Dr. Agurtzane Azkarai Garai
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Dr. Azkarai obtained her PhD in 2013 within the program 'Language Acquisition in Multilingual Settings' from the UPV/EHU under the direction of Prof. García Mayo, and was awarded the Outstanding Thesis Award for the Academic Year 2012/2013.

She obtained a three-year post-doctoral fellowship from the Basque Government in 2014 and worked as a visiting post-doctoral researcher at Curtin University (Perth, Australia) with Prof. Rhonda Oliver.

Her research interests include collaborative work and task-based interaction in ESL and EFL settings and in children and adults. Moreover, her research focuses on different factors such as age, gender and setting, that might affect the opportunities that language learners have to develop their target language.

At the moment Dr. Azkarai teaches in the Department of English and German Studies at the UPV/EHU.

Research Interests:

Applied Linguistics, Second/Foreign Language Acquisition, Interaction, Task-based Language Learning

Projects:
Selected Publications:      View all in system
Journal
  1. Agurtzane Azkarai, María del Pilar García Mayo (2017). Task repetition effects on L1 use in EFL child task-based interaction. Language Teaching Research  21 (4): 480-495.Abstract||PDF

  2. Rhonda Oliver, Agurtzane Azkarai (2017). Review of Child Second Language Acquisition (SLA): Examining Theories and Research. Annual Review of Applied Linguistics  37: 62-76.AbstractPDF

  3. Agurtzane Azkarai, Ainara Imaz Agirre (2016). Negotiation of meaning strategies in child EFL mainstream and CLIL settings. TESOL Quarterly  50 (4): 844-870.Abstract||PDF

  4. Agurtzane Azkarai, Rhonda Oliver (2016). Negative Feedback on task-repetition: ESL vs. EFL child settings. The Language Learning Journal  : -.AbstractPDF

  5. Agurtzane Azkarai, María del Pilar García Mayo (2015). Task-modality and L1 use in EFL oral interaction. Language Teaching Research  19 (5): 550-571.Abstract||PDF

  6. Agurtzane Azkarai (2015). Males and females in EFL task-based interaction: does gender have an impact on LREs?. VIAL  12: 9-35.Abstract||PDF

  7. Agurtzane Azkarai (2015). L1 use in EFL task-based interaction: a matter of gender?. European Journal of Applied Linguistics  3 (2): 159-179.Abstract||PDF

Book Chapters
  1. M. P. García Mayo, A. Imaz Agirre, A. Azkarai (in_press).Task repetition effects on CAF in EFL child task-based oral interaction. In: Recent Perspectives on Task-based Language Learning and Teaching (eds. M. Ahmadian & M. P. García Mayo). Abstract

  2. Agurtzane Azkarai, Ainara Imaz Agirre (2017).Gender and Age in Child Interaction in an EFL CLIL Context: An Exploratory Study. In: Learning languages in primary school: Research insights (eds. María del Pilar García Mayo). Abstract

  3. María del Pilar García Mayo, Agurtzane Azkarai (2016).EFL task-based interaction: Does task modality impact on language-related episodes?. In: Peer Interaction and Second Language Learning: Research Agenda and Pedagogical Implications (eds. M. Sato & S. Ballinger). Abstract

  4. Agurtzane Azkarai, María del Pilar García Mayo (2012).Does gender influence task performance in EFL? Interactive tasks and language related episodes. In: Language Learners' Discourse across L2 Instructional Settings (eds. E. Alcón Soler & M.P. Safont Jordá). Abstract

Conference Papers
  1. Agurtzane Azkarai, Rhonda Oliver, María del Pilar García Mayo (2016). The effects of gender on negative feedback: A comparison between ESL and EFL child interaction. Second Language Research Forum, New York.Abstract

  2. Agurtzane Azkarai, Rhonda Oliver (2015). Task-repetition in young ESL and EFL learners. ALAA/ALANZ/ALTAANZ. Learning in a Multilingual World, Adelaide (Australia).Abstract

  3. María del Pilar García Mayo, Agurtzane Azkarai, Ainara Imaz Agirre (2015). Oral interaction among child EFL learners: the impact of task repetition on complexityb accuracy and fluency. 39th AEDEAN Conference, Universidad de Deusto, Bilbao.Abstract

  4. Agurtzane Azkarai, Ainara Imaz Agirre, María del Pilar García Mayo (2015). Task-repetition in EFL child oral interaction. Eurosla 25, Aix-en-Provence (France).Abstract

  5. Agurtzane Azkarai, María del Pilar García Mayo (2014). L1 use/functions by child EFL learners during task-based interaction. Australian Linguistic Society, Newcastle, NSW (Australia).Abstract

  6. Agurtzane Azkarai, Ainara Imaz Agirre (2014). Learning English in Primary School, a matter of gender?. Language and Society Conference, Hamilton (New Zealand).Abstract

  7. Agurtzane Azkarai (2014). Gender, L2 proficiency and LREs in task-based interaction. International Conference on Applied Linguistics and Language Education (ICALLE), Manila (Philippines).Abstract

  8. Agurtzane Azkarai, Ainara Imaz Agirre (2014). EFL vs. CLIL learners in oral-task based interaction. Early language learning, theory and practice, Umea (Sweden).Abstract

  9. Agurtzane Azkarai, María del Pilar García Mayo (2013). The impact of task-modality on L1 use in oral EFL interaction. AEAL 7th International Conference on Language Acquisition, Bilbo (Basque Country).Abstract

  10. Agurtzane Azkarai (2013). The impact of learner's gender and level of engagement on interaction: a study based on task modality. AESLA, La Laguna (Spain).Abstract

  11. Agurtzane Azkarai, María del Pilar García Mayo (2012). Language-related episodes (LREs) and learning opportunities in an EFL setting: does gender play a role?. Third International Postgraduate Conference on Language and Cognition (ELC3), Santiago de Compostela.Abstract

  12. Agurtzane Azkarai, María del Pilar García Mayo (2012). Language gender and learning opportunities in task-based interaction. EUROSLA, Poznan (Poland).Abstract

  13. Agurtzane Azkarai, María del Pilar García Mayo (2011). Attention to form in task-based interaction: Does gender play a role?. XXIX Internationa AESLA Conference, Salamanca (Spain).Abstract

  14. Agurtzane Azkarai, Junkal Gutiérrez, María del Pilar García Mayo, Mikel Santesteban (2010). The role of L2 age of acquisition on language switching costs: only early bilinguals feature symmetrical language switching costs. SLRF - Second Language Research Forum, University of Maryland (USA).Abstract

  15. Agurtzane Azkarai, Juncal Gutierrez-Mangado, Mª Pilar García Mayo, Mikel Santesteban (2009). The role of L2 age of acquisition on language switching costs: only early bilinguals feature symmetrical language switch costs. AMLAP, Barcelona (Spain).Abstract

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Agurtzane Azkarai Garai's publications

Journal
  1. Agurtzane Azkarai, María del Pilar García Mayo ( 2017 ). Task repetition effects on L1 use in EFL child task-based interaction . Language Teaching Research    21 (4) : 480 - 495 .Abstract||PDF

  2. Rhonda Oliver, Agurtzane Azkarai ( 2017 ). Review of Child Second Language Acquisition (SLA): Examining Theories and Research . Annual Review of Applied Linguistics    37 : 62 - 76 .AbstractPDF

  3. Agurtzane Azkarai, Ainara Imaz Agirre ( 2016 ). Negotiation of meaning strategies in child EFL mainstream and CLIL settings . TESOL Quarterly    50 (4) : 844 - 870 .Abstract||PDF

  4. Agurtzane Azkarai, Rhonda Oliver ( 2016 ). Negative Feedback on task-repetition: ESL vs. EFL child settings . The Language Learning Journal    : - .AbstractPDF

  5. Agurtzane Azkarai, María del Pilar García Mayo ( 2015 ). Task-modality and L1 use in EFL oral interaction . Language Teaching Research    19 (5) : 550 - 571 .Abstract||PDF

  6. Agurtzane Azkarai ( 2015 ). Males and females in EFL task-based interaction: does gender have an impact on LREs? . VIAL    12 : 9 - 35 .Abstract||PDF

  7. Agurtzane Azkarai ( 2015 ). L1 use in EFL task-based interaction: a matter of gender? . European Journal of Applied Linguistics    3 (2) : 159 - 179 .Abstract||PDF

Conference Papers
  1. Agurtzane Azkarai, Rhonda Oliver, María del Pilar García Mayo ( 2016 ). The effects of gender on negative feedback: A comparison between ESL and EFL child interaction . Second Language Research Forum , New York .Abstract

  2. Agurtzane Azkarai, Rhonda Oliver ( 2015 ). Task-repetition in young ESL and EFL learners . ALAA/ALANZ/ALTAANZ. Learning in a Multilingual World , Adelaide (Australia) .Abstract

  3. María del Pilar García Mayo, Agurtzane Azkarai, Ainara Imaz Agirre ( 2015 ). Oral interaction among child EFL learners: the impact of task repetition on complexityb accuracy and fluency . 39th AEDEAN Conference , Universidad de Deusto, Bilbao .Abstract

  4. Agurtzane Azkarai, Ainara Imaz Agirre, María del Pilar García Mayo ( 2015 ). Task-repetition in EFL child oral interaction . Eurosla 25 , Aix-en-Provence (France) .Abstract

  5. Agurtzane Azkarai, María del Pilar García Mayo ( 2014 ). L1 use/functions by child EFL learners during task-based interaction . Australian Linguistic Society , Newcastle, NSW (Australia) .Abstract

  6. Agurtzane Azkarai, Ainara Imaz Agirre ( 2014 ). Learning English in Primary School, a matter of gender? . Language and Society Conference , Hamilton (New Zealand) .Abstract

  7. Agurtzane Azkarai ( 2014 ). Gender, L2 proficiency and LREs in task-based interaction . International Conference on Applied Linguistics and Language Education (ICALLE) , Manila (Philippines) .Abstract

  8. Agurtzane Azkarai, Ainara Imaz Agirre ( 2014 ). EFL vs. CLIL learners in oral-task based interaction . Early language learning, theory and practice , Umea (Sweden) .Abstract

  9. Agurtzane Azkarai, María del Pilar García Mayo ( 2013 ). The impact of task-modality on L1 use in oral EFL interaction . AEAL 7th International Conference on Language Acquisition , Bilbo (Basque Country) .Abstract

  10. Agurtzane Azkarai ( 2013 ). The impact of learner's gender and level of engagement on interaction: a study based on task modality . AESLA , La Laguna (Spain) .Abstract

  11. Agurtzane Azkarai, María del Pilar García Mayo ( 2012 ). Language-related episodes (LREs) and learning opportunities in an EFL setting: does gender play a role? . Third International Postgraduate Conference on Language and Cognition (ELC3) , Santiago de Compostela .Abstract

  12. Agurtzane Azkarai, María del Pilar García Mayo ( 2012 ). Language gender and learning opportunities in task-based interaction . EUROSLA , Poznan (Poland) .Abstract

  13. Agurtzane Azkarai, María del Pilar García Mayo ( 2011 ). Attention to form in task-based interaction: Does gender play a role? . XXIX Internationa AESLA Conference , Salamanca (Spain) .Abstract

  14. Agurtzane Azkarai, Junkal Gutiérrez, María del Pilar García Mayo, Mikel Santesteban ( 2010 ). The role of L2 age of acquisition on language switching costs: only early bilinguals feature symmetrical language switching costs . SLRF - Second Language Research Forum , University of Maryland (USA) .Abstract

  15. Agurtzane Azkarai, Juncal Gutierrez-Mangado, Mª Pilar García Mayo, Mikel Santesteban ( 2009 ). The role of L2 age of acquisition on language switching costs: only early bilinguals feature symmetrical language switch costs . AMLAP , Barcelona (Spain) .Abstract

Book Chapters
  1. M. P. García Mayo, A. Imaz Agirre, A. Azkarai ( in_press ). Task repetition effects on CAF in EFL child task-based oral interaction . In: Recent Perspectives on Task-based Language Learning and Teaching (eds. M. Ahmadian & M. P. García Mayo ). Abstract

  2. Agurtzane Azkarai, Ainara Imaz Agirre ( 2017 ). Gender and Age in Child Interaction in an EFL CLIL Context: An Exploratory Study . In: Learning languages in primary school: Research insights (eds. María del Pilar García Mayo ). Abstract

  3. María del Pilar García Mayo, Agurtzane Azkarai ( 2016 ). EFL task-based interaction: Does task modality impact on language-related episodes? . In: Peer Interaction and Second Language Learning: Research Agenda and Pedagogical Implications (eds. M. Sato & S. Ballinger ). Abstract

  4. Agurtzane Azkarai, María del Pilar García Mayo ( 2012 ). Does gender influence task performance in EFL? Interactive tasks and language related episodes . In: Language Learners' Discourse across L2 Instructional Settings (eds. E. Alcón Soler & M.P. Safont Jordá ). Abstract

  5. Agurtzane Azkarai Garai, María del Pilar García Mayo ( 2012 ). Does gender influence task performance in EFL? Interactive tasks and language related episodes. . In: Language Learners' Discourse across L2 Instructional Settings (eds. E. Alcón Soler & M.P. Safont Jordá ). Abstract


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