Serrano, R., & Gawlikowicz, A. (2026). Exploring distribution-of-practice effects on L2 grammar learning among older adults. TESOL Quarterly.

Tenpenny, M., & Serrano, R. (2026). The Effects of Multifaceted Assisted Repeated Reading on Intentional Vocabulary Learning, Oral Reading Fluency, and Pronunciation: A Case Study. TESL-EJ, 30 (3).

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.

Serrano, R., & Pellicer-Sánchez, A. (2024). Online processing and vocabulary learning in massed versus spaced repeated reading. Vigo International Journal of Applied Linguistics, 21, 129-164.

Serrano, R. (2024). Vocabulary learning from reading and listening: Replications of Brown et al. (2008) and Vidal (2011). Language Teaching, 57 (1), 113-121.

Chandy, R., Serrano, R. & Pellicer-Sánchez, Ana. (2024). The effect of context on the processing and learning of novel L2 vocabulary while reading. Applied Psycholinguistics, 45 (6), 1086-1113.

Mora, J. C., Sehgal, S., & Serrano, R. (2023). Oral fluency measures in study abroad research. In C. Pérez-Vidal & C. Sanz (Eds.), Methods in Study Abroad Research: Past, Present, and Future (pp. 183-209). John Benjamins.

Serrano, R., & Huang, H. Y. (2023). Time distribution and intentional vocabulary learning through repeated reading: a partial replication and extension. Language Awareness, 32, 1-18.

Kalogeros, B., Serrano, R., & Tragant, E. (2023). Children’s L2 vocabulary acquisition through extensive reading. Sintagma, 35, 71-87.

Serrano, R. (2023). Extensive Reading and Science Vocabulary Learning in L2: Comparing Reading-Only and Reading-While-Listening. Education Sciences, 13 (5), 493.

Serfaty, J. & Serrano, R. (2023). Practice makes perfect, but how much is necessary? The role of relearning in L2 grammar acquisition. Language Learning, 74 (1), 218-248.

Serfaty, J. & Serrano, R. (2022). Lag effects in L2 grammar learning: A desirable difficulties perspective. Applied Psycholinguistics, 43 (3), 513-550.

Serrano, R., & Pellicer, A. (2022). Young L2 learners’ online processing of information in a graded reader during reading-only and reading-while-listening conditions: A study of eye-movements. Applied Linguistics Review, 13 (1), 49-70.

Mannarelli, P., & Serrano, R. (2022). ‘Thank you for the music’: Examining how songs can promote vocabulary learning in an EFL class. The Language Learning Journal., 52 (1), 1-15.

Serrano, R. (2022). A state-of-the-art review of distribution-of-practice effects on L2 learning. Studies in Second Language Learning and Teaching, 12 (3), 355-379.

Pellicer, 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, 42 (3), 577-598.

Serfaty, J. & Serrano, R. (2020). Examining the potential of digital flashcards to facilitate independent grammar learning. System, 94 (1), 102342.

Serrano, R., & Huang, H. (2018). Learning vocabulary through assisted repeated reading: How much time should there be between repetitions of the same text?. TESOL Quarterly, 52, 971-994.

Llanes, À., Tragant, E., Serrano, R. (2018). Examining the role of learning context and individual differences on L2 development: The case of teenagers. Language Learning Journal, 46 (2), 201-216.

Llanes, À., Mora, J. C.; Serrano, R. (2017). Differential effects of SA and intensive AH courses on teenagers’ L2 pronunciation. International Journal of Applied Linguistics, 27, 470-490.

Montero, L., Serrano, R., & Llanes, À. (2017). Influence of learning context and age on the use of L2 communication strategies. The Language Learning Journal, 45 (1), 117-132.

Llanes, À. & Serrano, R. (2017). The effectiveness of classroom instruction “at home” versus study abroad for learners of English as foreign language attending primary school, secondary school and university. The Language Learning Journal, 45 (4), 434-446.

Andria, M. & Serrano, R. (2017). Developing new ‘thinking-for-speaking’ patterns in Greek as a foreign language: The role of proficiency and stays abroad. The Language Learning Journal, 45 (1), 66-80.

Pellicer-Sánchez, A.; Tragant, E.; Conklin, K.; Rodgers, M.; Llanes, À.; Serrano, R. (Eds.). (2017). L2 reading and reading-while-listening in multimodal learning conditions: an eye-tracking study. British Council. ISBN: 978-0-86355-893-1.

Tragant, E.; Serrano, R.; Llanes, À. (2016). Learning English during the summer: A comparison of two domestic programs for pre-adolescents. Language Teaching Research, 21 (5), 546-567.

Cigliana, K., & Serrano, R. (2016). Individual differences in U.S. study abroad students in Barcelona: A look into their attitudes, motivations and L2 contact. Study Abroad Research in Second Language Acquisition and International Education, 1 (2), 154-185.

Serrano, R., Llanes, À.; Tragant, E. (2016). Examining L2 development in two short-term intensive programs: Study abroad vs. “at home”. System, 57, 43-54.

Tragant, E.; Marsol, A.; Serrano, R.; Llanes A. (2016). Vocabulary learning at primary school: a comparison of EFL and CLIL. International Journal of Bilingual Education and Bilingualism, 19 (5), 579-591.

Serrano, R.; Stengers, H.; Housen, A. (2015). Acquisition of formulaic sequences in intensive and regular EFL programs. Language Teaching Research, 19 (1), 89-106.

Hamilton, C.; Serrano, R (2015). Contact, attitude, and motivation in the learning of Catalan at advanced levels.. International Journal of Multilingualism, 12 (3), 241-258.

Hamilton, C., & Serrano, R. (2015). Contact, attitude, and motivation in the learning of Catalan at advanced levels. International Journal of Multilingualism, 12 (3), 241-258.

Serrano, R., & Llanes, À. (2015). An exploratory study of the role of age and language learning aptitude in a short stay abroad. VIAL, 12, 107-126.

Tragant, E., Miralpeix, I., Serrano, R., Pahissa, I., Navés, T., Gilabert, R., & Serra, N. (2014). Cómo se enseña inglés en un grupo de institutos donde se obtienen resultados destacables en la prueba de lengua inglesa en las PAU. Revista de Educación, 60-82.

Serrano, R., Tragant, E., & Llanes, À. (2014). Summer English courses abroad vs. “at home”. ELT Journal, 68 (4), 397-409.

Pahissa, I., Gilabert, R., Tragant, E., Serrano, R., Miralpeix, I., Navés, T., & Serra, N. (2014). El perfil del alumnado y profesorado en un grupo de institutos con resultados destacables en inglés. Lenguaje y Textos, 39, 91-99.

Serrano, R.; Miralpeix, I. (2013). Review of doctoral research on second language teaching and learning in Spain (2008-2010). Language Teaching, 46 (1), 87-107.

Serrano, R. (2012). Is time concentration good or bad for learning? Reflecting on the results from the cognitive psychology and from the SLA literature. In C. Muñoz (Eds.), Intensive exposure experiences in second language learning (pp. 3-22). Clevedon, Multilingual Matters.

Serrano, R; Tragant, E.; Llanes, À. (2012). A longitudinal analysis of the effects of one year abroad. Canadian Modern Language Review, 68 (2), 138-163.

Llanes, À.; Tragant, E.; & Serrano, R. (2012). The role of individual differences in a study abroad experience: The case of Erasmus students. International Journal of Multilingualism, 9 (3), 318-342.

Serrano, R. (2012). Review of P. Robinson (Ed.) (2012). Second language task complexity: Researching the Cognition Hypothesis. Canadian Modern Language Review, 68 (3), 345-347.

Serrano, R. (2011). From metalinguistic instruction to metalinguistic knowledge, and from metalinguistic knowledge to performance in error correction and oral production tasks. Language Awareness, 20 (1), 1-16.

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.

Serrano, R. (2011). The effect of program type and proficiency level on learners’ written production. Revista Española de Lingüística Aplicada (RESLA), 24, 211-226.

Serrano, R. (2011). The time factor in EFL practice. Language Learning, 61, 117-145.

Llanes, À. & Serrano, R. (2011). Length of stay and study abroad: language gains in 2 vs. 3 months. Revista Española de Lingüística Aplicada (RESLA), 24, 95-110.

Serrano, R. (2010). Development of English language skills in oral production by adult students in intensive and regular EFL courses. VIAL, 7, 99-115.

Serrano, R.; Muñoz, C. (2007). Same hours, different time distribution: Any difference in EFL?. System, 35 (3), 305-321.

Serrano, R.; Howard, E. (2007). Second language writing development in English and in Spanish in a Two-way immersion programme. International Journal of Bilingual Education and Bilingualism, 10 (2), 152-170.

Serrano, R. & Muñoz, C. (2006). The effects of explicit instruction on oral production and metalinguistic tasks. In M. Amengual, M. Juan & J. Salazar (Eds.), Adquisición y enseñanza de lenguas en contextos plurilingües: Ensayos y propuestas aplicadas. (pp. 207-214). Mallorca, Universitat de les Illes Balears. Servei de Publicacions.

Serrano, R.; Howard, E. (2004). Second language writing development. Estudios de Lingüística Inglesa Aplicada (ELIA), 5, 39-54.