Berthele, R.; Cohen C,; Gilabert R.; Muñoz C.; Tragant, E.; Vraciu A.. (2024, July 3-3). Young language learners in an instructed setting – challenges, opportunities and goals (Round table) [Conference]. EuroSLA33, Montpellier, France.

Tragant, E.. (2024, May 17). Exploring teenagers’ future oriented L2 selves [Conference]. Psychology in Language Learning (PLL5), Madrid, Spain.

Tragant E.; Vila G.. (2024, May 11). Pairwork in computer-mediated communication: Some limitations [Conference]. ELTRIA, Barcelona, Spain.

Tragant, E.; Vallbona, A.. (2024, January 18). Task-based interaction and mode of communication in young learners [Conference]. Input and interaction in different modalities (seminari final de projecte de recerca).

Vallbona, A.; Tragant, E.. (2023, December 29). Upper primary school learners’ interaction in F2F and SCMC contexts [Conference]. XXIV Congreso Internacional de la SEDLL (Sociedad Española de la Didáctica de la Lengua y la Literatura), Santiago de Compostela, Spain.

Tragant, E.. (2023, December 29). Ten years of English learning at school [Conference]. XXIV Congreso Internacional de la SEDLL (Sociedad Española de la Didáctica de la Lengua y la Literatura), Santiago de Compostela, Spain.

Tragant E.; Pérez, K.; Green, J.. (2023, January 1). The organization of asynchronous corrective feedback through instant messaging [Conference]. Written Corrective Feedback in L1 and L2, Vic, Spain.

Andria, M.; Tragant, E.. (2023, January 1). Timing of corrective feedback in mobile instant messaging: An exploratory study in L2 Modern Greek [Conference]. 1st International Conference on Written Corrective Feedback in L1 and L2 (WCF23), Vic, Spain.

Tragant, E.. (2023, January 1). Motivation after ten years: Learner profiles with a time dimension [Conference]. 32nd European Second Language Association (EuroSLA) conference, Birmingham, United Kingdom.

Murphy, B.; Mackay, J.; Tragant, E. (2021, January 1). Instant messaging and the timing of written corrective feedback [Conference]. L2 Writing Seminar, Online, Spain.

Tragant, E.. (2021, January 1). Thinking strategically about longitudinal classroom research [Conference]. 19th World Congress of AILA, Online, Holland.

Tragant E.; Grisenko, S.. (2020, January 1). IT tools for language learning [Conference]. 35th APAC ELT Convention-Jornades pedagògiques per a Professors d'anglès, Barcelona, Spain.

Tragant E.; Llanes À.. (2020, January 1). Maximizing learning from children’s graded readers [Conference]. 35th APAC ELT Convention - Jornades pedagògiques per a professors d'anglès, Barcelona, Spain.

Llanes, A.; Tragant, E.; Vallbona, A.; Cerviño-Povedano, E.; Ortega, M.. (2019, February 1). Multiple exposures in extensive reading: Does it make a difference? Study 1 [Conference]. Maximazing L2 exposure and interaction in the classroom and beyond. Seminari de culminació del projecte FFI2016-80576-P., Barcelona, Spain.

Tragant, E.; Vallbona, A.. (2019, January 1). Making the most of graded readers [Conference]. iatefl Liverpool 2019.

Tragant, E.; Mackay, J.". (2019, January 1). ‘Make me fee English language part of my life’: Using WhatsApp beyond the classroom [Conference]. ELTRIA Conference, Barcelona, Spain.

Vallbona, A.; Cerviño E.; Tragant E.. (2017, January 1). The effectiveness of graded readers in a reading while listening program for young learners of English [Conference]. EuroSLA, Reading, UK..

Serrano, R.; Tragant E.; Pellicer-Sánchez, A.. (2016, January 1). Reading-while-listening vs reading only in the case of primary school learners [Conference]. AAAL 2016, Orlando, USA..

Tragant E.; Pellicer-Sánchez, A.. (2016, January 1). Multimodal input and young EFL learners: an eyetracking study [Conference]. AAAL 2016, Orlando, USA..

Llanes A.; Tragant E.; Serrano R.. (2016, January 1). The impact of reading modality on reading fluency and comprehension in English as a foreign language [Conference]. SLRF 2016, NYC, USA..

Llanes, A.; Tragant, E.; Pinyana, À.; Cerviño, E.. (2016, January 1). The impact of reading modality on reading fluency and comprehension in English as a foreign language: The case of children [Conference]. Multimodal input and second language learning, Barcelona, Spain.

Serrano, R.; Vallbona, A.; Tragant, E.; Andriá, M; Pellicer-Sánchez, A. (2016, January 1). Reading-while-listeing in primary school: linguistic and non-liinguistic outcomes [Conference]. Multimodal input and second language learning, Barcelona, Spain.

Tragant, E.; Muñoz, C.. (2015, January 1). ‘I’d like to learn English like my father’: A 7-year longitudinal study of young learners’ attitudes towards English (FL) [Conference]. AAAL Toronto 2015, Toronto, Canada.

Tragant, E.; Muñoz, C.. (2014, February 1). An Intensive Reading/Listening Program in the Primary School Classroom [Conference]. APAC (Associació de Professors d'Anglées de Catalunya), Barcelona, Spain.

Tragant, E.; Muñoz C.. (2014, February 1). Maximizing learners’ input in the primary school classroom [Conference]. TESOL SPAIN 37th Annual National Convention, Madrid, Spain.

Muñoz, C.; Tragant, E.. (2014, February 1). Early Foreign Language Learning: Maximizing Learners’ Input [Conference]. American Association of Applied Linguistics (AAAL), Portland, USA..

Muñoz, C.; Tragant, E.. (2014, January 1). The transition from primary to secondary: Continuity or a fresh start? [Conference]. APAC ELT Convention 2014, Barcelona, Spain.