My research focuses on the role of input in second language (L2) acquisition, particularly the effects of time distribution on learning English as a foreign language, the impact of learning context (study abroad versus at home), and vocabulary acquisition through reading.
As a member of the GRAL group, I have been involved in different research projects funded by the Spanish Government, the most recent ones being "Language learning across different course modalities: the role of time distribution and online interaction" (PID2019-110536GB-I00), PI: Raquel Serrano and Elsa Tragant; and "Second language acquisition through reading: language development, motivation and interaction in young learners" (PID2024-161481NB-I00), PI: Elsa Tragant and Raquel Serrano.
I am Associate Professor in the Department of Modern Languages and Literatures and English Studies at the University of Barcelona.
Education
- 2007 PhD in Applied Linguistics (University of Barcelona)
- 2001 MS in Applied Linguistics (Georgetown University)
- 1998 BA English Philology (Complutense University)
Latest News
—Publications
Serrano, R. & Pellicer-Sánchez, A. (2026). The impact of practice conditions on vocabulary learning and processing: A closer look at difficulties arising from spacing and context variability. Applied Psycholinguistics, 46 (e52), 1-31.
Serfaty, J., & Serrano, R. (2024). The optimal scheduling of Quizlet sessions for L2 vocabulary learning. Language Learning and Technology, 28 (1), 1-21.
—Presentations
Q, Menglei; Serrano, R.. (2025, November 14). L2 Vocabulary Learning with Digital Flashcards: Comparing Two Different Approaches [Conference]. AEDEAN, Vitoria, Spain.
Aksenovová, Z.; Mora, J. C.; Serrano, R.. (2025, October 15). Does inter‑session spacing in HVPT matter for L2 vowel learning? [Conference]. The 16th Pronunciation in Second Language Learning and Teaching (PSLLT) Conference, Montreal, Canada.