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.

Gawlikowicz, A.; Serrano, R.. (2025, April 4). Does Intersession Spacing Affect L2 Grammar Learning Among Older Adults? [Conference]. AESLA, Palma de Mallorca, Spain.

Chandy, R.; Serrano, R.; Pellicer-Sánchez, A.. (2024, July 1). Examining the effect of contextual diversity on the processing and learning of new vocabulary [Conference]. EuroSLA, Montpellier, France.

Serrano, R.; Pellicer-Sánchez, A.; Chandy, R.. (2024, January 1). The role of context and spacing in the processing and learning of L2 vocabulary through reading [Conference]. Input and interaction in different modalities, Barcelona, Spain.

Serrano, R.; Tragant, E.. (2023, October 21). Learning vocabulary through audio-supported extensive reading: the role of frequency and distribution of new words [Conference]. 5th International Conference on Language Education and Research, Heraklion, Greece.

Serrano, R.; Pellicer-Sánchez, A.. (2023, August 30). Exploring different implementations of repeated reading for incidental vocabulary learning [Conference]. EuroSLA, Birmingham, United Kingdom.

Serrano, R.; Pellicer-Sánchez, A.. (2022, February 1). Repeated reading: same text or different texts? [Conference]. EuroSLA, Fribourg, Switzerland.

Serfaty, J.; Serrano, R.. (2022, January 1). Differential Lag Effects for Vocabulary and Grammar learning [Conference]. EuroSLA, Fribourg, Switzerland.

Serrano, R.; Pellicer-Sánchez, A.. (2022, January 1). The role of spacing in incidental vocabulary learning through repeated reading [Conference]. Vocabulary Special Interest Group Annual Conference, Exeter, United Kingdom.

Mannarelli, P.; Serrano, R.. (2021, February 2). Let the music play! Analyzing vocabulary learning through songs in an EFL class [Conference]. EuroSLA, Virtual, Spain.

Mannarelli, P., Serrano, R.. (2021, February 1). More than words: How can songs promote vocabulary learning in an EFL class? [Conference]. BAAL Vocab SIG 2021, United Kingdom.

Serrano, R.; Pellicer-Sánchez, A.. (2021, February 1). Examining the effects of working memory and aptitude on vocabulary learning through spaced vs. massed repeated reading [Conference]. EuroSLA, Virtual, Spain.

Esteve-Gibert, N.; Suárez, M.M.; Vasylets; O., Feijoo, S.; Serrano, R.. (2021, January 1). The Children’s use of tactile and visual information (vs. acoustic information) when learning non-native phonological contrasts [Conference]. Satellite workshop "First and second language acquisition of phonology and its interfaces", 13th Old World Conference on Phonology, Ibiza, Spain.

Pellicer-Sánchez, A.; Serrano, R.. (2021, January 1). The effect of spacing on vocabulary learning and reading fluency [Conference]. AAAL, Virtual, United States of America.

Esteve, N.; Serrano, R.; Suárez, M.M.; Vasylets, O.. (2019, April 10-13). Children’s use of tactile input when acquiring non-native phonological contrasts [Conference]. XIV International Symposium of Psycholinguistics,, Tarragona, Spain.

Huang, H.; Serrano, R.. (2019, February 1). The role of time distribution in vocabulary learning through repeated reading [Conference]. EuroSLA, Lund, Sweden.

Serrano, R.; Pellicer-Sánchez, A.. (2019, February 1). Exploring the effect of time distribution of repeated reading on vocabulary learning [Conference]. Vocab@Leuven, Leuven, Belgium.

Esteve-Gibert, N.; Suárez, M.M.; Vasylets, O.; Feijoo, S.; Serrano, R.. (2019, February 1). Cross-modal perception in phonological learning or how the tactile sense can help children to acquire non-native sounds [Conference]. Child Language Symposium, Sheffield, United Kingdom.

Esteve-Gibert, N.; Gilabert, R.; Feijoo, S.; Fullana, N.; Mora, J. C.; Mora-Plaza, I; , Muñoz, C.; Serrano, R.; Suárez, M.; Vasylets, O.. (2019, February 1). Training the acquisition of non-native phonemes through tactile lip-reading [Conference]. L2 Pronunciation Research Workshop: Bridging the Gap between Research and Practice, Barcelona, Spain.

Serrano, R.; Pellicer-Sánchez, A.. (2019, February 1). Incidental vocabulary acquisition through massed and spaced repeated reading [Conference]. EuroSLA, Lund, Sweden.

Serrano, R.; Huang, H.. (2018, February 1). Effects of intensive vs. spaced practice schedules on vocabulary acquisition through repeated reading-while-listening [Conference]. AAAL, Chicago, United States of America.

Pellicer-Sánchez, A.; Serrano, R.. (2017, February 1). Incidental L2 vocabulary learning from reading and reading while listening [Conference]. AAAL, Portland, United States of America.

Pinyana, À.; Pellicer-Sánchez, A.; Serrano, R.. (2017, February 1). Exploring learners’ reading behaviour in reading and reading-while-listening conditions: A study of eye-movements [Conference]. EuroSLA, Reading, United Kingdom.

Pellicer-Sánchez, A.; Pinyana, A.; Serrano, R. (2016, February 2). Reading only vs. Reading-while-listening: An eye-tracking study [Conference]. Multimodal input in second language learning, Barcelona, Spain.

Serrano, R.; Pellicer-Sánchez, A.. (2016, February 2). Vocabulary learning through reading and assisted reading [Conference]. BAAL Vocab SIG, Nottingham, United Kingdom.

Huang, H.Y.; Serrano, R.. (2016, February 1). The effect of time distribution of assisted repeated reading on vocabulary learning [Conference]. BAAL Vocab SIG, Nottingham, United Kingdom.

Serrano, R.; Tragant, E.; Pellicer-Sánchez, A.. (2016, February 1). Reading-while-listening vs. reading only in the case of primary school learners [Conference]. AAAL, Orlando, United States of America.

Serrano, R.; Vallbona, A.; Tragant, E.; Andriá, M; Pellicer-Sánchez, A.. (2016, February 1). Reading-while-listeing in primary school: linguistic and non-liinguistic outcomes [Conference]. Multimodal input in second language learning, Barcelona, Spain.

Serrano, R.; Pellicer-Sánchez, A.; Andria, M.. (2016, February 1). Science vocabulary learning through reading only vs. reading-while-listening in primary school [Conference]. Multimodal input in second language learning, Palma de Mallorca, Spain.