Cited by

Cited by 7 other publications

Albert, Ágnes
2022. The Task-Based Study: Investigating Learners’ Motivation, Emotions, Self-Efficacy Beliefs, and Flow State in Relation to Their Performance on Language Tasks. In Investigating the Role of Affective Factors in Second Language Learning Tasks [Second Language Learning and Teaching, ],  pp. 91 ff. DOI logo
Goo, Jaemyung
2019. Interaction in L2 Learning. In The Cambridge Handbook of Language Learning,  pp. 233 ff. DOI logo
Ishikawa, Tomohito
2014. The Influence of Intentional Reasoning on EFL Fluency Using Tasks. In Exploring EFL Fluency in Asia,  pp. 143 ff. DOI logo
Jiang, Michael Yi-Chao, Morris Siu-Yung Jong, Na Wu, Bin Shen, Ching-Sing Chai, Wilfred Wing-Fat Lau & Biyun Huang
2022. Integrating Automatic Speech Recognition Technology Into Vocabulary Learning in a Flipped English Class for Chinese College Students. Frontiers in Psychology 13 DOI logo
Klemenz, Stefan & Johannes König
2024. Karriereaspirationen und Kompetenzniveaus im pädagogischen Wissen: Zum Zusammenhang zwischen motivationalen Merkmalen und Erwerb professionellen Wissens von (angehenden) Lehrkräften. Zeitschrift für Erziehungswissenschaft 27:1  pp. 229 ff. DOI logo
Qin, Jie
2024. Relationship between learner creativity, task planning, and speaking performance in L2 narrative tasks. International Review of Applied Linguistics in Language Teaching 0:0 DOI logo
Révész, Andrea
2014. Task‐Based Learning: Research Methods. In The Encyclopedia of Applied Linguistics,  pp. 1 ff. DOI logo

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