Selected Publications
Tran, L., & Miralpeix, I. (2024). Out-of-school exposure to English in EFL teenage learners: Is it related to academic performance? Education Sciences 14(4), 393. https://doi.org/10.3390/educsci14040393
Miralpeix, I. (2024). Vocabulary learning at first exposure: Replication of Gullberg, Roberts & Dimroth (2012) and Shoemaker & Rast (2013). Language Teaching 57(1), 122-131. https://doi.org/10.1017/S0261444822000337
Meara, P.M., & Miralpeix, I. (2023). Vocabulary networks workshop 3: Activating words in a network (II). Vocabulary Learning and Instruction, 12(1), 20–36. https://doi.org/10.29140/vli.v12n1.1076
Miralpeix, I., Gesa, F., & Suárez, M. (2023). Vocabulary learning from subtitled input after minimal exposure. In B. Reynolds (Ed.), Vocabulary Learning in the Wild (pp. 263–283). Singapore: Springer.
Gesa, F., & Miralpeix, I. (2023). Extensive viewing and L2 vocabulary learning: Two studies in EFL classes with children and adolescents. ITL - International Journal of Applied Linguistics. https://doi.org/10.1075/itl.22013.ges
Gesa, F., & Miralpeix, I. (2023). Extensive viewing as additional input for foreign language vocabulary learning: A longitudinal study in Secondary School. Language Teaching Research. https://doi.org/10.1177/13621688231169451
Meara, P.M., & Miralpeix, I. (2022). Vocabulary networks workshop 2: Activating words in a network. Vocabulary Learning and Instruction, 11(1), 35–52. https://castledown.online/reference/vli-11-1-v03/
Meara, P.M., & Miralpeix, I. (2022). Vocabulary networks workshop 1: Introduction. Vocabulary Learning and Instruction, 11(1), 17–34. https://castledown.online/reference/vli-11-1-v02/
Zaytseva, V., Miralpeix, I., & Pérez, C. (2022). ESL written development at home and abroad: taking a closer look at vocabulary. International Journal of Bilingual Education and Bilingualism, 25(1), 210–225.
https://doi.org/10.1080/13670050.2019.1664392
Gesa, F., & Miralpeix, I. (2022). Effects of watching subtitled TV series on foreign language vocabulary learning: does learners’ proficiency level matter? In In C. Lütge (Ed.), Foreign Language Learning in the Digital Age. Theory and Pedagogy for Developing Literacies (pp. 159–173). New York: Routledge.
Zaytseva, V., Miralpeix, I., & Pérez., C. (2021). When in one’s new country: Examining native-like selections in English at home and abroad. In M. Howard (Ed.), Study abroad and the second language learner. Expectations, experiences and development (pp. 211–232). London: Bloomsbury Press.
Meara, P.M., & Miralpeix, I. (2021). Bayesian vocabulary tests. VIAL - Vigo International Journal of Applied Linguistics 18, 177–204. https://doi.org/10.35869/vial.v0i18.3370
Zaytseva, V., Miralpeix, I., & Pérez, C. (2021). Because words matter: Investigating vocabulary development across contexts and modalities. Language Teaching Research, 25(2), 162–184. https://doi.org/10.1177/1362168819852976
Zaytseva, V., Miralpeix, I., & Pérez, C. (2021). The effects of contexts on the acquisition of oral lexical ability in English as a foreign language. The Language Learning Journal, 49(5), 597–613. https://doi.org/10.1080/09571736.2019.1656766
Miralpeix, I. (2020). L1 and L2 vocabulary size and growth. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp. 189–206). New York: Routledge.
McCarthy, A., & Miralpeix, I. (2020). Organizational and formational structures of networks in the mental lexicon: A State-Of-The-Art through systematic review. Languages 5(1). https://doi.org/10.3390/languages5010001
Miralpeix, I., & Muñoz, C. (2018). Receptive vocabulary size and its relationship to EFL language skills. IRAL - International Review of Applied Linguistics in Language Teaching, 56(1), 1–24. https://doi.org/10.1515/iral-2017-0016
Zaytseva, V., Pérez, C., & Miralpeix, I. (2018). Vocabulary acquisition during study abroad: A comprehensive review of the research. In A. Morales-Front & C. Sanz (Eds.), The Routledge handbook of study abroad research and practice (pp. 210–224). New York: Routledge.
Galimberti, V., & Miralpeix, I. (2018). Multimodal input for Italian beginner learners of English: A Study on comprehension and vocabulary learning from undubbed TV series. In C.M. Coonan, A. Bier & E. Ballarin (Eds.), La didattica delle lingue nel nuovo millennio (pp. 615–626). Venezia: Ed. Ca’Foscari. https://doi.org/10.14277/6969-227-7/SR-13-36
Meara, P.M., & Miralpeix, I. (2017). Tools for researching vocabulary. Bristol: Multilingual Matters. ISBN: 9781783096459
Celaya, M.L., Barón, J., & Miralpeix, I. (2014) ‘Trabajo de campo sobre adquisición del inglés como lengua extranjera y tutorización entre iguales’ [Fieldwork on EFL learning and peer-tutoring]. In Parcerisa, A. (Ed.), Experiencias de evaluación continuada en la universidad [Experiences on continuous assessment at university] (pp. 40–46). Barcelona, Octaedro.
Miralpeix, I., & Meara, P. (2014/2017). The written word. In Milton, J. & Fitzpatrick, T. (Eds.), Dimensions of vocabulary knowledge (pp. 30–44). Basingstoke: Palgrave Macmillan.
Pahissa,I., Gilabert, R., Tragant, E., Serrano, R., Miralpeix, I., Navés, T., & Serra, N. (2014). El perfil del alumnado y profesorado en un grupo de institutos con resultados destacables en inglés. [The profile of learners and teachers in high schools with the best EFL marks at university entrance exams]. Lenguaje y Textos 39, 91–99. https://doi.org/10.4438/1988-592X-RE-2012-363-170
Tragant, E., Miralpeix, I., Serrano, R., Pahissa, I., Navés, T., Gilabert, R., & Serra, N. (2014). Cómo se enseña inglés en un grupo de institutos donde se obtienen resultados destacables en la prueba de lengua inglesa en las PAU. [How English is taught in high schools where students obtain the best EFL marks at university entrance exams]. Revista de Educación, 363, 60–82. https://doi.org/10.4438/1988-592X-RE-2012-363-170
Serrano, R., & Miralpeix, I. (2013). Review of doctoral research on second language teaching and learning in Spain (2008–2010). Language Teaching 46(1), 87–107. https://doi.org/10.1017/S0261444812000389
Andriá, M., Miralpeix, I., & Celaya, M.L. (2012). Crosslinguistic influence in the acquisition of Greek as a foreign language by Spanish speakers. In Z. Gavriilidou, A. Efthymiou, E. Thomadaki & P. Kambakis-Vougiouklis (Eds.), Selected papers of the 10th International Conference on Greek Linguistics (pp. 654–662). Komotini: Democritus Univ. of Thrace. ISBN 978-960-99486-7-8.
Miralpeix, I. (2011). Age effects on second language acquisition: Critical issues under debate. Language Teaching, 44(1), 122–132. https://doi.org/10.1017/S0261444810000364
Milton, M., Richards, B., Mäntyla, K., Treffers-Daller, J., Bell, H., Miralpeix, I., Daller, M., Schmitt, N., Pellicer-Sánchez, A., & Meara, P.M. (2011). Essential readings in vocabulary Studies. In R. McColl Millar & M. Duham (Eds.), Applied linguistics, global and local (pp. 387–407). London: Scitsignil Press. ISBN: 978-0-9559533-3-0.
Miralpeix, I. (2010). Review of R. Jiménez (Ed.), Gender perspectives on vocabulary in foreign and second languages. RESLA (Revista Española de Lingüística Aplicada) 23, 335–340.
Miralpeix, I. (2010). Review of P. Meara. Connected words. Word associations and SL vocabulary acquisition. The Canadian Modern Language Review, 66(5), 763–765. https://doi.org/10.3138/cmlr.66.5.759
Tragant, E., Serrano, R., Miralpeix, I., Navés, T., Pahissa, I., Serra, N., & Gilabert, R. (2010). Six high schools with outstanding results in the PAAU: The views of the English teachers and their students. APAC Quarterly (Journal of the Association of Teachers of English in Catalonia), 70, 60–64.
Miralpeix, I. (2009). Review of H. Daller, J. Milton & J. Treffers-Daller (Eds.), Modelling and assessing vocabulary knowledge. System, 37(2), 347–348. https://doi.org/10.1016/j.system.2009.02.008
Miralpeix, I. (2007). Lexical knowledge in instructed language learning: The effects of age and exposure. International Journal of English Studies, 7(2), 61–83. https://revistas.um.es/ijes/article/view/49061
Miralpeix, I. (2007). Review of D. Albrechtsen, K. Haastrup & B. Henriksen (Eds.), Writing and vocabulary in foreign language acquisition. Angles on the English-speaking world. Language Teaching Research, 11(1), 103–105.
https://doi.org/10.1177/1362168806072469
Miralpeix, I. (2006). Age and vocabulary acquisition in EFL. In Muñoz, C. (Ed.), Age and foreign language learning rate: The BAF Project (pp. 89–106). Clevedon: Multilingual Matters.
Miralpeix, I. (2006). Review of M.P. García Mayo & M.L. García Lecumberri (Eds.), Age and the acquisition of English as a foreign language. System, 34(1), 151–154. https://doi.org/10.1016/j.system.2006.01.003
Navés, T., Miralpeix, I., & Celaya, M.L. (2005). Who transfers more? And what? Crosslinguistic influence in relation to school grade and language dominance in EFL. International Journal of Multilingualism, 2(2), 113–134.
https://doi.org/10.1080/14790710508668380
Miralpeix, I., & Celaya M.L. (2003). The use of P_Lex to assess lexical richness in compositions written by learners of English as an L3. In I.M. Palacios, M.J. López, P. Fra & E. Seoane (Eds.), Fifty years of English Studies in Spain (1952-2002) (pp. 339–406). Publicaciones Universidad de Santiago de Compostela. ISBN 84-9750-257-4.
Navés, T., & Miralpeix, I. (2003). Short-term effects of age and exposure on writing development. In I.M. Palacios, M.J. López, P. Fra & E. Seoane (Eds.), Fifty years of English Studies in Spain (1952-2002) (pp. 407–416). Publicaciones Universidad de Santiago de Compostela. ISBN 84-9750-257-4.
Tran, L., & Miralpeix, I. (2024). Out-of-school exposure to English in EFL teenage learners: Is it related to academic performance? Education Sciences 14(4), 393. https://doi.org/10.3390/educsci14040393
Miralpeix, I. (2024). Vocabulary learning at first exposure: Replication of Gullberg, Roberts & Dimroth (2012) and Shoemaker & Rast (2013). Language Teaching 57(1), 122-131. https://doi.org/10.1017/S0261444822000337
Meara, P.M., & Miralpeix, I. (2023). Vocabulary networks workshop 3: Activating words in a network (II). Vocabulary Learning and Instruction, 12(1), 20–36. https://doi.org/10.29140/vli.v12n1.1076
Miralpeix, I., Gesa, F., & Suárez, M. (2023). Vocabulary learning from subtitled input after minimal exposure. In B. Reynolds (Ed.), Vocabulary Learning in the Wild (pp. 263–283). Singapore: Springer.
Gesa, F., & Miralpeix, I. (2023). Extensive viewing and L2 vocabulary learning: Two studies in EFL classes with children and adolescents. ITL - International Journal of Applied Linguistics. https://doi.org/10.1075/itl.22013.ges
Gesa, F., & Miralpeix, I. (2023). Extensive viewing as additional input for foreign language vocabulary learning: A longitudinal study in Secondary School. Language Teaching Research. https://doi.org/10.1177/13621688231169451
Meara, P.M., & Miralpeix, I. (2022). Vocabulary networks workshop 2: Activating words in a network. Vocabulary Learning and Instruction, 11(1), 35–52. https://castledown.online/reference/vli-11-1-v03/
Meara, P.M., & Miralpeix, I. (2022). Vocabulary networks workshop 1: Introduction. Vocabulary Learning and Instruction, 11(1), 17–34. https://castledown.online/reference/vli-11-1-v02/
Zaytseva, V., Miralpeix, I., & Pérez, C. (2022). ESL written development at home and abroad: taking a closer look at vocabulary. International Journal of Bilingual Education and Bilingualism, 25(1), 210–225.
https://doi.org/10.1080/13670050.2019.1664392
Gesa, F., & Miralpeix, I. (2022). Effects of watching subtitled TV series on foreign language vocabulary learning: does learners’ proficiency level matter? In In C. Lütge (Ed.), Foreign Language Learning in the Digital Age. Theory and Pedagogy for Developing Literacies (pp. 159–173). New York: Routledge.
Zaytseva, V., Miralpeix, I., & Pérez., C. (2021). When in one’s new country: Examining native-like selections in English at home and abroad. In M. Howard (Ed.), Study abroad and the second language learner. Expectations, experiences and development (pp. 211–232). London: Bloomsbury Press.
Meara, P.M., & Miralpeix, I. (2021). Bayesian vocabulary tests. VIAL - Vigo International Journal of Applied Linguistics 18, 177–204. https://doi.org/10.35869/vial.v0i18.3370
Zaytseva, V., Miralpeix, I., & Pérez, C. (2021). Because words matter: Investigating vocabulary development across contexts and modalities. Language Teaching Research, 25(2), 162–184. https://doi.org/10.1177/1362168819852976
Zaytseva, V., Miralpeix, I., & Pérez, C. (2021). The effects of contexts on the acquisition of oral lexical ability in English as a foreign language. The Language Learning Journal, 49(5), 597–613. https://doi.org/10.1080/09571736.2019.1656766
Miralpeix, I. (2020). L1 and L2 vocabulary size and growth. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp. 189–206). New York: Routledge.
McCarthy, A., & Miralpeix, I. (2020). Organizational and formational structures of networks in the mental lexicon: A State-Of-The-Art through systematic review. Languages 5(1). https://doi.org/10.3390/languages5010001
Miralpeix, I., & Muñoz, C. (2018). Receptive vocabulary size and its relationship to EFL language skills. IRAL - International Review of Applied Linguistics in Language Teaching, 56(1), 1–24. https://doi.org/10.1515/iral-2017-0016
Zaytseva, V., Pérez, C., & Miralpeix, I. (2018). Vocabulary acquisition during study abroad: A comprehensive review of the research. In A. Morales-Front & C. Sanz (Eds.), The Routledge handbook of study abroad research and practice (pp. 210–224). New York: Routledge.
Galimberti, V., & Miralpeix, I. (2018). Multimodal input for Italian beginner learners of English: A Study on comprehension and vocabulary learning from undubbed TV series. In C.M. Coonan, A. Bier & E. Ballarin (Eds.), La didattica delle lingue nel nuovo millennio (pp. 615–626). Venezia: Ed. Ca’Foscari. https://doi.org/10.14277/6969-227-7/SR-13-36
Meara, P.M., & Miralpeix, I. (2017). Tools for researching vocabulary. Bristol: Multilingual Matters. ISBN: 9781783096459
Celaya, M.L., Barón, J., & Miralpeix, I. (2014) ‘Trabajo de campo sobre adquisición del inglés como lengua extranjera y tutorización entre iguales’ [Fieldwork on EFL learning and peer-tutoring]. In Parcerisa, A. (Ed.), Experiencias de evaluación continuada en la universidad [Experiences on continuous assessment at university] (pp. 40–46). Barcelona, Octaedro.
Miralpeix, I., & Meara, P. (2014/2017). The written word. In Milton, J. & Fitzpatrick, T. (Eds.), Dimensions of vocabulary knowledge (pp. 30–44). Basingstoke: Palgrave Macmillan.
Pahissa,I., Gilabert, R., Tragant, E., Serrano, R., Miralpeix, I., Navés, T., & Serra, N. (2014). El perfil del alumnado y profesorado en un grupo de institutos con resultados destacables en inglés. [The profile of learners and teachers in high schools with the best EFL marks at university entrance exams]. Lenguaje y Textos 39, 91–99. https://doi.org/10.4438/1988-592X-RE-2012-363-170
Tragant, E., Miralpeix, I., Serrano, R., Pahissa, I., Navés, T., Gilabert, R., & Serra, N. (2014). Cómo se enseña inglés en un grupo de institutos donde se obtienen resultados destacables en la prueba de lengua inglesa en las PAU. [How English is taught in high schools where students obtain the best EFL marks at university entrance exams]. Revista de Educación, 363, 60–82. https://doi.org/10.4438/1988-592X-RE-2012-363-170
Serrano, R., & Miralpeix, I. (2013). Review of doctoral research on second language teaching and learning in Spain (2008–2010). Language Teaching 46(1), 87–107. https://doi.org/10.1017/S0261444812000389
Andriá, M., Miralpeix, I., & Celaya, M.L. (2012). Crosslinguistic influence in the acquisition of Greek as a foreign language by Spanish speakers. In Z. Gavriilidou, A. Efthymiou, E. Thomadaki & P. Kambakis-Vougiouklis (Eds.), Selected papers of the 10th International Conference on Greek Linguistics (pp. 654–662). Komotini: Democritus Univ. of Thrace. ISBN 978-960-99486-7-8.
Miralpeix, I. (2011). Age effects on second language acquisition: Critical issues under debate. Language Teaching, 44(1), 122–132. https://doi.org/10.1017/S0261444810000364
Milton, M., Richards, B., Mäntyla, K., Treffers-Daller, J., Bell, H., Miralpeix, I., Daller, M., Schmitt, N., Pellicer-Sánchez, A., & Meara, P.M. (2011). Essential readings in vocabulary Studies. In R. McColl Millar & M. Duham (Eds.), Applied linguistics, global and local (pp. 387–407). London: Scitsignil Press. ISBN: 978-0-9559533-3-0.
Miralpeix, I. (2010). Review of R. Jiménez (Ed.), Gender perspectives on vocabulary in foreign and second languages. RESLA (Revista Española de Lingüística Aplicada) 23, 335–340.
Miralpeix, I. (2010). Review of P. Meara. Connected words. Word associations and SL vocabulary acquisition. The Canadian Modern Language Review, 66(5), 763–765. https://doi.org/10.3138/cmlr.66.5.759
Tragant, E., Serrano, R., Miralpeix, I., Navés, T., Pahissa, I., Serra, N., & Gilabert, R. (2010). Six high schools with outstanding results in the PAAU: The views of the English teachers and their students. APAC Quarterly (Journal of the Association of Teachers of English in Catalonia), 70, 60–64.
Miralpeix, I. (2009). Review of H. Daller, J. Milton & J. Treffers-Daller (Eds.), Modelling and assessing vocabulary knowledge. System, 37(2), 347–348. https://doi.org/10.1016/j.system.2009.02.008
Miralpeix, I. (2007). Lexical knowledge in instructed language learning: The effects of age and exposure. International Journal of English Studies, 7(2), 61–83. https://revistas.um.es/ijes/article/view/49061
Miralpeix, I. (2007). Review of D. Albrechtsen, K. Haastrup & B. Henriksen (Eds.), Writing and vocabulary in foreign language acquisition. Angles on the English-speaking world. Language Teaching Research, 11(1), 103–105.
https://doi.org/10.1177/1362168806072469
Miralpeix, I. (2006). Age and vocabulary acquisition in EFL. In Muñoz, C. (Ed.), Age and foreign language learning rate: The BAF Project (pp. 89–106). Clevedon: Multilingual Matters.
Miralpeix, I. (2006). Review of M.P. García Mayo & M.L. García Lecumberri (Eds.), Age and the acquisition of English as a foreign language. System, 34(1), 151–154. https://doi.org/10.1016/j.system.2006.01.003
Navés, T., Miralpeix, I., & Celaya, M.L. (2005). Who transfers more? And what? Crosslinguistic influence in relation to school grade and language dominance in EFL. International Journal of Multilingualism, 2(2), 113–134.
https://doi.org/10.1080/14790710508668380
Miralpeix, I., & Celaya M.L. (2003). The use of P_Lex to assess lexical richness in compositions written by learners of English as an L3. In I.M. Palacios, M.J. López, P. Fra & E. Seoane (Eds.), Fifty years of English Studies in Spain (1952-2002) (pp. 339–406). Publicaciones Universidad de Santiago de Compostela. ISBN 84-9750-257-4.
Navés, T., & Miralpeix, I. (2003). Short-term effects of age and exposure on writing development. In I.M. Palacios, M.J. López, P. Fra & E. Seoane (Eds.), Fifty years of English Studies in Spain (1952-2002) (pp. 407–416). Publicaciones Universidad de Santiago de Compostela. ISBN 84-9750-257-4.