory. Sixty-three higher-intermediate learners of French participated in this study. Prior vocabulary…
Combining Explicit and Sensitive Indices for Measuring L2 Vocabulary Learning Through Contextualized Input and Word-Focused Instruction
This study combines explicit (pen-and-paper) and sensitive (time-pressured) measures to gauge the impact of three instructional interventions (contextualized input with meaning-focused activities, contextualized input with word-focused activities, and decontextualized input with word-focused exercises) on the learning of 20 L2 French target verbs. Participants ( N = 313, L1 = Dutch) completed a combination of explicit (form recognition, meaning r…
Incidental lexical mining in task repetition: The role of input, input repetition and individual differences
Promoting L2 acquisition of multiword units through textually enhanced audiovisual input: An eye-tracking study
This study examines the effect of textual enhancement on learners’ attention to and learning of multiword units from captioned audiovisual input. We adopted a within-participants design in which 28 learners of English as a foreign language (EFL) watched a captioned video containing enhanced (underlined) and unenhanced multiword units. Using eye-tracking, we measured learners’ online processing of the multiword units as they appeared in the captio…
Second or foreign language learning through watching audio-visual input and the role of on-screen text
This article discusses research into the role of audio-visual input for second language (L2) or foreign language learning. It also addresses questions related to the effectiveness of audio-visual input with different types of on-screen text such as subtitles (i.e., in learners’ first language) and captions (i.e., subtitles in the same language as the L2 audio) for L2 learning. The review discusses the following themes: (a) the characteristics of …
Building Vocabulary Bridges: Exploring Pre-Service Primary School Teachers’ Dispositions on L2 Vocabulary Instruction for Emergent Bilinguals through Interactive Book Reading
A strong vocabulary is crucial for language acquisition and can profoundly influence academic and societal success. Interactive book reading (IBR) offers an effective approach for vocabulary instruction as it provides a dynamic and engaging word-learning context. However, as children progress from preschool to primary grades, the emphasis on IBR declines, despite the persistent need for comprehensive literacy education, particularly for emergent …
The effects of typographic enhancement on L2 collocation processing and learning from reading: An eye-tracking study
Collocations have been of considerable interest to applied linguistics and SLA researchers, due to their pervasiveness in language. In corpus research, collocations are broadly defined as pairs of content words like nouns and adjectives that appear more frequently in language than the occurrence frequency of the individual words would predict (Biber et al. 1999). Typical examples in English are heavy rain and strong wind. As conventional forms of…
Vocabulary of reading materials in English and French L2 textbooks: A cross-lingual corpus study
Technology and Language: Quantitative Methods
As technology‐assisted (or computer‐assisted) language learning research (CALL) is often considered to be part of second language acquisition (SLA), we first present the arguments for continuing to increase the methodological rigor of SLA research, and by extension, the same applies to CALL. The chapter focuses specifically on advancing statistical rigor. We outline important aspects to consider when reporting common statistical tests and then dr…
A teacher’s distribution of attention and interaction opportunities in early childhood education: A mixed-methods single case study
Given the importance of one-on-one interactions between teachers and children for preschoolers’ language development, understanding teachers’ distribution of attention during interactions is essential. This mixed-methods single case study investigates how one teacher distributes her attention and interaction opportunities among four children. A data triangulation approach combining quantitative mobile eye-tracking data and qualitative data was us…
Early childhood education teachers' professional vision of language-stimulating interactions: A mixed-method mobile eye-tracking study
L2 vocabulary learning through interactive book reading and factors that affect learning in emergent bilingual elementary school children
Interactive book reading (IBR) fosters children's vocabulary growth through story-based interaction before, during, and after reading aloud. However, emergent bilinguals often begin with lower L2 vocabulary knowledge and gain less from IBR than L1 children. This study examines three IBR approaches, differing in L1 use, and explores how learner-related (prior L1/L2 vocabulary) and word-related factors (age of acquisition, story-relevant general ve…
The role of teacher gaze in speaking turns during interactive book reading: A multiple case mobile-eye-tracking study
Gaze is foregrounded as a central interactional resource positioning individuals as speakers or bystanders. In early childhood education (ECE), where direct involvement in interactions with the teacher is central to language development and where unequal participation may lay the groundwork for far-reaching processes of educational inequality, research into gaze remains scarce. This study, including six teachers and thirty children, examines vari…
Can we professionally develop teachers’ visual attention? Video-based professional development of early childhood teachers’ in-action noticing during language-stimulating interactions: A mobile eye-tr…
What children get overlooked? The distribution of teachers’ attention in early childhood education: A Mobile Eye-Tracking Study
Psychology (11 works) · Computer Science (10 works) · Linguistics (9 works) · Vocabulary (8 works) · Reading and Literacy Development (7 works) · Second Language Acquisition and Learning (6 works) · Subtitles and Audiovisual Media (6 works) · Mathematics education (5 works) · Cognitive psychology (4 works) · EFL/ESL Teaching and Learning (4 works)