Ainara Imaz Agirre
Biographic Data
| ID | 5046253 |
|---|---|
| NAME | Ainara Imaz Agirre |
| GIVEN NAMES | Ainara Imaz |
| FAMILY NAME | Agirre |
| SIGNATURE | AGIRRE A I |
| AFFILIATIONS | Mondragon Unibertsitatea |
| ORCID | 0000-0001-6415-1586 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Teachers’ digital competence in basic vocational education training in the Basque Autonomous Community
Teachers’ digital competence (TDC) is affected by personal and context-related factors. Although widely examined across educational levels, research on vocational education training (VET) remains scarce. This study aims to analyse the perceived level of TDC among basic VET teachers in the Basque Autonomous Community and to identify the main personal and contextual predictors influencing it. A quantitative study was conducted with 180 basic VET te…
Extracurricular work experiences and soft skills development among pre-service teachers
Purpose This study explores how extracurricular work experiences relate to the development of soft skills among pre-service teachers. Soft skills such as social competences, communication, flexibility, efficacy beliefs and lifelong learning are crucial for addressing complex classroom challenges and supporting professional growth, yet whether work experiences may help foster them remains underexplored. Design/methodology/approach A quantitative c…
Soft skills development in pre-service teachers through dual higher education programmes
Soft skills are essential for pre-service teachers to manage classrooms effectively, adapt to professional challenges, and enhance student learning. This study investigates soft skills development among pre-service teachers enrolled in a Dual Higher Education programme at a university in the Basque Country (Spain), which integrates academic learning with workplace practice. An explanatory sequential mixed methods design was applied to examine cha…
Revisiting Age Effects and Extramural Exposure in EFL Writing
Learners’ extramural exposure (EE) to English beyond the classroom is becoming increasingly relevant as a site for language learning. EE has risen as a crucial variable in language development, learning and acquisition; however, the interaction between different types of EE and learners’ age remains insufficiently studied. This study explores the interface between biological age (operationalised as school years) and EE in English as a foreign lan…
Multilingual disciplinary literacies
This study examines multilingual disciplinary literacies from a developmental perspective, a still relatively underexplored matter. Using a cross-sectional design, 535 multilingual learners enrolled in Basque immersion programmes across the four years of secondary education (12–16 year old students) completed a disciplinary source-based writing task in the three languages of the curriculum: Basque, Spanish and English. They were asked to produce …
Producing cognitive discourse functions in disciplinary Basque writing
The present study explores the developmental patterns of bilingual secondary education students in a disciplinary writing task in Basque, their language of instruction. A cross-sectional sample of 547 bilingual students (Years 7–10) enrolled in Basque Model D immersion programmes completed a source-based writing task requiring them to produce two cognitive discourse functions: argue and compare. Students reported to have either Basque, Spanish or…
The effect of an intervention focused on academic language on CAF measures in the multilingual writing of secondary students
The present study aims to explore the effect of an experimental intervention based on academic writing instruction and scientific argumentation on the argumentative multilingual writing of secondary school students. Complexity, accuracy, and fluency (CAF) measures were used to evaluate the texts. A quasi-experimental study with a pre-test/post-test design was carried out with a control group ( n = 49) and an experimental group ( n = 63) of Basque…
The understanding of ‘social responsibility and commitment’ of the teaching profession
Task modality and pair formation method
Transfer effects in the acquisition of double object constructions in English as an L3
The present study examines the role of transfer in the processing of double object constructions (DOC) in English as a third language (L3). A group of Basque/Spanish bilinguals and a group of Spanish speakers divided into three proficiency levels completed a self-paced reading task. Findings did not fully confirm the predictions of the L3 transfer models. Evidence from accuracy and reaction time data indicated a non-facilitative role of transfer …
Negotiation of Meaning Strategies in Child EFL Mainstream and CLIL Settings
Research on child English as a second language ( ESL ) learners has shown the benefits of task‐based interaction for the use of different negotiation of meaning (NoM) strategies, which have been claimed to lead to second language learning. However, research on child interaction in foreign language settings is scarce, specifically research on a new prevalent methodology in Europe, content and language integrated learning ( CLIL ). The present stud…
Double object constructions in L3 English
The present study examines the acquisition of double object constructions (DOCs) (Susan gave Peter an apple) by 90 Basque/Spanish learners of English as a third language (L3). The aim of this study was to explore whether (i) learners established a distinction when accepting DOCs vs. prepositional phrase constructions (PPCs) (Susan gave an apple to Peter), (ii) they were sensitive to the morphological and semantic constraints found in English DOCs…
Gender agreement in L3 English by Basque/Spanish bilinguals
This study investigates knowledge of the nominal agreement domain in L3 English by Basque/Spanish bilinguals. Gender agreement has been claimed to be an interpretable feature in English and could be claimed to be so for Basque, whereas Spanish shows uninterpretable gender agreement. Under current representational and computational accounts posited to explain variability in L2 learner production, interpretable features are acquirable. The particip…
Task modality and pair formation method
Multilingual disciplinary literacies
This study examines multilingual disciplinary literacies from a developmental perspective, a still relatively underexplored matter. Using a cross-sectional design, 535 multilingual learners enrolled in Basque immersion programmes across the four years of secondary education (12–16 year old students) completed a disciplinary source-based writing task in the three languages of the curriculum: Basque, Spanish and English. They were asked to produce …
Producing cognitive discourse functions in disciplinary Basque writing
The present study explores the developmental patterns of bilingual secondary education students in a disciplinary writing task in Basque, their language of instruction. A cross-sectional sample of 547 bilingual students (Years 7–10) enrolled in Basque Model D immersion programmes completed a source-based writing task requiring them to produce two cognitive discourse functions: argue and compare. Students reported to have either Basque, Spanish or…
Negotiation of Meaning Strategies in Child EFL Mainstream and CLIL Settings
Research on child English as a second language ( ESL ) learners has shown the benefits of task‐based interaction for the use of different negotiation of meaning (NoM) strategies, which have been claimed to lead to second language learning. However, research on child interaction in foreign language settings is scarce, specifically research on a new prevalent methodology in Europe, content and language integrated learning ( CLIL ). The present stud…
Gender agreement in L3 English by Basque/Spanish bilinguals
This study investigates knowledge of the nominal agreement domain in L3 English by Basque/Spanish bilinguals. Gender agreement has been claimed to be an interpretable feature in English and could be claimed to be so for Basque, whereas Spanish shows uninterpretable gender agreement. Under current representational and computational accounts posited to explain variability in L2 learner production, interpretable features are acquirable. The particip…
Double object constructions in L3 English
The present study examines the acquisition of double object constructions (DOCs) (Susan gave Peter an apple) by 90 Basque/Spanish learners of English as a third language (L3). The aim of this study was to explore whether (i) learners established a distinction when accepting DOCs vs. prepositional phrase constructions (PPCs) (Susan gave an apple to Peter), (ii) they were sensitive to the morphological and semantic constraints found in English DOCs…
Negotiation of Meaning Strategies in Child EFL Mainstream and CLIL Settings
Research on child English as a second language ( ESL ) learners has shown the benefits of task‐based interaction for the use of different negotiation of meaning (NoM) strategies, which have been claimed to lead to second language learning. However, research on child interaction in foreign language settings is scarce, specifically research on a new prevalent methodology in Europe, content and language integrated learning ( CLIL ). The present stud…
Transfer effects in the acquisition of double object constructions in English as an L3
The present study examines the role of transfer in the processing of double object constructions (DOC) in English as a third language (L3). A group of Basque/Spanish bilinguals and a group of Spanish speakers divided into three proficiency levels completed a self-paced reading task. Findings did not fully confirm the predictions of the L3 transfer models. Evidence from accuracy and reaction time data indicated a non-facilitative role of transfer …
Task modality and pair formation method
The understanding of ‘social responsibility and commitment’ of the teaching profession
Multilingual disciplinary literacies
This study examines multilingual disciplinary literacies from a developmental perspective, a still relatively underexplored matter. Using a cross-sectional design, 535 multilingual learners enrolled in Basque immersion programmes across the four years of secondary education (12–16 year old students) completed a disciplinary source-based writing task in the three languages of the curriculum: Basque, Spanish and English. They were asked to produce …
Producing cognitive discourse functions in disciplinary Basque writing
The present study explores the developmental patterns of bilingual secondary education students in a disciplinary writing task in Basque, their language of instruction. A cross-sectional sample of 547 bilingual students (Years 7–10) enrolled in Basque Model D immersion programmes completed a source-based writing task requiring them to produce two cognitive discourse functions: argue and compare. Students reported to have either Basque, Spanish or…
The effect of an intervention focused on academic language on CAF measures in the multilingual writing of secondary students
The present study aims to explore the effect of an experimental intervention based on academic writing instruction and scientific argumentation on the argumentative multilingual writing of secondary school students. Complexity, accuracy, and fluency (CAF) measures were used to evaluate the texts. A quasi-experimental study with a pre-test/post-test design was carried out with a control group ( n = 49) and an experimental group ( n = 63) of Basque…
Teachers’ digital competence in basic vocational education training in the Basque Autonomous Community
Teachers’ digital competence (TDC) is affected by personal and context-related factors. Although widely examined across educational levels, research on vocational education training (VET) remains scarce. This study aims to analyse the perceived level of TDC among basic VET teachers in the Basque Autonomous Community and to identify the main personal and contextual predictors influencing it. A quantitative study was conducted with 180 basic VET te…
Extracurricular work experiences and soft skills development among pre-service teachers
Purpose This study explores how extracurricular work experiences relate to the development of soft skills among pre-service teachers. Soft skills such as social competences, communication, flexibility, efficacy beliefs and lifelong learning are crucial for addressing complex classroom challenges and supporting professional growth, yet whether work experiences may help foster them remains underexplored. Design/methodology/approach A quantitative c…
Soft skills development in pre-service teachers through dual higher education programmes
Soft skills are essential for pre-service teachers to manage classrooms effectively, adapt to professional challenges, and enhance student learning. This study investigates soft skills development among pre-service teachers enrolled in a Dual Higher Education programme at a university in the Basque Country (Spain), which integrates academic learning with workplace practice. An explanatory sequential mixed methods design was applied to examine cha…
Revisiting Age Effects and Extramural Exposure in EFL Writing
Learners’ extramural exposure (EE) to English beyond the classroom is becoming increasingly relevant as a site for language learning. EE has risen as a crucial variable in language development, learning and acquisition; however, the interaction between different types of EE and learners’ age remains insufficiently studied. This study explores the interface between biological age (operationalised as school years) and EE in English as a foreign lan…
Linguistics (8 works) · Psychology (8 works) · EFL/ESL Teaching and Learning (5 works) · Mathematics education (5 works) · Computer Science (4 works) · Second Language Learning and Teaching (4 works) · Sociology (4 works) · Discipline (3 works) · Pedagogy (3 works) · Second Language Acquisition and Learning (3 works)