Part of
Individual Differences and Task-Based Language Teaching
Edited by Shaofeng Li
[Task-Based Language Teaching 16] 2024
► pp. 5283
References (81)
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Cited by (8)

Cited by eight other publications

An, Hyejin & Shaofeng Li
2024. Task-specific writing anxiety and self-efficacy are separate from general L2 writing anxiety and self-efficacy and they have differential associations with the effects of written corrective feedback in pre-task and within-task planning. System 126  pp. 103480 ff. DOI logo
An, Hyejin & Shaofeng Li
2024. Chapter 6. The effects of planning type, working memory, and anxiety on L2 writing performance. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16],  pp. 161 ff. DOI logo
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
2024. Chapter 12. Conclusion. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16],  pp. 346 ff. DOI logo
Li, Shaofeng
2024. Chapter 1. Individual differences and task-based language teaching. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16],  pp. 10 ff. DOI logo
Namkung, Yoon & YouJin Kim
2024. Chapter 7. A review of learner motivation and engagement research in task-based language teaching. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16],  pp. 198 ff. DOI logo
Skehan, Peter
2024. Foreword. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16],  pp. 1 ff. DOI logo
Willis, Jane
2024. Chapter 10. Practitioners’ perspectives. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16],  pp. 288 ff. DOI logo

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