Article published In:
Multiple Perspectives on L1 and L2 Academic Literacy in Asia Pacific and Diaspora Contexts
Edited by Xiaoming Li and Christine Pearson Casanave
[Journal of Asian Pacific Communication 15:1] 2005
► pp. 171189
Cited by (6)

Cited by six other publications

Gomez Laich, Maria Pia & Naoko Taguchi
2023. Effects of task complexity on the learning of genre specific rhetorical moves and linguistic forms: the case of contrast and argumentative essays. International Review of Applied Linguistics in Language Teaching 61:2  pp. 571 ff. DOI logo
Gomez-Laich, Maria Pia & Naoko Taguchi
2018. Chapter 4. Task complexity effects on interaction during a collaborative persuasive writing task. In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],  pp. 84 ff. DOI logo
Zabihi, Reza, Danial Erfanitabar & Mehdi Mehranirad
2023. Task Type and Discussion of Language Form in L2 Pair Interaction. English Teaching & Learning 47:4  pp. 493 ff. DOI logo
Edstrom, Anne
2015. Triads in the L2 classroom: Interaction patterns and engagement during a collaborative task. System 52  pp. 26 ff. DOI logo
Gimenez, Julio & Sandra Haywood
2010. Review of: Uncovering EAP. How to teach academic writing and reading. Journal of English for Academic Purposes 9:4  pp. 335 ff. DOI logo
MCDONOUGH, KIM & WICHIAN SUNITHAM
2009. Collaborative Dialogue Between Thai EFL Learners During Self‐Access Computer Activities. TESOL Quarterly 43:2  pp. 231 ff. DOI logo

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