Cited by

Cited by 19 other publications

Adams, Rebecca & Nik Aloesnita Nik Mohd Alwi
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. DOI logo
García Mayo, Maria del Pilar & Ainara Imaz Agirre
2016. Task repetition and its impact on EFL children’s negotiation of meaning strategies and pair dynamics: an exploratory study. The Language Learning Journal 44:4  pp. 451 ff. DOI logo
Gomez Laich, Maria Pia & Naoko Taguchi
2021. 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 0:0 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
Goo, Jaemyung
2019. Interaction in L2 Learning. In The Cambridge Handbook of Language Learning,  pp. 233 ff. DOI logo
Gurzynski-Weiss, Laura
2017. Chapter 7. Instructor individual characteristics and L2 interaction. In Expanding Individual Difference Research in the Interaction Approach [AILA Applied Linguistics Series, 16],  pp. 152 ff. DOI logo
Gurzynski-Weiss, Laura, Avizia Yim Long & Megan Solon
2017. TBLT AND L2 PRONUNCIATION. Studies in Second Language Acquisition 39:2  pp. 213 ff. DOI logo
Gurzynski‐Weiss, Laura & Andrea Révész
2012. Tasks, Teacher Feedback, and Learner Modified Output in Naturally Occurring Classroom Interaction. Language Learning 62:3  pp. 851 ff. DOI logo
Kim, YouJin
2015. The Role of Tasks as Vehicles for Language Learning in Classroom Interaction. In The Handbook of Classroom Discourse and Interaction,  pp. 163 ff. DOI logo
Kim, YouJin
2018. Modified Input and Output. In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. DOI logo
KIM, YOUJIN & NAOKO TAGUCHI
2015. Promoting Task‐Based Pragmatics Instruction in EFL Classroom Contexts: The Role of Task Complexity. The Modern Language Journal 99:4  pp. 656 ff. DOI logo
Malicka, Aleksandra
2020. The role of task sequencing in fluency, accuracy, and complexity: Investigating the SSARC model of pedagogic task sequencing. Language Teaching Research 24:5  pp. 642 ff. DOI logo
Márquez, Daniel & Júlia Barón
2021. Effects of task complexity on L2 suggestions. TASK. Journal on Task-Based Language Teaching and Learning 1:2  pp. 227 ff. DOI logo
Payant, Caroline & Rachel Bright
2017. Technology‐Mediated Tasks: Affordances Considered From the Learners’ Perspectives. TESOL Journal 8:4  pp. 791 ff. DOI logo
Qiu, Xuyan & Hong Cheng
2022. The effects of task types on L2 oral production and learner engagement. International Review of Applied Linguistics in Language Teaching 60:4  pp. 1063 ff. DOI logo
Ren, Wei, Yiman Wu & Yuchen Peng
2023. Effects of task complexity, task sequence, and interlocutor familiarity on Chinese EFL learners’ self-repair in synchronous online interaction. Language Teaching Research DOI logo
Solon, Megan, Avizia Y. Long & Laura Gurzynski-Weiss
2017. TASK COMPLEXITY, LANGUAGE-RELATED EPISODES, AND PRODUCTION OF L2 SPANISH VOWELS. Studies in Second Language Acquisition 39:2  pp. 347 ff. DOI logo
Trofimovich, Pavel, Kim Mcdonough & Heike Neumann
2013. Using Collaborative Tasks to Elicit Auditory and Structural Priming. TESOL Quarterly 47:1  pp. 177 ff. DOI logo

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