María Ángeles Hidalgo Gordo
María Ángeles Hidalgo holds a PhD in Second Language Acquisition from the University of the Basque Country, which was supervised by Professor Dr. María del Pilar García Mayo and Dr. Amparo Lázaro Ibarrola. Her dissertation obtained the outstanding Ph.D award. She obtained her B.A. in English Philology from the University of Seville (2007), and holds a Masters degree in Teacher Training from the Public University of Navarra (2011). She has worked as lecturer at the University of the Basque Country, and currently works as a researcher and lecturer in the English department at the Public University of Navarra. Her research focuses on child interaction in the EFL classroom. Specifically, the effect of age and task repetition on young learners’ oral and writtten performance, including aspects such as conversational strategies, general performance (i.e. complexity, accuracy, and fluency), and the use of the first language.
Research Interests
Foreign Language AcquisitionChild interactionTask-based language teachingTask repetition
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)
- Language and Speech – Established Research Group (Type A – Excellence) (2016 - 2021)
- 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)
Journal Papers
- 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 Gordo, María del Pilar García Mayo. (2021) The influence of task repetition type on young EFL learners’ attention to form. Language Teaching Research. 25 (4):565-586. 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 Gordo, Raúl Azpilicueta Martínez. (2021) A cross-sectional study on task type and negotiation of meaning in CLIL child-child interaction. Porta Linguarum. Revista Internacional De Enseñanza Y Aprendizaje De Lenguas Extranjeras. 35:183-204. Abstract
- 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
- D. Jung, M. DiBartolomeo, F. Melero-García, L. Giacomino, Laura Gurzynski-Weiss, C. Henderson, María Ángeles Hidalgo Gordo. (2020) Tracking the dynamic nature of learner individual differences: Initial results from a longitudinal study. Studies in Second Language Learning and Teaching. 10(1):177-219. Abstract
- María Ángeles Hidalgo Gordo. (2019) Differences in the task-supported negotiations of younger and older EFL children: From repair into prevention. IRAL - International Review of Applied Linguistics in Language Teaching. DOI: 10.1515/iral-2018-0206:-. Abstract
- María del Pilar García Mayo, María Ángeles Hidalgo Gordo. (2017) L1 use among young EFL mainstream and CLIL learners in task-supported interaction. System. 67:132-145. 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
- María Ángeles Hidalgo Gordo. (2016) Interaction. New insights to promote learning. Colegio Oficial de Doctores y Licenciados en Filosofía y Letras y en Ciencias de la Comunidad de Madrid. Junio, 2016:20-24. Abstract
- Amparo Lázaro Ibarrola, María Ángeles Hidalgo Gordo. (2015) Should EFL teachers present vocabulary in semantically related sets?. Porta Linguarum. 23:25-40. Abstract
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.. Ed.: María del Pilar García Mayo. Pub.: Bristol: Multilingual Matters.. Pags: 86-102. Abstract
Conference Papers
- María Ángeles Hidalgo Gordo. (2022) The potential of collaboration among young learners: Insights into oral interactions during writing tasks. Future Challenges in Early Language Learning and Multilingual Education (ELLME2022) Universidad de Granada. 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
- María Ángeles Hidalgo Gordo. (2018-04-01) Task repetition and attention to form in collaborative writing. 36 CONGRESO INTERNACIONAL DE LA ASOCIACIÓN ESPAÑOLA DE LINGÜÍSTICA APLICADA (AESLA) Cádiz. Abstract
- María Ángeles Hidalgo Gordo, María del Pilar García Mayo. (2018) The influence of task repetition type on attention to form by young EFL learners. Early language learning conference Reykjavik (Islandia). 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
- 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. (2017-11-01) Differences in the task-supported negotiations of younger and older EFL children: From repair into Prevention. 41 Congreso Internacional de la Asociación Española de Estudios Anglo-Norteamericanos (AEDEAN) San Cristóbal de la Laguna. Abstract
- María del Pilar García Mayo, María Ángeles Hidalgo Gordo. (2016) Task repetition and L1 use: Evidence from young Spanish EFL learners. American Association for Applied Linguistics (AAAL) Orlando (Florida). Abstract
- María del Pilar García Mayo, María Ángeles Hidalgo Gordo. (2016) L1 use among young EFL and CLIL learners in task-based interaction. The Young Language Learners (YLL) Symposium Oxford (UK). Abstract
- María Ángeles Hidalgo Gordo. (2016) L1 use among young EFL learners in task-based interaction. Second Language Research Forum (SLRF) New York (U.S.A.). 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 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. (2015) L1 use in communicative tasks: The case of Spanish young EFL learners. AILA Europe - 7 Junior Researchers Meeting Winterthur (Suiza). Abstract
- María Ángeles Hidalgo Gordo. (2015) The effect of task repetition on young learners’ L1 use. 39 Congreso Internacional de la Asociación Española de Estudios Anglo-Norteamericanos (AEDEAN) Bilbao. Abstract
- María Ángeles Hidalgo Gordo. (2014) How does task repetition affect students’ performance? Evidence from 3 pairs of EFL young learners.. XXXII International AESLA Conference Seville (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. (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
- María Ángeles Hidalgo Gordo. (2013) Are interaction tasks useful for EFL learners in Primary school? Evidence from two 11-year-old Spanish learners of English.. XXVIII Congreso Internacional de la Asociación de Jóvenes Lingüistas Pamplona. 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