Cited by

Cited by 10 other publications

Albert, Ágnes
2022. Language Tasks. In Investigating the Role of Affective Factors in Second Language Learning Tasks [Second Language Learning and Teaching, ],  pp. 31 ff. DOI logo
Biber, Douglas, Randi Reppen, Shelley Staples & Jesse Egbert
Byrnes, Heidi & Rosa M. Manchón
2014. Task-based language learning. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],  pp. 1 ff. DOI logo
De Clercq, Bastien & Alex Housen
2017. A Cross‐Linguistic Perspective on Syntactic Complexity in L2 Development: Syntactic Elaboration and Diversity. The Modern Language Journal 101:2  pp. 315 ff. DOI logo
Gombert, Wim, Merel Keijzer & Marjolijn Verspoor
2022. Structure-based Versus Dynamic Usage-based Instruction. Dutch Journal of Applied Linguistics 11 DOI logo
Gray, Bethany, Joe Geluso & Phuong Nguyen
2019. The Longitudinal Development of Grammatical Complexity at the Phrasal and Clausal Levels in Spoken and Written Responses to the TOEFL iBT® Test. ETS Research Report Series 2019:1  pp. 1 ff. DOI logo
Knouzi, Ibtissem & Callie Mady
2017. Indicators of an “Immigrant Advantage” in the Writing of L3 French Learners. The Canadian Modern Language Review 73:3  pp. 368 ff. DOI logo
Mäkilä, Mari
2021. Syntaktisk komplexitet och korrekthet i finska universitetsstudenters skriftliga inlärarsvenska: en jämförelse mellan två färdighetsnivåer. Nordand 16:2  pp. 134 ff. DOI logo
Polio, Charlene
2017. Second language writing development: A research agenda. Language Teaching 50:2  pp. 261 ff. DOI logo
Yoon, Hyung-Jo & Charlene Polio
2017. The Linguistic Development of Students of English as a Second Language in Two Written Genres. TESOL Quarterly 51:2  pp. 275 ff. DOI logo

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