| Analyzing the effect of context of second language learning: Domestic intensive and semi-intensive courses vs. study abroad in Europe R Serrano, À Llanes, E Tragant System 39 (2), 133-143, 2011 | 212 | 2011 |
| A longitudinal analysis of the effects of one year abroad R Serrano, E Tragant, À Llanes Canadian modern language review 68 (2), 138-163, 2012 | 186 | 2012 |
| Same hours, different time distribution: Any difference in EFL? R Serrano, C Muñoz System 35 (3), 305-321, 2007 | 132 | 2007 |
| The time factor in EFL classroom practice R Serrano Language Learning 61 (1), 117-145, 2011 | 125 | 2011 |
| Learning vocabulary through assisted repeated reading: How much time should there be between repetitions of the same text? R Serrano, HY Huang Tesol Quarterly 52 (4), 971-994, 2018 | 93 | 2018 |
| The role of individual differences in a study abroad experience: The case of Erasmus students À Llanes, E Tragant, R Serrano International Journal of Multilingualism 9 (3), 318-342, 2012 | 92 | 2012 |
| Examining L2 development in two short-term intensive programs for teenagers: Study abroad vs.“at home” R Serrano, À Llanes, E Tragant System 57, 43-54, 2016 | 78 | 2016 |
| YOUNG LEARNERS’PROCESSING OF MULTIMODAL INPUT AND ITS IMPACT ON READING COMPREHENSION: AN EYE-TRACKING STUDY A Pellicer-Sánchez, E Tragant, K Conklin, M Rodgers, R Serrano, ... Studies in Second Language Acquisition 42 (3), 577-598, 2020 | 74 | 2020 |
| Length of stay and study abroad: Language gains in two versus three months abroad À Llanes, R Serrano Asociación Española de Lingüística Aplicada (AESLA), 2011 | 71 | 2011 |
| Acquisition of formulaic sequences in intensive and regular EFL programmes R Serrano, H Stengers, A Housen Language Teaching Research 19 (1), 89-106, 2015 | 69 | 2015 |
| Vocabulary learning at primary school: A comparison of EFL and CLIL E Tragant, A Marsol, R Serrano, À Llanes International Journal of Bilingual Education and Bilingualism 19 (5), 579-591, 2016 | 63 | 2016 |
| From metalinguistic instruction to metalinguistic knowledge, and from metalinguistic knowledge to performance in error correction and oral production tasks R Serrano Language awareness 20 (1), 1-16, 2011 | 58 | 2011 |
| Second language writing development in English and in Spanish in a two-way immersion programme R Serrano, E Howard International Journal of Bilingual Education and Bilingualism 10 (2), 152-170, 2007 | 42 | 2007 |
| The effectiveness of classroom instruction ‘at home’versus study abroad for learners of English as a foreign language attending primary school, secondary school and university À Llanes, R Serrano The Language Learning Journal 45 (4), 434-446, 2017 | 37 | 2017 |
| Young L2 learners’ online processing of information in a graded reader during reading-only and reading-while-listening conditions: A study of eye-movements R Serrano, A Pellicer-Sánchez Applied Linguistics Review 13 (1), 49-70, 2022 | 36 | 2022 |
| 1. Is Intensive Learning Effective? Reflecting on the Results from Cognitive Psychology and the Second Language Acquisition Literature R Serrano Intensive exposure experiences in second language learning, 3-22, 2012 | 36 | 2012 |
| Examining the role of learning context and individual differences in gains in L2 writing performance: The case of teenagers on an intensive study-abroad programme À Llanes, E Tragant, R Serrano The Language Learning Journal 46 (2), 201-216, 2018 | 31 | 2018 |
| L2 reading and reading-while-listening in multimodal learning conditions: An eye-tracking study A Pellicer-Sánchez, E Tragant, K Conklin, M Rodgers, A Llanes, ... ELT Research Papers 18 (1), 1-28, 2018 | 29 | 2018 |
| The influence of learning context and age on the use of L2 communication strategies L Montero, R Serrano, À Llanes The Language Learning Journal 45 (1), 117-132, 2017 | 27 | 2017 |
| Lag effects in grammar learning: A desirable difficulties perspective J Serfaty, R Serrano Applied Psycholinguistics 43 (3), 513-550, 2022 | 26 | 2022 |