Ellen Johnson Serafini
List of John Benjamins publications in which Ellen Johnson Serafini is involved.
Journal
ISSN 2666-1748 | E‑ISSN 2666‑1756
2026 Chapter 2. Three decades of task-based needs analysis: What have we achieved and where are we going? From Task-based Needs Analysis to Task and Syllabus Design: Insights from across educational contexts, Gilabert, Roger and Aleksandra Malicka (eds.), pp. 23–42 | Chapter
Task-based approaches to language teaching have advanced the practice of task-based needs analysis (TBNA) to identify learners’ communicative needs, particularly in contexts where language is studied for specialized purposes in academic and occupational realms. While TBNA has gained momentum and… read more
2021 Chapter 15. Advancing notions of advancedness: Clarifying the differential and dynamic effects of working memory across the second language proficiency spectrum Advancedness in Second Language Spanish: Definitions, challenges, and possibilities, Menke, Mandy R. and Paul A. Malovrh (eds.), pp. 351–366 | Chapter
The variable process and outcomes of language learning in adulthood has motivated decades of research seeking to explain this variability via learner individual differences (IDs). However, the impact of learner IDs across the proficiency spectrum remains unclear, particularly the involvement of… read more
2020 Chapter 9. The impact of learner perceptions of interlocutor individual differences on learner possible selves during a short-term experience abroad Cross-theoretical Explorations of Interlocutors and their Individual Differences, Gurzynski-Weiss, Laura (ed.), pp. 209–244 | Chapter
A dynamic shift in second language (L2) research (de Bot, 2015a) has revealed L2 motivation and learner self-concept as temporally dynamic and multidimensional traits that continually emerge in interaction with context (Mercer, 2016; Ushioda, 2015). However, interlocutors have received scant… read more
2013 11. Learner perceptions of clickers as a source of feedback in the classroom Second Language Interaction in Diverse Educational Contexts, McDonough, Kim and Alison Mackey (eds.), pp. 209–224 | Chapter
This chapter explores the use of learner response systems, or “clickers”, as a source of immediate feedback in beginning Spanish foreign language classrooms. Learners in seven intact classes participated in clicker-based activities and received feedback that differed according to degree of… read more