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Cited by 81 other publications

Aaj, Ali, Parviz Maftoon & Masood Siyyari
2023. Do young EFL learners benefit from task repetition?. The Language Learning Journal  pp. 1 ff. DOI logo
Abdi Tabari, Mahmoud
2023. Unpacking the effects of different lengths of pre-task planning time: L2 writing outcomes and learners’ perceptions. The Language Learning Journal  pp. 1 ff. DOI logo
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. DOI logo
Adams, Rebecca, Sara Amani, Jonathan Newton & Nik Aloesnita Nik Mohd Alwi
2014. Planning and production in computer-mediated communication (CMC) writing. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],  pp. 137 ff. DOI logo
Ahmadian, Mohammad Javad
2012. The effects of guided careful online planning on complexity, accuracy and fluency in intermediate EFL learners’ oral production: The case of English articles. Language Teaching Research 16:1  pp. 129 ff. DOI logo
Mohammad Javad Ahmadian & Michael H. Long
2021. The Cambridge Handbook of Task-Based Language Teaching, DOI logo
Ahmadian, Mohammad Javad & Mansoor Tavakoli
2014. Investigating What Second Language Learners Do and Monitor under Careful Online Planning Conditions. The Canadian Modern Language Review 70:1  pp. 50 ff. DOI logo
Aubrey, Scott, Craig Lambert & Paul Leeming
2022. The impact of first as opposed to second language pre-task planning on the content of problem-solving task performance. Language Teaching Research 26:5  pp. 867 ff. DOI logo
Aubrey, Scott & Andrew Philpott
2022. Use of the L1 and L2 in strategic planning and rehearsal for task performances in an online classroom. Language Teaching Research  pp. 136216882210774 ff. DOI logo
Behney, Jennifer & Susan Gass
2021. Interaction, DOI logo
Ben Maad, Mohamed Ridha
2012. Researching task difficulty from an individual differences perspective. Australian Review of Applied Linguistics 35:1  pp. 28 ff. DOI 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. DOI logo
Ben Maad, Mohamed Ridha & Ibrahim Saadi
2020. The role of group dynamics in low‐achieving EFL students’ speaking development. International Journal of Applied Linguistics 30:2  pp. 264 ff. DOI logo
Brown Nielson, Katharine & Robert DeKeyser
2019. Working memory and planning time as predictors of fluency and accuracy. Journal of Second Language Studies 2:2  pp. 281 ff. DOI logo
Brown Nielson, Katharine & Robert M. DeKeyser
2021. Working memory and planning time as predictors of fluency and accuracy. In Aptitude-Treatment Interaction in Second Language Learning [Benjamins Current Topics, 116],  pp. 117 ff. DOI logo
Bui, Gavin
2019. Chapter 11. Task-readiness and L2 task performance across proficiency levels. In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13],  pp. 253 ff. DOI logo
Bui, Gavin
2021. Influence of learners’ prior knowledge, L2 proficiency and pre-task planning on L2 lexical complexity. International Review of Applied Linguistics in Language Teaching 59:4  pp. 543 ff. DOI logo
Bui, Gavin, Peter Skehan & Zhan Wang
2018. Task Condition Effects on Advanced‐Level Foreign Language Performance. In The Handbook of Advanced Proficiency in Second Language Acquisition,  pp. 219 ff. DOI logo
Bygate, Martin
2016. Sources, developments and directions of task-based language teaching. The Language Learning Journal 44:4  pp. 381 ff. DOI logo
Byrnes, Heidi & Rosa M. Manchón
2014. Task, task performance, and writing development. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],  pp. 267 ff. DOI logo
Dao, Phung, Noriko Iwashita & Elizabeth Gatbonton
2017. Learner attention to form in ACCESS task-based interaction. Language Teaching Research 21:4  pp. 454 ff. DOI logo
Dawadi, Saraswati
2019. Effects of task repetition on EFL oral performance. ITL - International Journal of Applied Linguistics 170:1  pp. 3 ff. DOI logo
de Jong, Nel & Philip Tillman
2018. Chapter 2. Grammatical structures and oral fluency in immediate task repetition. In Learning Language through Task Repetition [Task-Based Language Teaching, 11],  pp. 43 ff. DOI logo
Donate, Ángela
Donate, Ángela & Ronald P. Leow
2024. Chapter 4. Task complexity, task features, and task anxiety at low L2 proficiency levels. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16],  pp. 111 ff. DOI logo
Ellis, Rod
2016. Focus on form: A critical review. Language Teaching Research 20:3  pp. 405 ff. DOI logo
Ellis, Rod
2021. The Effects of Pre-Task Planning on Second Language Writing: A Systematic Review of Experimental Studies. Chinese Journal of Applied Linguistics 44:2  pp. 131 ff. DOI logo
Ellis, Rod, Peter Skehan, Shaofeng Li, Natsuko Shintani & Craig Lambert
2019. Task-Based Language Teaching, DOI logo
Farahanynia, Mahsa & Mohammad Khatib
2022. Participatory structure of planning and cognitive task complexity in L2 oral performance: a processing perspective. The Language Learning Journal 50:6  pp. 777 ff. DOI logo
García-Amaya, Lorenzo
2024. Investigating the relation between L2 pauses, syntactic complexity, and pause location: Longitudinal data from L2-Spanish study-abroad learners. Second Language Research 40:2  pp. 399 ff. DOI logo
Gorsuch, Greta
2016. International teaching assistants at universities: A research agenda. Language Teaching 49:2  pp. 275 ff. DOI logo
Gu, Qianqian
2021. Impact of task preparedness on L2 oral performance and strategy use. TASK. Journal on Task-Based Language Teaching and Learning 1:2  pp. 196 ff. DOI logo
Gu, Qianqian & Kris Van den Branden
2024. The effects of two methods of on-line planning on L2 task-based speaking performance and strategy use. Language Teaching Research DOI logo
Halenko, Nicola & Maria Economidou-Kogetsidis
2022. Japanese learners’ spoken requests in the study abroad context: appropriateness, speech rate and response time. The Language Learning Journal 50:4  pp. 506 ff. DOI logo
Inoue, Chihiro & Daniel M. K. Lam
2021. The Effects of Extended Planning Time on Candidates' Performance, Processes, and Strategy Use in the Lecture Listening‐Into‐Speaking Tasks of the TOEFL iBT® Test. ETS Research Report Series 2021:1  pp. 1 ff. DOI logo
Khezrlou, Sima
2020. Training planning in second language narrative writing. ELT Journal 74:1  pp. 49 ff. DOI logo
Khoram, Alireza & Zuochen Zhang
2019. The impact of task type and pre-task planning condition on the accuracy of intermediate EFL learners’ oral performance. Cogent Education 6:1  pp. 1675466 ff. DOI logo
Kim, YouJin
2013. Effects of Pretask Modeling on Attention to Form and Question Development. TESOL Quarterly 47:1  pp. 8 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 & 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
Lee, Josephine & Alfred Rue Burch
2017. Collaborative Planning in Process: An Ethnomethodological Perspective. TESOL Quarterly 51:3  pp. 536 ff. DOI logo
Leeming, Paul, Scott Aubrey & Craig Lambert
2022. Collaborative Pre-Task Planning Processes and Second Language Task Performance. RELC Journal 53:3  pp. 534 ff. DOI logo
Lord, Gillian & Maria I. Fionda
2013. Teaching Pronunciation in Second Language Spanish. In The Handbook of Spanish Second Language Acquisition,  pp. 514 ff. DOI logo
Manchón, Rosa M.
2014. The internal dimension of tasks. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],  pp. 27 ff. DOI logo
Manchón, Rosa M. & Julio Roca de Larios
2007. On the Temporal Nature of Planning in L1 and L2 Composing. Language Learning 57:4  pp. 549 ff. DOI logo
Markee, Numa
2015. Where Does Research on Classroom Discourse and Interaction Go From Here?. In The Handbook of Classroom Discourse and Interaction,  pp. 507 ff. DOI logo
Markee, Numa & Silvia Kunitz
2013. Doing Planning and Task Performance in Second Language Acquisition: An Ethnomethodological Respecification. Language Learning 63:4  pp. 629 ff. DOI logo
Meraji, Seyed Reza
2011. Planning Time, Strategy Use, and Written Task Production in a Pedagogic vs. a Testing Context. Journal of Language Teaching and Research 2:2 DOI logo
Newton, Jonathan & Bao Trang Thi Nguyen
2019. Task repetition and the public performance of speaking tasks in EFL classes at a Vietnamese high school. Language Teaching for Young Learners 1:1  pp. 34 ff. DOI logo
Nguyen, Bao Trang Thi & Jonathan Newton
2020. Learner proficiency and EFL learning through task rehearsal and performance. Language Teaching Research 24:5  pp. 588 ff. DOI logo
Nielson, Katharine B
2014. Can planning time compensate for individual differences in working memory capacity?. Language Teaching Research 18:3  pp. 272 ff. DOI logo
ORTEGA, LOURDES
2005. For What and for Whom Is Our Research? The Ethical as Transformative Lens in Instructed SLA. The Modern Language Journal 89:3  pp. 427 ff. DOI logo
Ortega, Lourdes
2018. Ontologies of language, Second Language Acquisition, and world Englishes. World Englishes 37:1  pp. 64 ff. DOI logo
Oskoz, Ana & Idoia Elola
Pang, Francine & Peter Skehan
Plonsky, Luke & YouJin Kim
2016. Task-Based Learner Production: A Substantive and Methodological Review. Annual Review of Applied Linguistics 36  pp. 73 ff. DOI logo
Qin, Jie & Yan Zhang
2022. Pre-task planning and discourse cohesion: Analysis of Chinese EFL learners’ referential use in oral narratives. Language Teaching Research 26:1  pp. 60 ff. DOI logo
Qiu, Xuyan & Gavin Bui
2022. Pre-task planning effects on learner engagement in face-to-face and synchronous computer-mediated communication. Language Teaching Research  pp. 136216882211352 ff. DOI logo
Qiu, Xuyan & Gavin Bui
2022. “We Are Responsive on Zoom, but…”. International Journal of Computer-Assisted Language Learning and Teaching 12:2  pp. 1 ff. DOI logo
Rostamian, Morteza, Ali Mohammad Fazilatfar & Ali Akbar Jabbari
2018. The effect of planning time on cognitive processes, monitoring behavior, and quality of L2 writing. Language Teaching Research 22:4  pp. 418 ff. DOI logo
Ryan, Jonathon, Pauline Foster, Anthea Fester, Yi Wang, Jenny Field, Celine Kearney & Jia Rong Yap
2023. First Language Literacy and Second Language Oracy: A Partial Replication of Foster and Skehan (1996). Language Learning 73:4  pp. 1003 ff. DOI logo
Révész, Andrea
2021. Exploring task-based cognitive processes. TASK. Journal on Task-Based Language Teaching and Learning 1:2  pp. 266 ff. DOI logo
Shabani, Karim & Somayeh Hosseinzadeh
2019. A comparative study of the effects of teacher-initiated planned preemptive and reactive focus on form on L2 learners’ accuracy in narrative writing. Innovation in Language Learning and Teaching 13:1  pp. 76 ff. DOI logo
Skehan, Peter
2014. Chapter 8. Limited attentional capacity, second language performance, and task-based pedagogy. In Processing Perspectives on Task Performance [Task-Based Language Teaching, 5],  pp. 211 ff. DOI logo
Skehan, Peter
2014. Chapter 1. The context for researching a processing perspective on task performance. In Processing Perspectives on Task Performance [Task-Based Language Teaching, 5],  pp. 1 ff. DOI 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. DOI logo
Skehan, Peter
2021. The Psycholinguistics of Task-Based Performance. In The Cambridge Handbook of Task-Based Language Teaching,  pp. 3 ff. DOI logo
Skehan, Peter, Bei Xiaoyue, Li Qian & Zhan Wang
2012. The task is not enough: Processing approaches to task-based performance. Language Teaching Research 16:2  pp. 170 ff. DOI logo
Souza Ferraz D'Ely, Raquel Carolina, Mailce Borges Mota & Martin Bygate
2019. Chapter 9. Strategic planning and repetition as metacognitive processes in task performance. In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13],  pp. 199 ff. DOI logo
Tsushima, Rika & Martin Guardado
2015. Processing Perspectives on Task Performance. The Canadian Modern Language Review 71:4  pp. 504 ff. DOI logo
Tuan, Truong Anh & Storch Neomy
2007. Investigating Group Planning in Preparation for Oral Presentations in an EFL Class in Vietnam. RELC Journal 38:1  pp. 104 ff. DOI logo
Van de Guchte, Marrit, Gert Rijlaarsdam, Martine Braaksma & Peter Bimmel
2019. Focus on language versus content in the pre-task: Effects of guided peer-video model observations on task performance. Language Teaching Research 23:3  pp. 310 ff. DOI logo
Van den Branden, Kris
2009. Mediating between predetermined order and chaos: the role of the teacher in task‐based language education. International Journal of Applied Linguistics 19:3  pp. 264 ff. DOI logo
Wang, Zhan & Peter Skehan
2014. Chapter 6. Structure, lexis, and time perspective: Influences on task performance. In Processing Perspectives on Task Performance [Task-Based Language Teaching, 5],  pp. 155 ff. DOI logo
Wang, Zhan, Peter Skehan & Gaowei Chen
2019. The effects of hybrid online planning and L2 proficiency on video-based speaking task performance. Instructed Second Language Acquisition 3:1  pp. 53 ff. DOI logo
Wen, Zhisheng (Edward)
2016. Phonological and executive working memory in L2 task-based speech planning and performance. The Language Learning Journal 44:4  pp. 418 ff. DOI logo
Wigglesworth, Gillian & Cathie Elder
2010. An Investigation of the Effectiveness and Validity of Planning Time in Speaking Test Tasks. Language Assessment Quarterly 7:1  pp. 1 ff. DOI logo
Wright, Clare
2020. Effects of task type on L2 Mandarin fluency development. Journal of Second Language Studies 3:2  pp. 157 ff. DOI logo
Xing, Jiaxin & Shaoqian Luo
Zhang, Jianhua
2018. The Effect of Strategic Planning Training on Cohesion in EFL Learners’ Essays. Reading & Writing Quarterly 34:6  pp. 554 ff. DOI logo

This list is based on CrossRef data as of 7 june 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.