Florentina Nicolás-Conesa
Biographic Data
| ID | 9340398 |
|---|---|
| NAME | Florentina Nicolás-Conesa |
| GIVEN NAMES | Florentina |
| FAMILY NAME | Nicolás-Conesa |
| SIGNATURE | NICOLÁS-CONESA F |
| AFFILIATIONS | Universidad de Murcia |
| ORCID | 0000-0001-8472-0811 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Feedback timing and engagement with feedback. Effects on L2 written accuracy
A substantial body of research has demonstrated the benefits of written corrective feedback (WCF) for L2 written accuracy (see meta-analyses such as Kang & Han); however, comparatively few studies have experimentally examined the effectiveness of feedback in different timing conditions or how learners engage with feedback provided at different times. Yet, understanding when feedback is most beneficial and how feedback timing shapes learners’ enga…
Adjunct instruction in higher education
This study aims to measure the longitudinal impact of a 60-hour adjunct instruction course, involving L2 content-based teaching with a systematic focus on form, on students’ grammatical and lexical knowledge and on their receptive skills (i.e. reading and listening) in a foreign language higher education context. The participants were 52 university students enrolled in two different strands of the same Dentistry degree: an English-Medium Instruct…
The impact of age and exposure on EFL achievement in two learning contexts
This study investigates the role of biological age and L2 exposure on the achievement of two groups of Catalan-Spanish intermediate learners of English in secondary school (Group A, Formal Instruction (FI), N = 50; Group B, FI + CLIL, N = 50) regarding receptive and productive L2 skills as well as grammatical knowledge. Learners were matched for hours of exposure (1.330–1.400) in a first comparison, and secondly, for age (13–14 years old). When m…
No prominent works on this page.
The impact of age and exposure on EFL achievement in two learning contexts
This study investigates the role of biological age and L2 exposure on the achievement of two groups of Catalan-Spanish intermediate learners of English in secondary school (Group A, Formal Instruction (FI), N = 50; Group B, FI + CLIL, N = 50) regarding receptive and productive L2 skills as well as grammatical knowledge. Learners were matched for hours of exposure (1.330–1.400) in a first comparison, and secondly, for age (13–14 years old). When m…
Adjunct instruction in higher education
This study aims to measure the longitudinal impact of a 60-hour adjunct instruction course, involving L2 content-based teaching with a systematic focus on form, on students’ grammatical and lexical knowledge and on their receptive skills (i.e. reading and listening) in a foreign language higher education context. The participants were 52 university students enrolled in two different strands of the same Dentistry degree: an English-Medium Instruct…
Feedback timing and engagement with feedback. Effects on L2 written accuracy
A substantial body of research has demonstrated the benefits of written corrective feedback (WCF) for L2 written accuracy (see meta-analyses such as Kang & Han); however, comparatively few studies have experimentally examined the effectiveness of feedback in different timing conditions or how learners engage with feedback provided at different times. Yet, understanding when feedback is most beneficial and how feedback timing shapes learners’ enga…
EFL/ESL Teaching and Learning (3 works) · Active listening (2 works) · Foreign language (2 works) · Mathematics education (2 works) · Psychology (2 works) · Second Language Learning and Teaching (2 works) · Adjunct (1 work) · Communication (1 work) · Content and language integrated learning (1 work) · Geography (1 work)