Amparo Lázaro Ibarrola
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.
Projects
- El impacto de la exposición en la motivación y competencia en lengua extranjera (inglés), mayoritaria (castellano) y minoritaria (euskera) en alumnado de educación primaria. (2021 - 2025)
- The use of models and explicit corrections among child writers: Evidence from pairs and individuals in an EFL context (2018 - 2020)
- Interaction and written production. The potential of collaborative writing in the learning of English as a foreign language by primary school learners (2016 - 2020)
- 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)
- DESARROLLO DE LA COMPETENCIA FONÉTICA, MORFOSINTÁCTICA, LÉXICA Y DISCURSIVA EN INGLÉS COMO LENGUA EXTRANJERA: UN ESTUDIO LONGITUDINAL (2006 - 2009)
Journal Papers
- Amparo Lázaro Ibarrola, Izaskun Villarreal. (2022) Models in collaborative writing among CLIL learners of English in primary school: Linguistic outcomes and motivation matters. System. 110:-. Abstract || PDF
- 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
- Amparo Lázaro Ibarrola, María Ángeles Hidalgo Gordo. (2021) Give me a second chance. Task repetition and collaborative writing with child EFL learners. Language Teaching for Young Learners. 3(2):275-299. 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
- María Ángeles Hidalgo Gordo, Amparo Lázaro Ibarrola. (2020) Task repetition and collaborative writing by EFL children: Beyond CAF measures. Studies in Second Language Learning and Teaching. 10(3):501-522. Abstract
- 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, María Ángeles Hidalgo Gordo. (2015) Should EFL teachers present vocabulary in semantically related sets?. Porta Linguarum. 23:25-40. Abstract
- María del Pilar García Mayo, Amparo Lázaro Ibarrola. (2015) Do children negotiate for meaning in task-based interaction? Evidence from CLIL and EFL settings. System. 54:40-54. 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, María del Pilar García Mayo. (2012) L1 use and morphosyntactic development in the oral production of EFL learners in a CLIL context. International Review of Applied Linguistics. 50:135-160. 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
- María del Pilar García Mayo, Amparo Lázaro Ibarrola, Juana Muñoz Liceras. (2006) Agreement in the English interlanguage of Basque-Spanish bilinguals: A minimalist farewell to pro. ITL: International Review of Applied Linguistics. 151:83-98. Abstract
- María del Pilar García Mayo, Amparo Lázaro Ibarrola, Juana Muñoz Liceras. (2005) Placeholders in the English interlanguage of biliingual (Basque-Spanish) children. Language Learning. 55(3):445-489. Abstract || PDF
Book Chapters
- Amparo Lázaro Ibarrola, María Ángeles Hidalgo Gordo. (2017) Benefits and limitations of conversational interactions among young learners of English in a CLIL context.. Learning Foreign Languages in Primary School: Research Insights 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. Researching Literacy in a Foreign Language Among Primary School Learners Ed.: Diehr, Bärbel and Rymarczyk, Jutta. Pub.: Peter Lang. Pags: 89-106. Abstract
- Amparo Lázaro Ibarrola. (2009) Self-correction: New Tools for EFL Teachers. Applied Linguistics Now. Understanding Language and Mind 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.. 25 Años de Lingüística Aplicada en España: Hitos y Retos/ 25 Years of Applied Linguistics in Spain: Milestones and Challeges. 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). Hizkuntzak ikasten eta erabiltzen 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. Estudios de Filología Inglesa en honor de Antonio Garnica Ed.: F. Garrudo Carabias y J. Comesaña Rincón. Pub.: Serie Lingüística. Pags: 217-228. Abstract
Conference Papers
- 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. (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. (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, María del Pilar García Mayo. (2018) Collaborative vs. individual writing among young EFL learners in a school context. Second Language Research Forum (SLRF) Montreal (Canada). 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
- María Ángeles Hidalgo Gordo, Amparo Lázaro Ibarrola. (2015) Repetition in task-based interaction among young EFL learners in a CLIL context: Does it make a difference?. XXXIII International AESLA Conference Madrid. Abstract
- María del Pilar García Mayo, Amparo Lázaro Ibarrola. (2014) Do children negotiate for meaning? Evidence from EFL and CLIL settings. XXXII International AESLA Conference Sevilla. 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. (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. (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
- María del Pilar García Mayo, Amparo Lázaro Ibarrola. (2013) Child pairwork in an EFL context. IRAAL - Irish Association for Applied Linguistics Dublin (Ireland). Abstract
- María del Pilar García Mayo, Amparo Lázaro Ibarrola. (2013) Oral interaction strategies among EFL and CLIL children in task-based pair work. Task-Based Language Teaching Conference Banff (Canada). 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. (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. (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. (2009) Self-Correction: New Tools For Efl Teachers. AESLA Almería. 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

