Ruth Milla Melero
I obtained my BA in English Philology at Deusto University and my MA in LAMS at the University of the Basque Country, where I started to investigate Corrective Feedback in oral interaction in CLIL and EFL.
I taught English and Language Acquisition at the University of Cantabria.
I am an Associate Professor at the University of the Basque Country, where I started working as a research assistant and taught undergraduate courses in English Studies, Philology and Business. Since 2018, I teach undergraduate courses on EFL teaching at the Faculty of Education of Bilbao.
I obtained my PhD in 2017 and my dissertation focused on Corrective Fedback and teachers’ and learners’ beliefs in CLIL and EFL classrooms and was supervised by Professor MarĂa del Pilar GarcĂa Mayo.
My research topics include EFL teaching and learning (CF, collaborative writing and grammar teaching) as well as FL teacher training (CLIL, sustainability and storytelling).
Research Interests
Corrective Feedback, CLIL, EFL teaching, teachers’ and learners’ beliefs, FL teacher training, collaborative writing, grammar teaching, young learners
Projects
- 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)
- 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
- Ruth Milla Melero, MarĂa del Pilar GarcĂa Mayo. (2024) Collaborative writing, written corrective feedback and motivation among child EFL learners. Porta Linguarum. 41:27-43. Abstract || PDF
- Ruth Milla Melero, MarĂa del Pilar GarcĂa Mayo. (2022) The impact of models and reformulations on EFL primary school childrenâs noticing and written output. Instructed Second Language Acquisition. 6.1:22-56. Abstract || PDF
- Ruth Milla Melero, MarĂa del Pilar GarcĂa Mayo. (2021) Teachers’ oral corrective feedback and learners’ uptake in high school CLIL and EFL classrooms. Vigo International Journal of Applied Linguistics (VIAL). 18:149-176. Abstract
- Irene Balza, Maria del Carmen Encinas, Ruth Milla Melero. (2021) La didĂĄctica de la gramĂĄtica desde el tratamiento integrado de lenguas en la CAPV: anĂĄlisis de materiales del proyecto EKI. Didacticae: Revista de InvestigaciĂłn en DidĂĄcticas EspecĂficas. 9:139-156. Abstract || PDF
- Irene Balza, MÂȘ Carmen Encinas Reguero, Ruth Milla Melero. (2021) La didĂĄctica de la gramĂĄtica desde el tratamiento integrado de lenguas en la CAPV: AnĂĄlisis de materiales del proyecto EKI. Didacticae. 9:139-156. Abstract
- Ruth Milla Melero, Maria Juncal Gutierrez Mangado. (2019) Language learning strategy reported choice by bilingual children in CLIL: The effect of age, proficiency and gender in L3 learners of English. System. 87 https://doi.org/10.1016/j.system.2019.102165:-. Abstract || PDF
- Ruth Milla Melero, MarĂa del Pilar GarcĂa Mayo. (2014) Corrective feedback episodes in oral interaction: A comparison of a CLIL and an EFL classroom. International Journal of English Studies. 14(1):1-20. Abstract
Book Chapters
- Ruth Milla Melero, MarĂa del Pilar GarcĂa Mayo. (2025) The role of written corrective feedback in enhancing accurate performance by primary school children. Ed.: MarĂa del Pilar GarcĂa Mayo. Pub.: Springer. Pags: -. Abstract
- Ruth Milla Melero, MarĂa del Pilar GarcĂa Mayo. (2025) El efecto de la retroalimentaciĂłn correctiva escrita en la adquisiciĂłn de la gramĂĄtica por parte de alumnos de primaria. Ed.: M. Birello, L. Comajoan-ColomĂ© & T. Salguero . Pub.: Octaedro. Pags: -. Abstract
- Ruth Milla Melero, MarĂa del Pilar GarcĂa Mayo. (2023) Corrective feedback in CLIL. Ed.: D. Banegas and S. Zappa-Hollman . Pub.: Routledge. Pags: -. Abstract
- Ruth Milla Melero, Amaia Aguirregoitia MartĂnez. (2023) CLIL Teachers’ Beliefs and Practices: How Can Teacher Training Help?. Ed.: JosĂ© Luis Estrada ChichĂłn, Francisco Zayas MartĂnez. Pub.: IGI global. Pags: -. Abstract
- Irene Balza, Amaia Aguirregoitia MartĂnez, Maitena Duhalde de Serra, Paulo Kortazar, Ruth Milla Melero. (2023) Sustainable development goals in the English classroom: Tell me a different story. Ed.: Asier Romero, Israel Alonso, Ana Urrutia, Monike Gezuraga, Naiara Berasategui y Nahia Idoiaga. Pub.: Octaedro. Pags: 71-80. Abstract
- Amaia Aguirregoitia MartĂnez, Paulo Kortazar Billelabeitia, Ruth Milla Melero. (2023) An experience on the use of ChatGPT as an educational tool for creating primary EFL classroom materials and activities: Pre-service teachers’ perceptions and experts’ opinions. Ed.: . Pub.: Dykinson S.L.. Pags: -. Abstract
- MarĂa del Pilar GarcĂa Mayo, Ruth Milla Melero. (2021) Corrective feedback in second versus foreign language contexts. Ed.: H. Nassaji and E. Kartchava. Pub.: Cambridge University Press. Pags: -. Abstract
- Ruth Milla Melero, MarĂa del Pilar GarcĂa Mayo. (2021) Teacher’s and learners’ beliefs about corrective feedback compared with classroom behavior in CLIL and EFL. Ed.: K. Talbot, S. Mercer, M.T. Gruber and R. Nishida. Pub.: Multilingual Matters. Pags: 112-132. Abstract
Conference Papers
- Ruth Milla Melero, Olaia Coira. (2025) The Effect of Direct and Indirect Written Corrective Feedback on Young Learnersâ Grammatical Accuracy. L2WR Seminar Murcia (Spain). Abstract
- Amaia Aguirregoitia MartĂnez, Ruth Milla Melero. (2025) Explicit Grammar Instruction and Collaborative Writing: Enhancing Young Learnersâ Accurate Use of English Grammar Forms. ICON-EDU Alicante (Spain). Abstract
- Ruth Milla Melero, MarĂa del Pilar GarcĂa Mayo. (2023) The effect of written corrective feedback on the acquisition of grammar by primary school learners. Conference on Written Corrective Feedback in L1 and L2 Vic- Barcelona (Spain). Abstract || PDF
- Ruth Milla Melero, MarĂa del Pilar GarcĂa Mayo. (2022) Written corrective feedback and motivation among primary school learners working collaboratively. Future Challenges in Early Language Learning and Multilingual Education in Primary (ELLME2022) - experts' panel Granada (Spain). Abstract || PDF
- Amaia Aguirregoitia MartĂnez, Irene Balza, Ruth Milla Melero, Maitena Duhalde de la Serra, Paulo Kortazar. (2022) Sustainable development goals in the English classroom: Tell me a different story. CONGRESO INTERNACIONAL DE INNOVACION EDUCATIVA EN EDUCACION SUPERIOR Leioa, Spain. Abstract || PDF
- Ruth Milla Melero, MarĂa del Pilar GarcĂa Mayo. (2021) Reformulations vs. models in individual and collaborative writing by EFL primary school children. Second language Writing Research (L2WR) Seminar Murcia, Spain. Abstract
- Ruth Milla Melero, MarĂa del Pilar GarcĂa Mayo. (2021) The impact of reformulations and models on the written output by EFL primary school children: Collaborative and individual writing. 44th AEDEAN Santander. Abstract
- Ruth Milla Melero, MarĂa del Pilar GarcĂa Mayo. (2019) Reformulations vs models in collaborative writing by primary school learners. VI Congreso Internacional de Enseñanza BilingĂŒe en Centros Educativos Granada. Abstract
- Irene Balza, M. Carmen Encinas, Ruth Milla Melero. (2019) La enseñanza de la gramĂĄtica en contextos bilingĂŒes: El proyecto EKI. VI Congreso Internacional de Enseñanza BilingĂŒe en Centros Educativos Granada (Spain). Abstract
- Ruth Milla Melero, MarĂa del Pilar GarcĂa Mayo. (2016) Corrective feedback: Comparison of EFL and CLIL teachers. 39th Annual TESOL-SPAIN Convention, "ELT in these changing times" Vitoria-Gasteiz (Spain). Abstract
- Ruth Milla Melero, Maria Juncal Gutierrez Mangado. (2016) El nivel de inglés de los alumnos de primaria como factor influyente en el uso de estrategias de aprendizaje.. AESLA Alicante, Spain. Abstract
- Ruth Milla Melero, MarĂa del Pilar GarcĂa Mayo. (2016) Corrective feedback episodes in CLIL and EFL classrooms: Do teachers’ and learners’ beliefs influence classroom behavior?. EUROSLA JyvĂ€skylĂ€ (Finland). Abstract
- Ruth Milla Melero. (2015) Corrective Feeback in Language Teaching: An Overview. 2nd Regional TESOL Event: "Building Learning Bridges" Vitoria-Gasteiz. Abstract
- Ruth Milla Melero. (2015) Corrective Feedback in CLIL and EFL Classrooms: Comparing teachers’ Beliefs and Practices. AEDEAN Bilbao. Abstract
- Ruth Milla Melero. (2012) Corrective feedback in L1 acquisition: an exploratory study. XXX AESLA International Conference Lleida, Spain. Abstract
- Ruth Milla Melero, MarĂa del Pilar GarcĂa Mayo. (2012) Corrective feedback in oral interaction: A comparison of an EFL and a CLIL classroom. 22 EUROSLA conference Poznan - Poland. Abstract
- Ruth Milla Melero. (2012) Implicit and explicit corrective feedback in CLIL and EFL settings.. International Symposium: Cognitive Factors in ELT 2012 Murcia (Spain). Abstract || PDF
- Ruth Milla Melero. (2011) Corrective feedback in writing: students’ and teachers’ perceptions.. XXIX AESLA International Congress. Salamanca, Spain. Abstract