Publications

Research publications

Books 

[3]  Querol-Julián, M. (Under contract, 2024). Analysing multimodal interaction in online lectures.

[2]  Querol-Julián, M. (2011). Evaluation in discussion sessions of conference paper presentations: a multimodal approach. Saarbrücken: LAP Lambert Academic Publishing GmbH &  Co. KG.

[1] Querol Julián, M. (2010). Narratives in English academic lectures: a cross-disciplinary study. Saarbrücken: VDM Verlag Dr. Müller. 

Edited books 

[1] Lim, F. V. & Querol-Julián, M. (2024). (Eds.). Designing learning with digital technologies: Perspectives from multimodality in education. Routledge. https://doi.org/10.4324/9781003359272

[2] Querol-Julián, M. & Fortanet-Gómez, I. (Under contract, 2024). (Eds..). Multimodal literacy in English as an additional language in higher education. Routledge.

Special Issues 

[2] Querol-Julián, M.  & Lo, Y. Y. (forthcoming). Multimodal literacy in the professional development of bilingual educators. International Journal of Bilingual Education and Bilingualism.

[1] Ruiz de Zarobe, Y. & Querol-Julián, M. (forthcoming).  Multilingualism and multimodality in the CLIL classroom. Journal of Multilingual and Multicultural Development.

Journal Articles (Peer reviewed) 

[21] Querol-Julián, M. (In press). CLIL teacher online professional development in translanguaging and trans-semiotizing: A pedagogy of multiliteracies. Journal of Multilingual and Multicultural Development.

[20] Querol-Julián, M. (2023). Multimodal interaction in English-medium instruction: How does a lecturer promote and enhance students’ participation in a live online lecture? Journal of English for Academic Purposes, 61, 101207. https://doi.org/10.1016/j.jeap.2022.101207 

[19] Díez-Ramirez, J. &  Querol-Julián, M.  (2021) .The development of soft skills and English through ICLHE: Literature review and pedagogical proposal for engineering students. DIGILEC: Revista Internacional de Lenguas y Culturas, 8, 115-136. https://doi.org/10.17979/digilec.2021.8.0.7763 

[18] Querol-Julián, M.  (2021). How does digital context influence interaction in large live online lectures? The case of English-medium instruction. European Journal of English Studies, 25(3), 299-317. https://doi.org/10.1080/13825577.2021.1988265

[17]  Querol-Julián, M. & Beltrán-Palanques, V. (2021). PechaKucha presentation to develop multimodal communicative competence in ESP and EMI live online lectures: A team-teaching proposal. CALL-EJ, 22(2), 73-90. http://callej.org/journal/22-2/Querol-Julian-Beltran-Palanques2021.pdf 

[16] Querol-Julián, M. & Fortanet-Gómez, I. (2019). Collaborative teaching and learning of interactive multimodal spoken academic genres for doctoral students. International Journal of English Studies, 19(2), 61-82. https://doi.org/10.6018/ijes.348911 

[15] Querol-Julián, M. & Crawford Camiciottoli, B. (2019). The impact of online technologies and English medium instruction on university lectures in international learning contexts: a systematic review. ESP Today, 7(1), 2-23. https://doi.org/10.18485/esptoday.2019.7.1.1

[14] Beltrán-Palanques, V. & Querol-Julián, M. (2018). English language learners’ spoken interaction: What a multimodal perspective reveals about pragmatic competence. System, 77, 70-80. https://doi.org/10.1016/j.system.2018.01.008

[13] González-Martín, M.M. & Querol-Julián, M. (2016). La importancia de los cuentos conocidos en el aprendizaje del inglés como lengua extranjera: una propuesta metodológica para el aula de 5 años. Tejuelo. Didáctica de la lengua y literatura. Educación, 23: 102-131.

[12] Querol-Julián, M., Ruiz-Madrid, N. & Ruiz-Garrido, M.F. (2015). Reflexiones del profesorado universitario sobre la introducción del inglés como lengua de instrucción. e-AESLA, 1.

[11] Cerdà-Vallès, C. & Querol-Julián, M. (2014). El aprendizaje cooperativo para el desarrollo de la competencia comunicativa oral en lengua inglesa en el aula de primaria. Encuentro, 23, 16-29. 

[10] Querol-Julián, M. & Fortanet-Gómez, I. (2014). Evaluation in discussion sessions of conference presentations: theoretical foundations for a multimodal analysis. Kalbotyra, 66, 77-98. https://doi.org/10.15388/Klbt.2014.7676 

[9] Querol-Julian, M. (2014). Chair’s multimodal discourse: governing the flow of the interaction inthe discussion sessions of a specialized conference. ESP today, 2(1), 48-70. 

[8] Pagès-Blanch, A. & Querol-Julián, M. (2013). La literatura infantil en el aprendizaje de la lengua extranjera en educación primaria: motivación, competencia lingüística y actitud positiva hacia la lengua y cultura. AILIJ (Anuario de investigación en literatura infantil y juvenil), 11, 119-136. 

[7] Querol-Julián, M. & Fortanet-Gómez, I. (2012). Multimodal evaluation in academic discussion sessions: How do presenters act and react? English for Specific Purposes, 31(4), 271-283.  https://doi.org/10.1016/j.esp.2012.06.001 

[6] Querol-Julián, M. (2011). Narratives in academic lectures: more than personal stories. Revista Española de Lingüística Aplicada 24: 131-151.

[5] Querol-Julián, M. (2010). Multimodality in discussion sessions: corpus compilation and pedagogical use. Language Value 2 (1), 1-26. 

[4] Querol-Julián, M. & Bellés-Fortuño, B. (2010). The use of the pragmatic discourse markers and, so and okay in academic conference presentations. Language Forum, 36(1-2), 81- 94. 

[3] Querol-Julián, M. (2010). Análisis contrastivo de las traducciones al español y catalán de The giraffe and the pelly and me de Roald Dalh. OCNOS, 6, 71-86.

[2] Querol-Julián, M. (2008). The role of questions in academic lectures. Newcastle Working Papers in Linguistics, 14, 100-111.

[1] Querol-Julián, M. (2005). Substitution as a device of grammatical cohesion in English narrative and its translation into Spanish. Forum de recerca 9. 1-10. http://www.uji.es/CA/publ/edicions/jfi9/

Book Reviews (Peer reviewed) 

[2] Querol-Julián, M.  (2021) Book review. ROAD-MAPPING English Medium Education in the Internationalised University, by  E. Dafouz & U.  Smit. RESLA. Revista Española de Lingüística Aplicada, 34(1), 365-370. https://doi.org/10.1075/resla.34.1

[1] Querol-Julián, M. (2018). Book review Certainty and doubts in academic discourse: epistemic modality markers in English and Polish linguistics articles, by K. Warchał. Ibérica, 36, 217-220. 

Contributions to Edited Volumes and Proceedings (Peer-reviewed) 

[18] Querol-Julián, M. & Beltrán-Palanques, V. (In press, 2024). Multimodalidad/ Multimodality. In E. Gironzetti & M. Lacorte (Eds.). Handbook of Multiliteracies, Multimodality and Interdisciplinarity in Spanish Language Teaching. Routledge

[17] Lim, F. V. & Querol-Julián, M. (2024). Learning with technologies in the digital age: Now and the future.  In F. V. Lim & M. Querol-Julián (Eds.). Designing learning with digital technologies: perspectives from multimodality in education (pp. 3-19). Routledge. https://doi.org/10.4324/9781003359272-2 [Open access]

[16] Querol-Julián, M. & Amondarain-Garrido, M. ( 2024). Listening to silence in Spanish and English-medium instruction online lectures. In V. Beltrán-Palanques & E. Bernad-Mechó (Eds.), Current trends in EMI and Multimodality in Higher Education (pp. 71-95). Routledge. https://doi.org/10.4324/9781003205517-6 

[15] Querol-Julián, M. (2023). Non-native EMI lecturers’ expression of stance through subject pronouns and modal verbs. In J. Marín-Arrese, L. Hidalgo Downing, & J.R. Zamorano (Eds.). Stance, Inter/Subjectivity and Identity in Discourse (pp. 461-477). Peter Lang.

[14] Querol-Julián, M. (2022). Audio feedback in higher education: The case of an online English-medium instruction course. In L. Pérez Lomas, P. Aguilar Conde, & J.R. Córdova Camacho (Coords.) Técnicas y fórmulas de la nueva docencia (pp. 373-384). Tirant lo Blanc.

[13] Campoy-Cubillo. M.C. & Querol-Julián, M.  (2022). Assessing multimodal listening comprehension through online informative videos: the operationalisation of a new listening framework for ESP in higher education. In S. Diamantopoulou & S. Ørevik (Eds.), Multimodality in English Language Learning. (pp. 238-256). Routledge.

[12] Querol-Julián, M. (2021). The multimodal genre of synchronous videoconferencing lectures: An eclectic framework to analyse interaction. In K. Ling, I.N. Mwinlaaru, & D. Tay (Eds.),  Approaches to Specialized Genres (pp. 198-215). Routledge. 

[11] Querol-Julián, M. (2020).  E-rubrics in higher education: self-assessment through corubrics to enhance learning in an online course. Proceedings of the 12th International Conference on Education and New Learning Technologies. Online.  2993-2996. https://doi.org/10.21125/edulearn.2020.0892 

[10] Santamaria-Urbieta, A. & Querol-Julián, M. (2020).  Training teachers on interactional competence in an online environment: A methodology. Proceedings of the 12th International Conference on Education and New Learning Technologies. Online. 2739-2744. https://doi.org/10.21125/edulearn.2020.0829 

[9] Querol-Julián, M. & Arteaga-Martínez, B. (2019). Silence and engagement in the multimodal genre of synchronous videoconferencing lectures: the case of Didactics in Mathematics. C. Sancho Guinda (Ed.). Engagement in Professional Genres: Deference and Disclosure (pp.  297-319). John Benjamins.

[8] Crawford-Camiciottoli, B & Querol-Julián, M. (2016). Lectures. In K. Hyland & P. Shaw (Eds.). The Routledge Handbook of English for Academic Purposes (pp. 311-324). Routledge. 

[7] Campoy-Cubillo, M.C. & Querol-Julián, M. (2015). Assessing multimodal listening. In B. Crawford & I. Fortanet-Gómez (Eds.). Multimodal Analysis in Academic Settings: From Research to Teaching (pp. 193-212). Routledge. 

[6] Querol-Julián, M. & Ruiz-Madrid, M.N. (2010). New contexts and new challenges in the English for Academic Purposes field: GRAPE Online Activities. In Cal-Varela, M.; Fernández-Polo, F.J., Gómez-García, L. & Palacios-Martínez, I. (Eds.). Current issues in English Language Teaching and Learning. An international perspective (pp. 145-160). Cambridge Scholars Publishing.

[5 Bellés-Fortuño, B. & Querol-Julián, M. (2010). Evaluation in research article abstracts: a cross-cultural study between Spanish and English Medical discourse. In Lorés-Sanz, R., Mur-Dueñas, P. & Lafuente-Millán, E. (Eds.) Constructing interpersonality: Multiple perspectives and applications to written academic discourse (pp. 83-98). Cambridge Scholars Publishing.

[4] Fortanet-Gómez, I. & Querol-Julián, M. (2010). The videocorpus as a multimodal tool for teaching. In Campoy-Cubillo, M.C., Bellés-Fortuño, B. & Gea-Valor, M. L. (Eds.). Corpus-Based Approaches to ELT (pp. 261-270). Continuum.

[3] Querol-Julián, M. (2008). The self and the others in lecturers’ narratives. In Sánchez Hernández, P.; Pérez Paredes, P.; Aguado Jimenez, P. & R. Criado Sánchez (Eds.). Researching and teaching specialized languages: new contexts, new challenges. 141-149. Universidad de Murcia.

[2] Bellés-Fortuño, B. & Querol-Julián, M. (2008). The WebQuest in the ESP context: A tertiary education proposal. In Gómez Chova, L.; Martí Belenguer, D. & Candel Torres I. (Eds.). INTED2008 Proceedings. 1-11. València: International Association of Technology, Education and Development (IATED).

[1] Querol-Julián, M. (2008). Estructura de las preguntas en las clases magistrales en inglés y su integración en el discurso. In Monroy, R. & Sanchez, A. (Eds.). 25 years of Applied Linguistics in Spain: Landmarks and Challenges. 241-248. Universidad de Murcia.

Teaching publications

[4]  Carpintero-Molina, E. et al. (2020). Compentencias docentes. 11 píldoras formativas para la excelencia y la equidad. Círculo Rojo. ISBN 978-841385126-6

[3] Querol-Julián, M. (2020). Lingüística aplicada a la traducción. Logroño: Universidad Internacional de La Rioja. ISBN 978-84-18367-28-1

[2] Querol-Julián, M. (2018). The bilingual teacher: profile and methodology (2nd ed.). Logroño: Universidad Internacional de La Rioja.  ISBN 978-84-16602-10-0

[1] Querol-Julián, M. (2015). The bilingual teacher: profile and methodology. Logroño: Universidad Internacional de La Rioja. ISBN 978-84-16602-10-0