Agurtzane Azkarai
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 has worked as a post-doctoral researcher with Prof. Rhonda Oliver at Curtin University (Perth, Australia) for three years (2014-2016). After that she has worked as a teacher in the German Department at the UPV/EHU, also in the Faculty of Humanities at Mondragon University (HUHEZI), and the Faculty of Education at the UPV/EHU.
She is an associate professor of English at the Department of English and German Studies and Translation and Interpreting at the UPV/EHU, and teaches “Multilingual Education: theoretical and research perspectives” in the Language Acquisition in Multilingual Settings (LAMS) MA program. She has been a visiting professor under the Erasmus + Teaching Staff Mobility Programme at the University of Groningen (The Netherlands) and Stellenbosch University (South Africa).
She has two recognized research periods (i.e., sexenios), and her work has been published in well-known journals (e.g., TESOL Quarterly, Annual Review of Applied Linguistics, System, Language Teaching Research), and presented in international conferences (e.g., TBLT, AESLA).
Her research interests include collaborative work, computer-mediated communication, the use of the first language in L2 learning, writing tasks and task-based interaction in different L2 settings and with children and adults. Moreover, her research focuses on different factors such as age, gender, motivation, or setting that might affect the opportunities that language learners have to develop their target language.
Research Interests
Applied Linguistics, Second/Foreign Language Acquisition, Interaction, Task-based Language Learning
Projects
- Language and Speech – Established Research Group (Type A – Excellence) (2026 - 2029)
- Form-focused instruction, metacognitive instruction and grammar learning across middle childhood and early adolescence in an EFL context (2025 - 2028)
- Language and Speech – Established Research Group (Type A – Excellence) (2022 - 2025)
- Balancing interaction and L2 grammar learning by children in an EFL context (INGREFL) (2021 - 2025)
- Language and Speech – Established Research Group (Type A – Excellence) (2016 - 2021)
- Oral interaction among young learners of English as a foreing language: the impact of the use of negotiation and corrective feedback strategies during communicative tasks on language learning. (2012 - 2015)
- Research in English Applied Linguistics (2010 - 2012)
Journal Papers
- Asier Calzada, Agurtzane Azkarai. (2026) Engaging adolescent learners in TESOL research. ELT Journal. 80:-. Abstract
- Asier Calzada, Agurtzane Azkarai. (2025) Exploring learner-related variables in child collaborative writing: interaction mindset, willingness to communicate and proficiency. International Review of Applied Linguistics in Language Teaching. 63:2441-2463. Abstract
- Agurtzane Azkarai, Asier Calzada. (2024) A multi-faceted view of engagement with language: a study with young EFL learners working on a collaborative writing task. Classroom Discourse. 15:353-373. Abstract
- Agurtzane Azkarai. (2023) L1 use and patterns of interaction of young EFL learners in a collaborative writing task. Language Teaching for Young Learners. 5(1):7-29. Abstract
- Agurtzane Azkarai, Rhonda Oliver, Yohana Gil-Berrio. (2022) Examining Deductive Versus Guided Instruction From an Interactionist Perspective. Language Learning. 72:125-164. Abstract || PDF
- Agurtzane Azkarai, Marta Kopinska. (2020) Young EFL learners and collaborative writing: a study on patterns of interaction, engagement in LREs, and task motivation . System. accepted:-. Abstract
- Marta Kopinska, Agurtzane Azkarai. (2020) Exploring young EFL learners’ motivation: individual vs. pair work on dictogloss tasks. Studies in Second Language Learning and Teaching. 10 (3):607-630. Abstract || PDF
- Agurtzane Azkarai, María del Pilar García Mayo, Rhonda Oliver. (2020) The effect of task repetition on the patterns of interaction of ESL children. ITL - International Journal of Applied Linguistics. 171(1):90-112. Abstract
- Rhonda Oliver, Agurtzane Azkarai. (2019) Patterns of interaction and young ESL learners: What is the impact of proficiency and task type?. Language Teaching for Young Learners. 1 (1):82-102. Abstract
- Agurtzane Azkarai, Rhonda Oliver. (2019) Negative Feedback on task-repetition: ESL vs. EFL child settings. The Language Learning Journal. 47 (3):269-280. Abstract || PDF
- Rhonda Oliver, Agurtzane Azkarai. (2017) Review of Child Second Language Acquisition (SLA):Examining Theories and Research. Annual Review of Applied Linguistics. 37:62-76. Abstract || PDF
- 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
- 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
- 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
- Agurtzane Azkarai. (2015) Males and females in EFL task-based interaction: does gender have an impact on LREs?. VIAL. 12:9-35. Abstract
- 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
Book Chapters
- María del Pilar García Mayo, Agurtzane Azkarai. (2026) Recent developments in interaction research. The Cambridge Handbook of Second Language Acquisition Ed.: J. Herchensohn, M. Young-Scholten, Ana Fernández-Dobao & A. Leung . Pub.: Cambridge University Press. Pags: 235-258. Abstract
- Asier Calzada, Agurtzane Azkarai. (2025) Examining young learners’ engagement with language in task-based interaction across time. Investigating attention to form and individual differences: research with EFL children Ed.: María del Pilar García Mayo. Pub.: Springer. Pags: 233-259. DOI.: https://doi.org/10.1007/978-3-031-80924-8_10. Abstract || PDF
- María Martínez Adrián, María Tania Barberán Recalde, María Basterrechea, Agurtzane Azkarai, Asier Calzada, Kevin Iglesias-Diéguez. (2025) Learning while playing? Effects of Kahoot! in a Higher Education language course. INTED 2025 Proceedings Ed.: . Pub.: IATED. Pags: 2625-2632. Abstract
- María del Pilar García Mayo, Agurtzane Azkarai. (2025) Conceptualizing child-centered research within large-scale experimental projects What are the limits of child-centredness?. Child-centered Approaches to Applied Linguistic Research Ed.: Yuko Goto Butler; Annamaria Pinter. Pub.: John Benjamins. Pags: -. DOI.: https://doi.org/10.1075/rmal.13.02gar. Abstract
- María del Pilar García Mayo, Ainara Imaz Agirre, Agurtzane Azkarai. (2018) Task repetition effects on CAF in EFL child task-based oral interaction. Recent Perspectives on Task-based Language Learning and Teaching Ed.: M. Ahmadian & M. P. García Mayo. Pub.: Mouton de Gruyter. Pags: 11-28. Abstract
- Agurtzane Azkarai, Rhonda Oliver. (2018) Teaching EFL to young learners. Ed.: Rhonda Oliver & Bich Nguyen. Pub.: Routledge. Pags: 89-108. Abstract
- Agurtzane Azkarai, Ainara Imaz Agirre. (2017) Gender and Age in Child Interaction in an EFL CLIL Context: An Exploratory Study. Learning languages in primary school: Research insights Ed.: María del Pilar García Mayo. Pub.: Multilingual Matters. Pags: -. Abstract
- María del Pilar García Mayo, Agurtzane Azkarai. (2016) EFL task-based interaction: Does task modality impact on language-related episodes?. Peer Interaction and Second Language Learning: Research Agenda and Pedagogical Implications Ed.: M. Sato & S. Ballinger. Pub.: John Benjamins. Pags: 241-266. Abstract
- Agurtzane Azkarai, María del Pilar García Mayo. (2012) Does gender influence task performance in EFL? Interactive tasks and language related episodes. Language Learners' Discourse across L2 Instructional Settings Ed.: E. Alcón Soler & M.P. Safont Jordá. Pub.: Rodopi. Pags: -. Abstract
Conference Papers
- Agurtzane Azkarai, Asier Calzada. (2025) Pre-task planning as a tool to enhance task engagement in EFL children: a longitudinal study. TBLT University of Groningen (Groningen, Países Bajos). Abstract
- Asier Calzada, Agurtzane Azkarai. (2025) EFL adolescent learners as task designers: exploring agency in multimodal input-based tasks. TBLT University of Groningen (Groningen, Países Bajos). Abstract
- Asier Calzada, Agurtzane Azkarai, María Tania Barberán Recalde. (2025) Plan in your L1, write in English: Effects of L1 use during pre-task planning on engagement and collabroative written production. EUROSLA 34 UiT Arctic University of Norway (Tromso, Noruega). Abstract
- Agurtzane Azkarai, Asier Calzada. (2025) Engaging EFL adolescent learners in applied linguistics: challenges and affordances or researching with learners. EUROSLA 34 UiT Arctic University of Norway (Tromso, Noruega). Abstract
- María Martínez Adrián, María Tania Barberán Recalde, María Basterrechea, Agurtzane Azkarai, Asier Calzada, Kevin Iglesias-Diéguez. (2025) Learning while playing? Effects of Kahoot! in a Higher Education language course. INTED . Abstract
- María Martínez Adrián, María Tania Barberán Recalde, María Basterrechea, Agurtzane Azkarai, Asier Calzada, Kevin Iglesias-Diéguez. (2025) Kahoot! En la Educación Superior: Efectividad y percepciones. i3 Jendartea: Historia de la Innovación Compartida Bilbao. Abstract
- Agurtzane Azkarai, Asier Calzada. (2024) What does engagement mean among young learners? An affective-social-cognitive analysis of collaborative writing interaction. AESLA 40 Universidad de Extremadura (Mérida, España). Abstract
- Agurtzane Azkarai, Asier Calzada. (2024) Staying on task? Engagement with language in primary EFL classroom. Early Language Learning Research Association (ELLRA) Conference The Institute of English Studies at the University of the National Education Commission (UKEN) (Cracovia, Polonia). Abstract
- Agurtzane Azkarai, Asier Calzada. (2024) Engagement with language in primary education: A longitudinal overview in an EFL classroom. ARDAA International Conference Teaching and Learning English as a Foreign Language in Educational Settings: Issues and Specificities Université Sorbonne Nouvelle (París, Francia). Abstract
- Asier Calzada, Agurtzane Azkarai. (2024) A longitudinal study of young EFL learners’ participation in a collaborative writing task: The role of interaction mindset and proficiency. V International Conference for the Psychology of Language Learning (PLL5) Madrid (Spain). Abstract
- Asier Calzada, Agurtzane Azkarai. (2024) Willingness to communicate and interaction mindset in EFL collaborative writing: A triangulation study. ELLRA - Early Language Learning Research Association Krakow (Poland). Abstract
- Asier Calzada, Agurtzane Azkarai. (2023) Exploring the relationship between willingness to communicate, interaction mindset and learner talk in child task-based interaction. 40th International Conference of the Spanish Society for Applied Linguistics (AESLA) Mérida (Spain). Abstract
- Agurtzane Azkarai. (2022) Face-to-face or online? Exploring LREs in a collaborative writing task in the EFL classroom. 9th International Conference on Task-Based Language Teaching (TBLT). Universität Innsbruck, Universität Graz (Innsbruck, Austria). Abstract
- Agurtzane Azkarai, Esther Gómez Lacabex, María Martínez Adrián. (2021) Fun with tasks ¿Qué tareas pueden ayudarnos a desarrollar una lengua extranjera?. Zientziaren, Teknologiaren eta Berrikuntzaren XXI. Astea/ XXI. Semana de la Ciencia, la Tecnología y la Innovación Vitoria-Gasteiz. Abstract
- Agurtzane Azkarai, Marta Kopinska. (2019) Motivation among young EFL learners: Comparing pair and individual work with a dictogloss. Eighth International Conference on Task-Based Language Teaching (August 19-21, 2019) TBLT: Insight, Instruction, Outcomes Carleton University, Ottawa (Canada). Abstract
- Marta Kopinska, Agurtzane Azkarai. (2019) Young EFL learners and motivation: the dictogloss task. AESLA Valladolid. Abstract
- Agurtzane Azkarai, Marta Kopinska. (2019) Level of engagement and patterns of interaction in young EFL learners during collaborative writing. 2nd International Conference on Child Foreign/Second Language Learning (CFSLL): Facing heterogeneity in the young learner classroom Kraków (Poland). Abstract
- Agurtzane Azkarai, Marta Kopinska. (2019) Exploring young EFL learners’ patterns of interaction in collaborative writing: Engagement in LREs. Shanghai Center for Research in English Language Education: First Biennial Conference Shanghai International Studies University, Shanghai (China). Abstract
- María del Pilar García Mayo, Agurtzane Azkarai. (2019) Issues on EFL children’s performance in collaborative tasks: Findings and future research agenda. International Task-based Language Teaching (TBLT) conference Carleton University, Ottawa, Canada. Abstract
- Marta Kopinska, Agurtzane Azkarai. (2018) Motivation and the dictogloss task: a study with young EFL learners. Individual differences in second language learning and teaching II: The individual and the context Konin (Poland). Abstract
- Rhonda Oliver, Agurtzane Azkarai, María del Pilar García Mayo. (2017) Patterns of interaction in child ESL task-based learning. Biannual International Task-based Language Teaching conference Barcelona (Spain). Abstract
- 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
- María del Pilar García Mayo, Agurtzane Azkarai. (2015) Oral interaction among child EFL learners: the impact of taskrepetition on complexityb accuracy and fluency. 39th AEDEAN Conference Universidad de Deusto, Bilbao. Abstract
- Agurtzane Azkarai, Rhonda Oliver. (2015) Task-repetition in young ESL and EFL learners. ALAA/ALANZ/ALTAANZ. Learning in a Multilingual World Adelaide (Australia). Abstract
- Agurtzane Azkarai, María del Pilar García Mayo. (2015) Task-repetition in EFL child oral interaction. Eurosla 25 Aix-en-Provence (France). Abstract
- Agurtzane Azkarai. (2014) Gender, L2 proficiency and LREs in task-based interaction. International Conference on Applied Linguistics and Language Education (ICALLE) Manila (Philippines). Abstract
- Agurtzane Azkarai. (2014) EFL vs. CLIL learners in oral-task based interaction. Early language learning, theory and practice Umea (Sweden). Abstract
- Agurtzane Azkarai. (2014) Learning English in Primary School, a matter of gender?. Language and Society Conference Hamilton (New Zealand). Abstract
- 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
- 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
- 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
- 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
- Agurtzane Azkarai, María del Pilar García Mayo. (2012) Language gender and learning opportunities in task-based interaction. EUROSLA Poznan (Poland). Abstract
- Agurtzane Azkarai, María del Pilar García Mayo. (2012) Learner gender and learning opportunities in task-based interaction. 22 EUROSLA conference Poznan - Poland. Abstract
- 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
- 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
- Agurtzane Azkarai, Maria Juncal Gutierrez Mangado, María del Pilar García Mayo, Mikel Santesteban. (2009) Age and language switching cost in bilinguals: only early bilinguals feature symmetrical switching costs. 15th Annual Conference on Archictectures and Mechanismis for Language Processing (AMLAP) Barcelona (Spain). Abstract


