Publications (18) SILVIA SANCHEZ CALDERON publications

2024

  1. Are massive online open courses an effective tool in the design of Bachelor’s Final Projects? An empirical study to evaluate the quality of massive online open courses from the learners’ perspective

    Transformative Trends in Language Education: Pioneering Autonomous Learning Technologies (Peter Lang), pp. 15-39

2023

  1. Are there biological gender differences at the early stages of first language acquisition when producing double object constructions and to/for-datives?

    Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, Núm. 61, pp. 21-43

  2. Developing autonomy in English writing skills: a study on EFL learners’ selection criteria of open access and online self-correction tools

    Círculo de lingüística aplicada a la comunicación, Núm. 95, pp. 95-112

  3. Focus at the syntax–discourse interface in L2 Spanish: Optionality and unaccusativity reconsidered

    Second Language Research, Vol. 39, Núm. 1, pp. 185-229

2022

  1. Designing and implementing blogs in English second language learning

    2022 Envisioning Report For Empowering Universities

  2. The acquisition of English active and passive monotransitive constructions by English–Spanish simultaneous bilingual children

    International Journal of Bilingualism, Vol. 26, Núm. 4, pp. 502-526

2021

  1. Simple Monotransitive and Complex Dative Alternation Predicates in Spanish Monolingual Child Acquisition Data

    Probus

  2. Simple monotransitive and complex dative alternation predicates in Spanish monolingual child acquisition data

    Probus, Vol. 33, Núm. 1, pp. 151-179

  3. Simple vs. complex transitive constructions in the acquisition of English structures

    Círculo de lingüística aplicada a la comunicación, Núm. 85, pp. 127-140

  4. The syntactic status of English dative alternation structures in bilingual and in monolingual acquisition data

    Linguistic Approaches to Bilingualism, Vol. 11, Núm. 6, pp. 817-845

  5. Written Corrective Feedback in English Learning: a Case Study in an English-Spanish bilingual school

    Teaching and learning in the 21st century: towards a convergence between technology and pedagogy (Adaya Press), pp. 39-49

2020

  1. Bilingual and monolingual children's acquisition of Spanish dative alternation structures: order of acquisition and adult input effects

    International journal of bilingual education and bilingualism, Vol. 23, Núm. 4, pp. 347-367

  2. The Impact of Written Direct Corrective Feedback on L2 English learners

    Conference proceedings CIVINEDU 2020: 4th International Virtual Conference on Educational Research and Innovation September 23-24, 2020

2019

  1. ¿Existen diferencias entre niñas y niños en la adquisición de primeras lenguas?: Las estructuras de alternancia del dativo en español en datos de adquisición monolingüe

    Colindancias: Revista de la Red de Hispanistas de Europa Central, Núm. 10, pp. 315-336

2018

  1. “Which Came First: The Chicken or the Egg?” Ditransitive and Passive Constructions in the English Production of Simultaneous Bilingual English Children

    Atlantis: Revista de la Asociación Española de Estudios Anglo-Norteamericanos, Vol. 40, Núm. 1, pp. 39-58

2015

  1. Is there any difference between 'She gave a book to her daughter' and 'she gave her daughter a book'? English-Spanish bilingual children's acquisition of ditransitive constructions

    CURRENT WORK IN CORPUS LINGUISTICS: WORKING WITH TRADITIONALLY- CONCEIVED CORPORA AND BEYOND (CILC2015)

  2. Towards a hierarchy of resultative constructions: theoretical and empirical issues

    The Grove: Working papers on English studies, Núm. 22, pp. 163-204

2014

  1. Los efectos de las estrategias de retroalimentación oral en la adquisición de segundas lenguas

    Colindancias: Revista de la Red de Hispanistas de Europa Central, Núm. 5, pp. 283-311