Mora-Plaza, I. & Ortega, M. (2026). Listeners’ self-assessment of second language speech. In M. Reed & J. Levis (Eds.), The Handbook of Second Language Listening (pp. 199-212). Wiley-Blackwell.

Xu, J., Saito, K., & Mora-Plaza, I. (2024). Task-based pronunciation teaching: lack of auditory precision but not memory hinders learning. System, 127, 103532.

Fullana, N., Mora-Plaza, I., Mora, J. C., Adrian, M., & Sosa-López, G. (2024). Task complexity effects on L2 speech rhythm in spontaneous speech production. Second Language Research, Online First, 1-27.

Saito, K., Kachlicka, M., Suzukida, Y., Mora-Plaza, I., Ruan, Y., & Tierney, A. (2024). Auditory processing as perceptual, cognitive, and motoric abilities underlying successful second language acquisition: interaction model. Journal of Experimental Psychology: Human Perception and Performance, 50 (1), 119–138.

Mora, J. C., Mora-Plaza, I., & Bermejo Miranda, G. (2024). Speaking anxiety and task complexity effects on second language speech. International Journal of Applied Linguistics, 34 (1), 292-315.

Mora-Plaza, I., Mora, J.C., Ortega, M., & Aliaga-García, C. (2024). Is L2 pronunciation affected by increased task complexity in pronunciation-unfocused speaking tasks?. Studies in Second Language Acquisition, 46 (4), 1117–1149.

Mora-Plaza, I. (2023). Task-based pronunciation teaching helps to improve L2 vowel production: Generalisation effects. In A. Henderson & A. Kirkova-Naskova (Eds.), Proceedings of the 7th International Conference on English Pronunciation: Issues and Practices (pp. 172–187). Université Grenoble-Alpes, Grenoble, France.

Mora, J. C., & Mora-Plaza, I. (2023). From research in the lab to pedagogical practices in the EFL classroom: the case of task-based pronunciation teaching. Education Sciences, 13 (10), 1042.

Ortega, M., Mora, J. C., Aliaga-García, C., & Mora-Plaza, I. (2022). How do L2 learners perceive their own speech? investigating perceptions of speaking task performance. In F. Gallardo-del-Puerto, M. Camus-Camus & J. A. González-López (Eds.), Moving beyond the pandemic: English and American studies in Spain (pp. 92-99). Editorial de la Universidad de Cantabria, Santander, Spain.

Ortega, M., Mora, J. C., & Mora-Plaza, I. (2022). L2 learners’ self-assessment of comprehensibility and accentedness: over/under-estimation, effects of rating peers, and attention to speech features. In J. Levis & A. Guskaroska (Eds.), Proceedings of the 12th Pronunciation in Second Language Learning and Teaching Conference. Brock University, St. Catharines, ON.

Mora-Plaza, I., Ortega, M., & Mora, J. C. (2022). High-variability phonetic training under different conditions: individual differences in auditory attention control. In V.G. Sardegna & A. Jarosz (Eds.), Theoretical and practical developments in English speech assessment, research, and training: studies in honour of Ewa Waniek-Klimczak (pp. 241-260). Springer, Cham.

Mora, J. C., Ortega, M., Mora-Plaza, I., & Aliaga-García, C. (2022). Improving the pronunciation of L2 vowels under different training conditions: the use of non-lexical materials and masking noise. Phonetica, 79 (1), 1-43.

Valls, I., Prieto, P. Mora-Plaza, I., & Mora, J.C. (2022). Treballem les habilitats orals amb l’eina Oralitat. Revista de didàctica de la llengua i de la literatura, 93, 171-180.

Ortega, M., Mora-Plaza, I. & Mora, J.C. (2021). Differential effects of lexical and non-lexical high-variability phonetic training on the production of L2 vowels. In A. Kirkova-Naskova, A. Henderson & J. Fouz-Gonzalez (Eds.), English Pronunciation Instruction: Research-based insights (pp. 328-355). Amsterdam, The Netherlands: John Benjamins.

Mora, J. C., & Mora-Plaza, I. (2019). Contributions of cognitive attention control to L2 speech learning. In A. M. Nyvad, M. Hejná, A. Højen, A.B. Jespersen, & M.H. Sørensen (Eds.), A Sound Approach to Language Matters - In Honor of Ocke-Schwen Bohn (pp. 477-499). Dept. of English, School of Communication & Culture, Aarhus University, Denmark.

Mora-Plaza, I., Mora, J. C., & Gilabert, R. (2018). Learning L2 pronunciation through communicative tasks. In J. Levis, C. Nagle & E. Today (Eds.), Proceedings of the 9th Pronunciation in Second Language Learning and Teaching conference (pp. 174-184). Iowa State University, Ames, IA.