Fraser, K., Mora, J. C., & Ortega, M. (2026). Examining the relationship between speech rhythm, fluency measures and comprehensibility ratings in L2 English speech. Journal of Second Language Pronunciation, Online First Article, 1-29.

Mora, J. C. (2025). Phonological acquisition in instructed SLA: L2 pronunciation training in and beyond the classroom and individual differences. Language Teaching, First View, 1-16.

Mora, J. C. (2025). Current trends in pronunciation instruction. In C. A. Chapelle (Eds.), The encyclopedia of applied linguistics (2nd Ed.) (pp. 1-6). John Wiley & Sons.

Galimberti, V., Mora, J. C., & Gilabert, R. (2025). Teaching English pronunciation with TV series: learning outcomes from exposure to textually-enhanced video. In A. Pattemore & F. Gesa (Eds.), Foreign language learning from audiovisual input (pp. 113-138). Springer.

Fullana, N., Mora-Plaza, I., Mora, J. C., Adrian, M., & Sosa-López, G. (2025). Task complexity effects on L2 speech rhythm in spontaneous speech production. Second Language Research, 41 (4), 621-647.

Darcy, I., Llompart, M., Hayes-Harb, R., Mora, J. C., Adrian, M., Cook, S., & Ernestus, M. (2025). Phonological processing and the L2 mental lexicon: Looking back and moving forward. Studies in Second Language Acquisition, 47 (1), 361-387.

Fouz-González, J. & Mora, J. C. (2025). Exploring the potential of textually-enhanced captioned video to direct learners’ attention to challenging sound contrasts. Journal of Second Language Pronunciation, 10 (3), 309-338.

Mora, J. C. & Fullana, N. (2024). Speech rhythm in extemporaneous L2 English speech: task effects and association with L2 proficiency and perceived comprehensibility and accentedness. In P. Roseano & W. Elvira-García (Eds.), Avances metodológicos en fonética y prosodia (pp. 191-202). UNED.

Mora, J. C. & Fouz-González, J. (2024). Contrastive input enhancement in captioned video for L2 pronunciation learning. In C. Muñoz & I. Miralpeix (Eds.), Audiovisual input and second language learning (pp. 150-175). John Benjamins.

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.

Cebrian, J. & Mora, J. C. (2024). Online assessment of cross-linguistic similarity as a measure of L2 perceptual categorization accuracy. Languages, 9 (5), 152: 1-24.

Mora-Plaza, I., Mora, J. C., Ortega, M., & Aliaga-Garcia, 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, J. C., Sehgal, S., & Serrano, R. (2023). Oral fluency measures in study abroad research. In C. Pérez-Vidal & C. Sanz (Eds.), Methods in study abroad research. Past, present, and future (pp. 183-207). John Benjamins.

Galimberti, V., Mora, J. C., & Gilabert, R. (2023). Audio-synchronized textual enhancement in foreign language pronunciation learning from videos. System, 116, 103078: 1-18.

Mora, J. C. & Darcy, I. (2023). Individual diffferences in attention control and the processing of phonological contrasts in a second language. Phonetica, 80 (3-4), 153-184.

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: 1-21.

Fraser, K. & Mora, J. C. (2023). Speech rhythm in spontaneous and controlled L2 speaking modes: exploring differences and distance measures. Research in Language, 21 (4), 397–420.

Mora, J. C. (2022). Accentedness and comprehensibility in non-native listeners’ perception of L2 speech. In V. G. Sardegna & A. Jarosz (Eds.), Theoretical and practical developments in English speech assessment, research, and training (pp. 109-125). Springer.

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 (pp. 241-260). Springer.

Mora, J. C. (2022). Aptitude and individual differences. In T. M. Derwing, M. J. Munro & R. I. Thomson (Eds.), The Routledge handbook of second language acquisition and speaking (pp. 68-82). Routledge.

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.

Sosa-López, G. & Mora, J. C. (2022). Different tasks, different levels of anxiety? A pilot study. Speak Out! Journal. Journal of the IATEFL Pronunciation Special Interest Group, 66, 33-49.

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

Kogan, V. V., & Mora, J. C. (2022). The effects of individual differences in native perception on discrimination of a novel non-native contrast. Laboratory Phonology, 24 (1), 1-28.

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-González (Eds.), English pronunciation instruction: Research-based insights (pp. 327-356). Amsterdam, The Netherlands: John Benjamins.

Wisniewska, N. & Mora, J. C. (2020). Can captioned video benefit second language pronunciation?. Studies in Second Language Acquisition, 42 (3), 599-624.

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). Aarhus, Denmark: Dept. of English, School of Communication & Culture, Aarhus University..

Mora, J. C. & Wisniewska, N. (2019). L’aprenentatge de la pronunciació en segones llengües mitjançant vídeos subtitulats. In C. Pons-Moll, J. Carrera-Sabaté, & J. Bach-Marquès (Eds.), Eines per a l’aprenentatge del català com a L2/LE (pp. 9-22). Barcelona: Graó.

Mora, J. C. & Cerviño-Povedano, E. (2019). The effects of bimodal L2 input on the processing of function words by Spanish EFL learners: an eye-tracking study. In C. Herrero & I. Vanderschelden (Eds.), Using film and media in the language classroom: Reflections on research-led teaching (pp. 76-91). Bristol, UK: Multilingual Matters.

De Jong, N. H. & Mora, J. C. (2019). Does having good articulatory skills lead to more fluent speech in first and second languages?. Studies in Second Language Acquisition, 41 (1), 227-239.

Mora, J. C. & Safronova, E. (2018). Foreign accent in a second language: individual differences in perception. In C. Wright, T. Piske, & M. Young-Scholten (Eds.), Mind matters in SLA (pp. 137-161). Bristol, UK: Multilingual Matters.

Llanes, À., Mora, J. C., & Serrano, R. (2017). Differential effects of SA and intensive AH courses on teenagers’ L2 pronunciation. International Journal of Applied Linguistics, 27 (2), 470-490.

Mora, J. C. & Levkina, M. (2017). Task-based pronunciation teaching and research: Key issues and future directions. Studies in Second Language Acquisition, 39 (2), 381-399.

Ludwig, A. & Mora, J. C. (2017). Processing time and comprehensibility judgments in non-native listeners’ perception of L2 speech. Journal of Second Language Pronunciation, 3 (2), 167-198.

Mora, J. C. & Rochdi, Y. (2016). Phonological awareness in Spanish-English interphonology: the case of spirantization. In A. M. Fernández Planas (Eds.), 53 Reflexiones sobre aspectos de la fonética y otros temas de lingüística (pp. 395-403). Barcelona, Universitat de Barcelona.

Mora, J. C. & Darcy, I. (2016). The relationship between cognitive control and pronunciation in a second language. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 95-120). Bristol, UK: Multilingual Matters.

Darcy, I. & Mora, J. C. (2016). Executive control and phonological processing in language acquisition: The role of early bilingual experience in learning an additional language. In G. Granena, D. O. Jackson, & Y. Yilmaz (Eds.), Cognitive individual differences in L2 processing and acquisition (pp. 249-277). John Benjamins.

Darcy, I., Mora, J. C. & Daidone, D. (2016). The role of inhibitory control in second language phonological processing. Language Learning, 66 (4), 741-773.

Mora, J. C., Keidel, J. L. & Flege, J. E. (2015). Effects of Spanish use on the production of Catalan vowels by early Spanish-Catalan bilinguals. In J. Romero & M. Riera (Eds.), The phonetics-phonology interface: Representations and methodologies. (pp. 33-53). John Benjamins.

Lara, A. R., Mora, J. C. & Pérez-Vidal, C. (2015). How long is long enough? L2 English development through study abroad programmes varying in duration. Innovation in Language Learning and Teaching, 9 (1), 46-57.

Mora, J. C. (2014). Inter-subject variation in L2 speech perception and cognitive abilities. In R. Casesnoves, M. Forcadell, & N. Gavaldà (Eds.), Ens queda la paraula. Estudis de lingüística aplicada en honor de M. Teresa Turell (pp. 83-101). Barcelona: IULA - Institut Universitari de Lingüística Aplicada..

Valls-Ferrer, M. & Mora, J. C. (2014). L2 fluency development in formal instruction and study abroad: the role of initial fluency level and language contact. In C. Pérez-Vidal (Eds.), Language acquisition in study abroad and formal instruction contexts (pp. 111-136). John Benjamins.

Mora, J. C. (2014). The role of onset level on L2 perceptual phonological development after formal instruction and study abroad. In C. Pérez-Vidal (Eds.), Language acquisition in study abroad and formal instruction contexts (pp. 167-194). John Benjamins.

Mora, J. C., Rochdi, Y. & Kivistö-de-Souza, H. (2014). Mimicking accented speech as L2 phonological awareness. Language Awareness, 23 (1), 57-75.

C. Pérez-Vidal, M. Juan-Garau, J. C. Mora, & M. Valls-Ferrer (2012). Oral and written development in formal instruction and study abroad: differential effects of learning context. In C. Muñoz (Eds.), Intensive exposure experiences in second language learning (pp. 213-233). Bristol, UK: Multilingual Matters.

Avello, P., Mora, J. C., & Pérez-Vidal, C. (2012). Perception of FA by non-native listeners in a study abroad context. Research in Language, 10 (1), 63-78.

Mora, J. C. & Nadeu, M. (2012). L2 effects on the perception and production of a native vowel contrast in early bilinguals. International Journal of Bilingualism, 16 (4), 484-500.

Mora, J. C. & Valls-Ferrer, M. (2012). Oral fluency, accuracy and complexity in formal instruction and study abroad learning contexts. TESOL Quarterly, 46 (4), 610-641.

Cerviño-Povedano, E. & Mora, J. C. (2011). Investigating Catalan learners of English over-reliance on duration: vowel cue weighting and phonological short-term memory. In K. Dziubalska-Kołaczyk, M. Wrembel, & M. Kul (Eds.), Achievements and perspectives in the acquisition of second language speech: New Sounds 2010. Volume I. (pp. 56-64). Frankfurt am Main: Peter Lang.

Pérez-Vidal, C., Juan-Garau, M. & Mora, J. C. (2011). The effects of formal instruction and study abroad contexts on foreign language development: the SALA project. In C. Sanz & R. P. Leow (Eds.), The implicit/explicit dichotomy in sla and bilingualism: Conditions, processes and knowledge (pp. 115-128). Washington: Georgetown University Press.

Mora, J. C., Keidel, J. L., & Flege, J. E. (2011). Why are the Catalan contrasts between /e/-/ɛ/ and /o/-/ɔ/ so difficult for even early Spanish-Catalan bilinguals to perceive?. In M. Wrembel, M. Kul, & K. Dziubalska-Kołaczyk (Eds.), Achievements and perspectives in the acquisition of second language speech: New Sounds 2010. Volume II. (pp. 183-193). Frankfurt am Main: Peter Lang.

Cebrian, J. Mora, J. C., & Aliaga-Garcia, C. (2011). Assessing crosslinguistic similarity by means of rated discrimination and perceptual assimilation tasks. In M. Wrembel, M. Kul, & K. Dziubalska-Kołaczyk (Eds.), Achievements and perspectives in the acquisition of second language speech: New Sounds 2010. Volume II. (pp. 41-52). Frankfurt am Main: Peter Lang.

Aliaga-Garcia, C., Mora, J. C. & Cerviño-Povedano, E. (2011). L2 speech learning in adulthood and phonological short-term memory. Poznań Studies in Contemporary Linguistics, 47 (1), 1-14., 47 (1), 1-14.

Fullana, N. & Mora, J. C. (2009). Production and perception of voicing contrasts in English word-final obstruents: Assessing the effects of experience and starting age. In M. A. Watkins, A. S. Rauber, & B. O. Baptista (Eds.), Recent research in second language phonetics/phonology: perception and production (pp. 97-117). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.

Aliaga-García, C. & Mora, J. C. (2009). Assessing the effects of phonetic training on L2 sound perception and production. In M. A. Watkins, A. S. Rauber, & B. O. Baptista (Eds.), Recent research in second language phonetics/phonology: perception and production (pp. 2-31). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.

Mora, J. C. (2008). Learning context effects on the acquisition of a second language phonology. In C. Pérez-Vidal, M. Juan-Garau, & A. Bel (Eds.), A portrait of the young in the new multilingual Spain (pp. 241-263). Clevedon: Multilingual Matters.

Mora, J. C. (2006). Age effects on oral fluency development. In C. Muñoz (Eds.), Age and the rate of foreign language learning (pp. 65-88). Clevedon: Multilingual Matters.

Mora, J. C. (2003). The formation of syllabic consonants and their distribution in Southern British English. Atlantis, 25 (2), 97-112.

Mora, J. C. (1998). L’Elisió i la intrusió contextual en la llengua oral: una anàlisi fonètica del català. In L. Payrató (Eds.), Oralment. Estudis de variació funcional (pp. 75-89). Barcelona: Publicacions de l’Abadia de Montserrat.