| Teachers’ beliefs about multilingual pedagogies and the role of initial training L Portolés, O Martí International Journal of Multilingualism 17 (2), 248-264, 2020 | 128 | 2020 |
| Translanguaging as a teaching resource in early language learning of English as a an additional language (EAL) L Portolés, O Martí Bellaterra Journal of Teaching & Learning Language & Literature 10 (1), 61-77, 2017 | 68 | 2017 |
| Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training. O Martí, L Portolés English Language Teaching 12 (2), 17-36, 2019 | 31 | 2019 |
| When CLIL is for all: Improving learner motivation through peer-tutoring in Mathematics O Martí, L Moliner, F Alegre System 106, 2022 | 22 | 2022 |
| Grammatical and pragmatic competence in EFL contexts: Do they really go hand in hand O Martí Learning how to request in an instructed language learning context, 163-189, 2008 | 14* | 2008 |
| Refusals in instructional contexts and beyond O Martí-Arnándiz, P Salazar-Campillo Rodopi, 2013 | 10 | 2013 |
| Are women more polite than men? The effect of gender on the use of request modifiers by Spanish EFL university students O Martí Speech acts and politeness across languages and cultures 132, 307-336, 2012 | 7 | 2012 |
| The effect of individual factors on L3 teachers’ beliefs about multilingual education O Martí, L Portolés Falomir Language, Culture and Curriculum, 353-370, 2021 | 5* | 2021 |
| Is teacher talk for very young language learners pragmatically tuned? Directives in two EAL classrooms O Martí, L Portolés Investigating the learning of pragmatics across ages and contexts, 87-122, 2019 | 5 | 2019 |
| Regulative discourse for pre-schoolers: Should English language teachers be polite? O Martí, L Portolés Journal of Research in Applied Linguistics 13 (2), 6-21, 2022 | 3 | 2022 |
| Measuring pragmatic knowledge: Have written and oral DCTs outlived their usefulness O Martí, V Codina-Espurz, P Salazar-Campillo Empiricism and analytical tools for 21 Century applied linguistics: selected …, 2012 | 2 | 2012 |
| Factores que influyen en el aprendizaje del inglés en la tercera edad O Martí, E Alcón, P Salazar-Campillo Sociedad Española de Didáctica de la Lengua y la Literatura, 2012 | 2 | 2012 |
| Ensenyar anglés des d’una perspectiva plurilingüe: creences i coneixements previs del futur professorat d’educació infantil i primària O Martí Arnándiz, L Portolés Falomir Universitat d’Alacant, 2016 | 1 | 2016 |
| Corrective feedback and repair: the case of treatable and untreatable errors P Salazar-Campillo, O Martí Modos y formas de la comunicación humana, 211-218, 2010 | 1 | 2010 |
| L'Ensenyament/adquisició de segones llengües des d'una perspectiva pragmàticodiscursiva G de recerca LAELA LSC–Llengua, societat i comunicació, 34-41, 2007 | 1 | 2007 |
| Educar en sostenibilidad, compromiso cívico y ciudadanía global (ODS4): Aprendizaje-servicio universitario para la formación inicial de docentes de inglés en la Escuela Primaria. J Gil-Gómez, O Martí Sostenibilidad y Postexcepcionalidad desde las Ciencias Humanas y Sociales …, 2023 | | 2023 |
| Tractament integrat de llengua i contingut: Quina llengua? Com s' integra? Per a què? O Martí Publicacions de la Abadia de Montserrat, 2020 | | 2020 |
| Gender reality and offline pragmatic knowledge: EFL learners' perception of request modifiers O Martí Arnándiz Universitat Jaume I, 2010 | | 2010 |
| English teachers as vehicles to develop intercultural competence: is it possible to acquire pragmatic skills at home? O Martí Intercultural communication in bureaucratic and institutional contexts …, 2008 | | 2008 |
Laura PortolésUniversitat Jaume ICorreu electrònic verificat a uji.es
