Article published in:
Dimensions of L2 Performance and Proficiency: Complexity, Accuracy and Fluency in SLA
Edited by Alex Housen, Folkert Kuiken and Ineke Vedder
[Language Learning & Language Teaching 32] 2012
► pp. 171198
Cited by

Cited by other publications

Abrams, Zsuzsanna & David R. Byrd
2017. The effects of meaning-focused pre-tasks on beginning-level L2 writing in German: An exploratory study. Language Teaching Research 21:4  pp. 434 ff. Crossref logo
Ben Maad, Mohamed Ridha
2016. The role of L2 learner goal differences in task-generated oral production. Australian Review of Applied Linguistics 39:1  pp. 47 ff. Crossref logo
Dao, Phung, Pavel Trofimovich & Sara Kennedy
2018. Structural alignment in L2 task-based interaction. ITL - International Journal of Applied Linguistics 169:2  pp. 293 ff. Crossref logo
de Jong, Nel & Mary Lou Vercellotti
2016. Similar prompts may not be similar in the performance they elicit: Examining fluency, complexity, accuracy, and lexis in narratives from five picture prompts. Language Teaching Research 20:3  pp. 387 ff. Crossref logo
Fathi, Jalil & Masoud Rahimi
2020. Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students. Computer Assisted Language Learning  pp. 1 ff. Crossref logo
Rosmawati, R.
2014. Dynamic development of complexity and accuracy. Australian Review of Applied Linguistics 37:2  pp. 75 ff. Crossref logo
Révész, Andrea, Marije Michel & Roger Gilabert
2016. MEASURING COGNITIVE TASK DEMANDS USING DUAL-TASK METHODOLOGY, SUBJECTIVE SELF-RATINGS, AND EXPERT JUDGMENTS. Studies in Second Language Acquisition 38:4  pp. 703 ff. Crossref logo
Skehan, Peter
2016. Tasks Versus Conditions: Two Perspectives on Task Research and Their Implications for Pedagogy. Annual Review of Applied Linguistics 36  pp. 34 ff. Crossref logo

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