Àngels Llanes
Àngels Llanes received her PhD at the Universitat de Barcelona and is currently a lecturer at the Universitat de Lleida, Spain. Her research mostly focuses on the role of age and learning context (study abroad, study at home and summer camps) on L2 development. Her current interests also include the effects language integrated learning and reading in an L2 on L2 outcomes, and she is also interested in the impact of Translanguaging on L2 development.
Research
Recent publications
Teaching
Others
Research
Àngels Llanes is member of the Cercle de Lingüística Aplicada (UdL) and is currently member of two research projects, one coordinated by Dr. Enric Llurda and Dr. Josep M. Cots (HACIA UNA PERSPECTIVA PLURILINGUE EN LA ENSEÑANZA DEL INGLES COMO LINGUA FRANCA EN LA UNIVERSIDAD) from the UdL, and the other one coordinated by Dr. Elsa Tragant and Dr. Raquel Serrano (MAXIMIZANDO EL ROL DEL INPUT EN UNA L2 A TRAVES DE EXPOSICIONES MULTIPLES) from the Universitat de Barcelona.
Recent publications
- Borràs, J., Llanes, À., & Prieto, G. (2023). Productive vocabulary development as a result of a short-term study abroad experience in Costa Rica. In I. Checa-García & L. Marqués-Pascual (Eds.) Current perspectives in Spanish lexical development. Gruyter Mouton.
- Borràs, J. & Llanes, À. (2022). Traditional Study Abroad vs. ELFSA: Differences and similarities in L2 reading, vocabulary and use. Journal of Language, Identity & Education, 1-17.
- Mas-Alcolea, S. & Llanes, À. (2022). Challenging the language learner as the only source of data in study abroad research. In J. McGregor & J. Plews (Eds.) Designing Second Language Study Abroad Research (pp. 211-228). Palgrave MacMillan.
- Cots, J.M., Gallego-Balsà, L., & Llanes, À. (2022). Promoting translanguaging (or not) in the ESP classroom: an analysis of monoglossic and heteroglossic practices and discourses. System, 107.
- Borràs, J. & Llanes, À. (2021). Investigating the impact of a semester-long Study Abroad programme on L2 reading and vocabulary development. Study Abroad Reserach in Second Language Acquisition and International Education, 6, 2, 276-297.
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Llanes, À. & Tragant, E. (2021). Measuring the effects of repeated exposure to children’s graded readers. Language Teaching Research,
- Pérez-Vidal, C. & Llanes, À. (2021). Linguistic effects of international student mobility in European perspective. In R. Mitchell & H. Tyne (Eds.) Language, Mobility and Study Abroad in the Contemporary European Context (pp. 22-33). Routledge.
- Llanes, À., & Cots, J.M. (2020). Measuring the impact of translanguaging practices in TESOL: a plurilingual approach to ESP in higher education. International Journal of Multilingualism, 1-17.
- Pellicer-Sánchez, A., Tragant, E., Conklin, K., Rodgers, M., Serrano, R., & Llanes, À. (2020). Young learners’ processing of multimodal input and its impact on reading comprehension: An eye-tracking study. Studies in Second Language Acquisition.
- Llanes, À. (2020). The Impact Of Study Abroad On L2 Spanish Pragmatics Development: A Critical Overview. In C. Félix-Brasdefer & D. Koike,
Handbook of Spanish Pragmatics (pp. 485-500), Routledge. - Borràs-Andrés, J., & Llanes, À. (2020). L2 reading and vocabulary development after a short Study Abroad experience. VIAL,.17, 35-55.
- Llanes, À. (2019). Study Abroad as a context for learning English as an International Language. In M. Howard (Ed.), Study Abroad, Second Language Acquisition and Interculturality: Contemporary Perspectives. Multilingual Matters.
- Borràs-Andrés, J., & Llanes, À. (2019). Re-examining the impact of SA on L2 development: A critical overview. Language Learning Journal.
- Llanes, À. (2018). Reading in English as a Foreign language: Examining differences in reading speed, comprehension, efficacy and L1
cross-linguistic influence across grades. Investigaciones Sobre Lectura, 9, 1-49. - Pellicer-Sánchez, A., Tragant, E., Conklin, K., Rodgers, M., Llanes, À., & Serrano, R. (2018). L2 reading and reading- while-listening in
multimodal learning conditions: An eye-tracking study. ELT Research Papers, Volume number. London: British Council. - Tragant, E., Llanes, À., & Pinyana, À. (2018). Linguistic and non-linguistic outcomes of a reading-while-listening program for young
learners of English. Reading and Writing. - Llanes, À. (2018). What do we (not) know about the effects of age on L2 development when learning occurs in a study abroad setting? In C. Sanz and A. Morales-Font (Eds.), The Routledge Handbook of Study Abroad Research and Practice. Routledge, pp. 465-474.
- Llanes, À. (2018). The role of language awareness in a study abroad context. In JM Cots & P. Garrett (Eds.), pp. 275-289. The Routledge
Handbook of Language Awareness. Routledge. ISBN10: 1138937045. - Llanes, À., Arnó, E., & Mancho, G. (2016). Is a semester abroad in a non-English speaking country beneficial for the improvement of English? The case of Erasmus students using English as a Lingua Franca. In Block, D. (ed.) Internationalisation policies and practices in Spanish universities: the development of language proficiency, intercultural competence and European citizenship awareness. Special issue of Language Learning Journal, 44 (3) [November 2016].
- Cots, JM., Aguilar, M., Mas, S., & Llanes, À. (2016). Studying the impact of academic mobility on intercultural competence: a mixed-methods perspective. In Block, D. (ed.) Internationalisation policies and practices in Spanish universities: the development of language proficiency, intercultural competence and European citizenship awareness. Special issue of Language Learning Journal, 44 (3) [November 2016]. Language Learning Journal.
- Llanes, À. (2016). The influence of a short study abroad experience on perceived foreign accent: an exploratory study beyond the immediate effects. Study Abroad Research in Second Language Acquisition and International Education.
- Serrano, R., Llanes, À. & Tragant, E. (2016). Examining L2 development in two short-term intensive programs: “at home” vs. abroad. System, 57, 43-54.
- Tragant, E., Serrano, R., & Llanes, À. (2016). Learning English during the summer: A comparison of two domestic programs for older children. Language Teaching Research.
- Llanes, À., Mora, JC. & Serrano, R. (2016). Differential effects of SA and intensive AH courses on teenagers. INJAL.
- Tragant, E., Marsol, A., Serrano, R., & Llanes, À. (2015). Vocabulary learning at primary school: comparing EFL and CLIL. International Journal of Bilingual Education and Bilingualism.
- Llanes, À. & Prieto Botana, G. (2015). Does Listening Comprehension Improve as a Result of a Short Study Abroad Experience? RESLA, 28, 1, 199-212.
- Llanes, À., Tragant, E., & Serrano, R. (2015). Examining the role of learning context and individual differences on L2 development: The case of teenagers. Language Learning Journal.
- Serrano, R. & Llanes, À. (2015). An exploratory study of the role of age and language learning aptitude in a short stay abroad. Vigo International Journal of Applied Linguistics, 107-126.
- Saladrigues, G. & Llanes, À. (2014). Examining the impact of specificity of L2 exposure and amount of L2 exposure on L2 development in teenagers. Sintagma, 133-145.
- Llanes, À. & Serrano, R. (2014). The effectiveness of classroom instruction ‘at home’ vs. study abroad for learners of English as a foreign language attending primary, secondary school and university. Language Learning Journal.
- Serrano, R., Tragant, E., & Llanes, À. (2014). Summer English courses abroad vs. “at home”. English Language Teaching Journal, 68, 4, 397-409.
- Montero, L., Serrano, R., & Llanes, À. (2014). The Role of Learning Context and Age on the Use of L2 Communication Strategies. The Language Learning Journal.
- Muñoz, C. & Llanes, À. (2014). Study Abroad and Changes in Degree of Foreign Accent in Children and Adults. Modern Language Journal, 98, 1, 432-449.
- Llanes, À., Astrid, L., Gallego-Balsà, L. & Mateu, R. (2013). Applied linguistics in the age of globalization. Edicions Universitat de Lleida.
- Llanes, À. & Muñoz, C. (2013). Age Effects in a Study Abroad Context: Children and Adults Studying Aboad and At Home. Language Learning, 63, 1, 63-90.
- Llanes, À. (2012). The short- and long- term effects of a short study abroad experience: The case of children. System, 40, 179-190.
- Llanes, À. (2012). The Impact of Study Abroad and Age on L2 Accuracy Development. In. C. Muñoz (Ed.), Intensive exposure experiences in second language learning (pp. 193-212). Bristol: Multilingual Matters.
- Llanes, À., Tragant, E. & Serrano, R. (2012). The role of individual differences in a study abroad experience: the case of Erasmus students. The International Journal of Multilingualism, 9, 3, 318-342.
- Serrano, R., Tragant, E. & Llanes, À. (2012). A longitudinal analysis of the effects of one year abroad. The Canadian Modern Language Review, 68, 2, 138-163.
- Serrano, R., Llanes, À. & Tragant, E. (2011). Analyzing The Effect Of Context Of Second Language Learning: Domestic Intensive And Semi-Intensive Courses Vs. Study Abroad In Europe. System, 39, 2, 133-143.
- Llanes, À. (2011). “The Many Faces of Study Abroad: An Update on the Research on L2 Gains emerged during a Study Abroad Experience”. International Journal of Multilingualism, 3, 189-215.
- Llanes, À. & Serrano, R. (2011). “Length of Stay and Study Abroad: Language Gains in Two versus Three months” RESLA, 24, 95-110.
- Llanes, À. & Muñoz, C. (2009a). “Task-type and oral fluency performance in a study abroad context”. Actes d’AESLA XXVII.
- Llanes, À. & Muñoz, C. (2009b). “A short Stay Abroad: Does it make a difference?”. System, 37, 3, 353-365.
- Gilabert, R.; Barón, J. & Llanes, À. (2009). Manipulating cognitive complexity across task types and impact on learners’ interactional feedback during oral performance. International Review of Applied Linguistics, 47, 367-395.
Teaching
Àngels Llanes has taught several courses at the undergraduate level such as Scientific Writing, German II, English for Business II, English for Tourism III, and also Second Language Learning and Teaching at the postgraduate level.
Others