Amparo Lázaro received her Ph.D. in English Philology in 2002 with a dissertation framed within generative theory on the acquisition of EFL syntax by bilingual speakers of Spanish and Basque. At present she is Associate Professor at the Public University of Navarra (Spain) in the Department of Philology and Education where she teaches in the EFL Teacher Training Programme. She is specialized in the field of Applied Linguistics and Education and her research focuses on the processes of second language learning (English). In her research, she makes an effort to connect theoretically grounded studies to teaching practices and pedagogical implications.
Amparo Lázaro Ibarrola, María Ángeles Hidalgo Gordo. (2022) Collaborative writing among young EFL learners in a school context: product and process Amparo Lázaro-Ibarrola, María Ángeles Hidalgo. The Language Learning Journal. :-. Abstract
María Ángeles Hidalgo, Amparo Lázaro Ibarrola. (2020) Task repetition and collaborative writing by EFL children: Beyond CAF measures. Studies in Second Language Learning and Teaching. :-. Abstract || PDF
Amparo Lázaro Ibarrola, María Ángeles Hidalgo Gordo. (2017) Procedural repetition in task-based interaction among young EFL learners: Does it make a difference?. ITL International Journal of Applied Linguistics. 168 (2):183-202. Abstract
Amparo Lázaro Ibarrola. (2016) Are CLIL learners simply faster or also different? Evidence from L1 use in the repair sequences and discourse markers of CLIL and EFL learners. Vigo International Journal of Applied Linguistics. 13:127-145. Abstract
Amparo Lázaro Ibarrola, Raúl Azpilicueta Martínez. (2015) Investigating negotiation of meaning in EFL children with very low levels of proficency. International Journal of English Studies. 15:1-21. Abstract
Amparo Lázaro Ibarrola. (2013) Reformulation and Self-correction: Insights into correction strategies for EFL writing in a school context. VIAL Vigo International Journal of Applied Linguistics. 10:29-49. Abstract
Amparo Lázaro Ibarrola. (2012) In what aspects are CLIL learners better than EFL learners? The case of morphosyntax. International Journal of English Studies. 12(1):79-96. Abstract
Amparo Lázaro Ibarrola. (2011) Imitating English oral texts: A useful tool to learn English Pronunciation?. Porta Linguarum. 16:49-63. Abstract
Amparo Lázaro Ibarrola. (2009) Reformulation and self-correction: Testing the validity of correction strategies in the classroom. RESLA. 22:189-215. Abstract
Amparo Lázaro Ibarrola. (2009) Self-correction: New Tools for EFL Teachers. Applied Linguistics Now: Understanding Language and Mind. :435-445. Abstract
Amparo Lázaro Ibarrola. (2007) Enseñanza de la lectura a través de phonics en el aula de Lengua Extranjera en Educación Primaria. Porta Linguarum. Revista Internacional de Didáctica de las Lenguas Extranjeras. 8:153-167. Abstract
Amparo Lázaro Ibarrola, María Ángeles Hidalgo Gordo. (2017) Benefits and limitations of conversational interactions among young learners of English in a CLIL context.. Ed.: María del Pilar García Mayo. Pub.: Bristol: Multilingual Matters.. Pags: 86-102. Abstract
Amparo Lázaro Ibarrola. (2010) English phonics for Spanish children: Adapting to new English as a Foreign Language classrooms. Ed.: Diehr, Bärbel and Rymarczyk, Jutta. Pub.: Peter Lang. Pags: 89-106. Abstract
Amparo Lázaro Ibarrola. (2009) Self-correction: New Tools for EFL Teachers. Ed.: Carmen M. Bretones et al.. Pub.: Servicio de Publicaciones de la universidad de Almería.. Pags: 435-445. Abstract
Amparo Lázaro Ibarrola. (2008) Estrategias de corrección de redacciones en lengua extranjera: Un experimento en el aula.. Ed.: Rafael Monroy y Aquilino Sánchez. Pub.: Servicio de Publicaciones de la Universidad de Murcia. Pags: 361-371. Abstract
Amparo Lázaro Ibarrola, María del Pilar García Mayo. (2006) Is forma euskara-gaztelera haur edulebidunen ingelesezko tarteko hizkuntzan (La forma ‘is’ e la interlanguage inglesa de niños bilingües euskera-castellano). Ed.: J. Cenoz & D. Lasagabaster. Pub.: Universidad del País Vasco. Pags: 221-242. Abstract
María del Pilar García Mayo, Amparo Lázaro Ibarrola. (2005) Pronouns revisited: Evidence from the morphosyntactic development of English as an L3. Ed.: F. Garrudo Carabias y J. Comesaña Rincón. Pub.: Serie Lingüística. Pags: 217-228. Abstract
Amparo Lázaro Ibarrola, María Ángeles Hidalgo Gordo. (2021) Same task repetition in collaborative writing among EFL children: Effects on draft quality and language related episodes.. 30th Conference of the European Second Language Association (EUROSLA) Barcelona, Spain. Abstract
Amparo Lázaro Ibarrola, María Ángeles Hidalgo Gordo. (2021) Write it again! The benefits of repetition and collaborative writing for young EFL learners. 38 Congreso de la Asociación Española de Lingüística Aplicada (AESLA) A Coruña, Spain. Abstract
Amparo Lázaro Ibarrola, María Ángeles Hidalgo Gordo. (2019) “I notice but my text does not”: Models and collaborative writing among EFL children. 2nd International Conference on Child Foreign/ Second Language Learning (CFSLL). Facing Heterogeneity in the Young Learner Classroom Krakow, Poland. Abstract
Amparo Lázaro Ibarrola, María Ángeles Hidalgo Gordo. (2018) The potential of collaborative writing among young EFL learners in a school context: One step beyond quantitative measures. 42 Congreso Internacional de la Asociación Española de Estudios Anglo-Norteamericanos (AEDEAN) Córdoba. Abstract
María Ángeles Hidalgo Gordo, Amparo Lázaro Ibarrola. (2015) Does task repetition influence young learners interaction in a CLIL context?. International Conference on Task-Based Language Teaching (TBLT 2015) Leuven (Bélgica). Abstract
Amparo Lázaro Ibarrola, María Ángeles Hidalgo Gordo. (2014) Extending the value of conversational interactions: The case of young Spanish learners of English in a CLIL context. 24 European Second Language Association (EUROSLA) York (United Kingdom). Abstract
Amparo Lázaro Ibarrola, María Ángeles Hidalgo Gordo. (2014) The interaction of young learners of English in a CLIL context: benefits and limitations. 38 Congreso Internacional de la Asociación Española de Estudios Anglo-Norteamericanos (AEDEAN) Alcalá de Henares (Spain). Abstract
Amparo Lázaro Ibarrola, María Ángeles Hidalgo Gordo. (2013) Children interactions while playing a game: Promoting oral production in EFL classrooms.. 37 Congreso Internacional de la Asociación Española de Estudios Anglo-Norteamericanos (AEDEAN) Oviedo (Spain). Abstract
Amparo Lázaro Ibarrola, María Ángeles Hidalgo Gordo. (2012) Should EFL teachers present vocabulary in semantically related sets?. 36 Congreso Internacional de la Asociación Española de Estudios Anglo-Norteamericanos (AEDEAN) Málaga. Abstract
Amparo Lázaro Ibarrola. (2011) Do CLIL students run faster than non-CLIL students on the route of morphosyntax? Evidence from high-school (Basque-Spanish) adolescents learning English.. AILA 16th World Congress of Applied Linguistics Beijing, China. Abstract
Amparo Lázaro Ibarrola, María del Pilar García Mayo. (2010) Faster and non-stop morphosyntactic development of CLIL vs non-CLIL (Basque-Spanish) bilinguals learning English in high-school: Is CLIL the explanation?. European Second Language Association (EUROSLA) Reggio Emilia (Italy). Abstract
Amparo Lázaro Ibarrola. (2010) Strategies to correct EFL Writing in High-School: Effects on error reduction and classroom validity.. 34th AEDEAN International Conference University of Almeria. Abstract
Amparo Lázaro Ibarrola, María del Pilar García Mayo. (2009) Interactional strategies and morphological development in the English interlanguage of bilingual (Basque-Spanish) learners. European Second Language Acquisition (EUROSLA) 19 Cork (Ireland). Abstract
Amparo Lázaro Ibarrola, María del Pilar García Mayo. (2009) Assessing English L3 development in secondary schools: A two-year longitudinal study in a CLIL setting. 6tyh International Conference on Third Language Acquisition and Multilingualism Bolzano (Italy). Abstract
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